Direct Instruction (DI) is a powerful instructional approach designed to ensure that students master critical skills and content required for more advanced learning.
Drawing from a diverse range of expert voices within the field, this key work explores how communities of practice are an effective tool for supporting successful collaboration, whilst also creating the foundations for lasting institutional change.
This text rearticulates understandings of materials-blocks of clay, sheets of paper, brushes and paints, fabrics, and plastics-to formulate new ideas about what happens when we think with materials and apply them to early childhood development and classrooms.
Drawing on original survey data, reflective accounts, and case studies of supervisory practice in different disciplines, Doctoral Supervision and Research Culture explores the supervisor experience and demonstrates the craft, compassion and consistency required of supervisors in responding to different researcher's needs.
This volume discusses the emergence of information and communication technology (ICT)-based teaching and learning during the Covid-19 pandemic as a potential alternative to traditional classroom-based learning.
This text rearticulates understandings of materials-blocks of clay, sheets of paper, brushes and paints, fabrics, and plastics-to formulate new ideas about what happens when we think with materials and apply them to early childhood development and classrooms.
Global Perspectives on Teaching with Technology presents a wealth of current research on how teacher education and training programs around the world are preparing teachers to integrate and apply learning technologies across subjects, grade levels, and regions.
Drawing from a diverse range of expert voices within the field, this key work explores how communities of practice are an effective tool for supporting successful collaboration, whilst also creating the foundations for lasting institutional change.
This book compares the nature and practice of internationalisation of the curriculum at the policy, institutional, and classroom levels in Vietnam and Australia: the former an Asian, developing, and sending country of international students, and the latter an Anglophone, developed country, and a major education export provider.
This book compares the nature and practice of internationalisation of the curriculum at the policy, institutional, and classroom levels in Vietnam and Australia: the former an Asian, developing, and sending country of international students, and the latter an Anglophone, developed country, and a major education export provider.
This book identifies the educational problems and issues that could be solved by design and discusses how to overcome these challenges by adopting a design thinking approach.
Drawing on original survey data, reflective accounts, and case studies of supervisory practice in different disciplines, Doctoral Supervision and Research Culture explores the supervisor experience and demonstrates the craft, compassion and consistency required of supervisors in responding to different researcher's needs.
The ID CaseBook provides instructional design students with 25 realistic, open-ended case studies that encourage adept problem-solving across a variety of client types and through all stages of the process.
To embrace today's culturally and linguistically diverse secondary English Language Arts (ELA) classrooms, this text presents ways in which teachers can use digital tools in the service of antiracist teaching and developing equity-oriented mindsets in teaching and learning.
Focusing on the professional learning journeys of practising teachers and their tutors, this book takes readers through the experiences of teachers on the Developing Innovative Pedagogies through the Lesson Study module at the University of East Anglia.
The ID CaseBook provides instructional design students with 25 realistic, open-ended case studies that encourage adept problem-solving across a variety of client types and through all stages of the process.
Doctoral programs provide training and mentorship for engaging in research, but they rarely provide training on how to be effective in the classroom-leading to many graduates obtaining their first faculty position with little to no teaching.
Doctoral programs provide training and mentorship for engaging in research, but they rarely provide training on how to be effective in the classroom-leading to many graduates obtaining their first faculty position with little to no teaching.
SCIENCE-BASED WAYS TO CHANGE WHAT YOU WANT TO CHANGE IN YOUR LIFEThere is an overwhelming amount of mis-information around about treatments for everything from alcohol abuse to weight loss.
Être–élève est né de la volonté d’un groupe d’enseignants spécialisés qui se proposent d’aller au bout de leurs démarches pédagogiques afin de mieux comprendre les obstacles rencontrés par leurs élèves.
As a follow up to Pedagogical Encounters in the Post-Anthropocene, Volume I, this book addresses three major areas in response to the post-Anthropocene: Technology, Neurology, Quantum.
This book identifies the educational problems and issues that could be solved by design and discusses how to overcome these challenges by adopting a design thinking approach.
The under-representation of characters of colour in children's literature in the UK is quantified in the CLPE's award winning Reflecting Realities research.
Collectively, the sixteen chapters in this book investigate the power of creativity in the classroom, many through the specific lens of limited resources as an opportunity.
SCIENCE-BASED WAYS TO CHANGE WHAT YOU WANT TO CHANGE IN YOUR LIFEThere is an overwhelming amount of mis-information around about treatments for everything from alcohol abuse to weight loss.
Le concept clef d’habitus, qui caractérise la théorie sociologique de Pierre Bourdieu, a l’immense avantage de s’inscrire le subjectivisme (phénoménologique, sartrien, etc.
Esta publicación busca nutrir el debate acerca de problemáticas de la enseñanza de Lengua y Literatura en la escuela e incidir en la formación de los docentes de nivel primario y secundario desde la perspectiva del interaccionismo sociodiscursivo.
