Project-Based Learning; it's a term that most educators have heard and probably have heard good things about, Often, though, they aren't quite sure precisely what its defining characteristics are other than involving students in projects that are supposed to somehow result in their learning things of value.
There is a story going around about the public schools and the people who teach in them-a story about how awful our nation's teachers are and why we should blame teachers for the poor state of our public schools.
Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals.
This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics.
This book provides perspectives from authors in six countries (Canada, Colombia, Germany, France, UK, USA) pertaining to adult learning in the 21st Century.
Mathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life.
Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings: A Moral Imperative is comprised of a collection of chapters written by educators who refuse to let the voices of dissent remain marginalized in our discussion of education in the 21st century education.
The significance that practitioners are placing on the use of multilevel models is undeniable as researchers want to both accurately partition variance stemming from complex sampling designs and understand relations within and between variables describing the hierarchical levels of these nested data structures.
This volume of the series Research in Human Resource Management (HRM) focuses on a number of important issues in HRM and OB including performance appraisal, political skill, gratitude, psychological contracts, the philosophical underpinnings of HRM, pay and compensation messages, and electronic human resource management.
In recent years, virtual teams have become a feature of most corporate workplaces, yet few academic programs prepare students to work in virtual teams, and few textbooks support the development of key skills for virtual teamwork.
Education and the politics of time: temporal governance in teaching and learning explores how time—its organization, regulation, and lived experience—structures education across diverse contexts.
Matthew Arnold, 19th century English poet, literary critic and school inspector, felt that each age had to determine that philosophy that was most adequate to its own concerns and contexts.
The Violence Volcano is for managers and workers in all types of business and government organizations, including law enforcement and other first-responders.
This book is designed as a college-level textbook introducing readers to all aspects of intellectual disability in children, from birth to the end of schooling, with an educational focus.
Despite technology's presence in virtually every public school, its documented familiarity and use by youth outside of school, and the wealth of resources it provides for teaching social studies, there has been relatively little empirical research on its effectiveness for the teaching and learning of social studies.
This book originates from a collaborative research initiative to examine how various societies in the Asia-Pacific Region construct moral and civic education, and to what extent these systems achieve the democratic objective of creating socially responsible citizens.
This book is provided as a guide, encouragement and handbook for faculty to introduce digital media in language you can understand and provide strategies and activities you can quickly assimilate into your teaching.
In the book, we provide snapshots describing this critically important time in our nation when federal educational policy implementation has been at a level previously unheard of in the United States.
The 6th book of the International Review of History Education Series, Contemporary public debates over history education, presents public debates on history education as they appear in 14 different areas of the world, in Asia, Europe, North and South America.
This book offers ideas that secondary teachers, university content faculty, and teacher educators can use to challenge traditional literacy practices and demonstrate creative, innovative ways of incorporating new literacies into the classroom, all within a strong theoretical framework.
