This book thus explores the role of African epistemologies in addressing the myriad challenges posed by the inclusive education system in Africa and other contexts.
Assumptions: Complexity, Practice and Values delves into the empirical and theoretical aspects of assumptions in evaluation, offering methodologies to identify and categorize them, and exploring how they influence evaluations and each other.
This book layouts historic and future perspectives at the introduction of technology into education systems: On the one hand, the book attempts to explain why despite numerous attempts, technology has struggled to integrate successfully into the education system for over a century; on the other hand, it explores whether this trend will persist in the foreseeable future, questioning if emerging technologies, like virtual reality or Gen-AI will ever be embraced by education systems worldwide, and introducing a hypothesis that these technologies will become inevitable so that education systems will have a little choice in adopting them.
This book provides holistic guidance and proposes practical frameworks to navigate complex learning environments in the rapidly evolving climate, and an environment to facilitate effective learning and knowledge transfer, while advocating a shift in the learning culture, and culture of learning, in varying contexts.
This book focuses on the emerging area of partner-driven work-integrated learning inclusive of university or industry stakeholder development, and the integration of these two major stakeholders.
Youth titled this book Personal Truths because they shared their personal journeys, what they think of themselves, what others think of them, and who they are when their masks are removed.
This book presents contemporary STEM education research conducted by mathematics education researchers and their collaborators which highlights the important and pivotal role of mathematics in school STEM education.
This book unpacks the notion of pedagogy in South African technical and vocational education and training (TVET), enhancing the importance of the psychological dimension of learning.
This book unpacks the notion of pedagogy in South African technical and vocational education and training (TVET), enhancing the importance of the psychological dimension of learning.
This book contains selected papers from the symposium on Engineering Pedagogy organised in honour of Professor Amitabha Ghosh and his Lecture Series on Evolution of Classical Mechanics.
This book systematically approaches the topic of the relatively new field of digital pedagogy and provides valuable insights for teachers and students, education policymakers, leaders in education, and others whose professional engagement is related to education in modern society.
This book provides critical insights into the interplay of sociocultural change and educational practices by elucidating the trajectory of Hong Kong's early childhood music education system.
This book contains selected papers from the symposium on Engineering Pedagogy organised in honour of Professor Amitabha Ghosh and his Lecture Series on Evolution of Classical Mechanics.
This book connects the Biblical Paul's work as an educator with the revival of interest in Paul's impact on contemporary social and cultural experience, sometimes referred to as 'Paul's new moment'.
This book presents research initiatives by tutors involved in a content-based instruction context as part of the University Town writing programme, National University of Singapore, which is an interdisciplinary programme designed to teach first- and second-year undergraduate students how to conduct academic research and write evidence-based research papers.
This book serves as a reference point to inform continuing professional learning and development (CPLD) initiatives at both individual and institutional levels.
This book examines education transfer, specifically focusing on pedagogic transfer, and analyzes what happens when lesson study is introduced into foreign contextual settings.
This book provides holistic guidance and proposes practical frameworks to navigate complex learning environments in the rapidly evolving climate, and an environment to facilitate effective learning and knowledge transfer, while advocating a shift in the learning culture, and culture of learning, in varying contexts.
This book began as a year-long ethnography of a school in Taiwan in 1991 then evolved more into a historical sociology of national formation and its cultural mindset.
This book began as a year-long ethnography of a school in Taiwan in 1991 then evolved more into a historical sociology of national formation and its cultural mindset.
This book focuses on the emerging area of partner-driven work-integrated learning inclusive of university or industry stakeholder development, and the integration of these two major stakeholders.
This book systematically approaches the topic of the relatively new field of digital pedagogy and provides valuable insights for teachers and students, education policymakers, leaders in education, and others whose professional engagement is related to education in modern society.
Humane Composition Pedagogy (HCP) provides a pedagogical framework for reconciling the current disconnect between neoliberal higher education policies (sometimes called the “business model” of higher education) and the demand for kinder and more human-centered instruction.
Advancing Student Experience in the Art and Design Curriculum: Project-Based Learning will renew the critical attention paid to projects in the art and design curriculum and rigorously consider impacts on student experience.
Supporting Early Mathematical Development is an essential text, combining theory and practice to enable successful mathematical education for children from birth to 12 years.
This book provides a snapshot of technology and innovation in teacher education and teaching, highlighting innovations from the field as well as gaps in student learning.
This book provides a snapshot of technology and innovation in teacher education and teaching, highlighting innovations from the field as well as gaps in student learning.
This book provides an examination of the academic language found in Content and Language Integrated Learning (CLIL) primary-school written input, with a focus on the lexical demands of CLIL textbooks.
This book focuses on the impact of teachers' leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students.
This book offers stories and tools for designing and facilitating transformative sustainability pedagogy and explores how educators can intentionally design and facilitate eco-spiritual learning that promotes healing and wholeness.
