Curriculum planning and development Books
Palgrave Macmillan Modern Education in Africa Vol. 2
Book Synopsis1. Traditional/Indigenous Education.- 2. African Indigenous/Traditional Education.- 3. Ethiopian Traditional/Indigenous Education.- 4. Modern Education in Africa.- 5. Modern Education in Ethiopia.- 6. Indigenization/Africanization of Education.
£104.49
Palgrave Macmillan Transformative Learning Through Play
Book SynopsisChapter 1. Beyond Scholastic Disciplines: the Need for Complex Game-Based Learning in a Complex World.- Chapter 2. Introduction to Game-Based Learning.- Chapter 3. The Psychology of Analogue Game-Based Learning.- Chapter 4. Designing Effective Learning Games.- Chapter 5. Game Systems in Analogue Game-Based Learning.- Chapter 6. Introduction to Inclusivity in Analogue Game-Based Learning: Challenges and Strategies.
£123.49
Palgrave Macmillan Exploring Curriculum Landscapes in Africa
Book SynopsisChapter 1: Introduction: From Epistemicide to Epistemic Justice: Reclaiming Africa's Dustbin Thinkers for Curriculum Renewal.- Chapter 2: Let the Broken [South] African Body Speaks for Itself in Education Research.- Chapter 3: Towards a Critical Pedagogy for Fostering Critical Cultural Awareness: A Three Pronged Model for Primary EFL Textbook Analysis.- Chapter 4: Towards Confronting Cameroon's Colonial Legacy Through Textbook Analysis: In Pursuit of Decolonisation.- Chapter 5: Assessment of the Nigeria's Primary School Curriculum for the Future: Teachers' Perceptions for Future Directives.- Chapter 6: Exploring the Realities of Coloniality on the Curriculum Landscape ofGhana: A Call for Transformation.- Chapter 7: Curriculum as a Complicated Conversation in Zimbabwe.- Chapter 8: Reclaiming Curriculum in Namibia: Towards an Emancipated Education.- Chapter 9: What Happened to Us? Mapping the South African CurriculumLandscape and its Effect on the Child.- Chapter 9: Concluding Thoughts: The Way of the African is Spiritual: Towards an Inspirited Curriculum for Africa.
£132.99
Palgrave Macmillan Addressing Sexting in Educational Spaces
Book SynopsisChapter 1: Introduction.- Chapter 2: Theory.- Chapter 3: Adolescent Development.- Chapter 4: Research Methodology.- Chapter 5: Demographic and Cultural Determinant Characteristics.- Chapter 6: Determinate Cognitive and Intimate Characteristics.- Chapter 7: Social Positioning and Flirting.- Chapter 8: General Discussion and Conclusion.- Chapter 9: Recommendations and Application.
£34.99
£26.12
Springer International Publishing AG Principles and Practice of Case-based Clinical Reasoning Education: A Method for Preclinical Students
Book SynopsisThis book is open access under a CC BY 4.0 license. This volume describes and explains the educational method of Case-Based Clinical Reasoning (CBCR) used successfully in medical schools to prepare students to think like doctors before they enter the clinical arena and become engaged in patient care. Although this approach poses the paradoxical problem of a lack of clinical experience that is so essential for building proficiency in clinical reasoning, CBCR is built on the premise that solving clinical problems involves the ability to reason about disease processes. This requires knowledge of anatomy and the working and pathology of organ systems, as well as the ability to regard patient problems as patterns and compare them with instances of illness scripts of patients the clinician has seen in the past and stored in memory. CBCR stimulates the development of early, rudimentary illness scripts through elaboration and systematic discussion of the courses of action from the initial presentation of the patient to the final steps of clinical management. The book combines general backgrounds of clinical reasoning education and assessment with a detailed elaboration of the CBCR method for application in any medical curriculum, either as a mandatory or as an elective course. It consists of three parts: a general introduction to clinical reasoning education, application of the CBCR method, and cases that can used by educators to try out this method.Table of ContentsPART I: Backgrounds of educating preclinical students in clinical reasoning.- 1. Introduction; Olle ten Cate.- 2. Training clinical reasoning: historical and theoretical background; Eugène J.F.M. Custers.- 3. Understanding clinical reasoning from multiple perspectives: a conceptual and theoretical overview; Olle ten Cate & Steven Durning.- 4. Prerequisites for Learning Clinical Reasoning; Judith L. Bowen & Olle ten Cate.- 5. Approaches to assessing the clinical reasoning of preclinical students; Olle ten Cate & Steven J. Durning.- PART II: The method of Case-Based Clinical Reasoning education.- 6. Case-based Clinical Reasoning in practice; Angela van Zijl, Maria van Loon & Olle ten Cate.- 7. Assessment of clinical reasoning in a CBCR course; Olle ten Cate.- 8. Writing CBCR cases; Olle ten Cate & Maria van Loon.- 9. Curriculum and faculty development for Case-based Clinical Reasoning; Olle ten Cate & Gaiane Simonia.- 10. A model study guide for Case-based Clinical Reasoning; Maria van Loon, Sjoukje van den Broek & Olle ten Cate.- PART III: Appendices: Case 1: A 17-year old girl with a swelling in the neck; Case 2: A 68-year old man with swollen leg; Case 3: A 47-year old woman with fatigue; Case 4: Two patients with hearing loss.
£43.99
De Gruyter The Inverted Classroom Model: The 2nd German
Book SynopsisWhen the 1st German Inverted Classroom Conference was staged in 2012, the organizers thought that it may have been the first and last conference of this kind: Too few teachers seemed to be familiar with this model in the first place and only a tiny fragment of them would actually apply this model to their own teaching scenarios. However, in the 2013 conference, we were overwhelmed with a large number of teachers who not only wanted to find out about this teaching and learning concept but had already used it. Consequently, the focus of the 2nd German Inverted Classroom Conference to which this conference volume is dedicated was no longer the “installation” of the Inverted Classroom Model (ICM) but fine adjustments in the actual application of it. This is reflected in the contributions to this volume. Even though all three central aspects of the ICM are addressed, (1) content production and delivery, (2) testing, and (3) the in-class phase, there has been a shift away from mere content production towards an expansion of the model as well as a move towards fine adjustments of the three components.
£82.65
Nau Llibres (Edicions Culturals Valencianes, S.A.) Interacciones artísticas en espacios educativos
£15.08
Aurora International Publishing The Facilitators Guide to Moving F.A.S.T. Friends Against Street Terrorism
£10.44
Brill Multidimensional Curriculum Enhancing Future Thinking Literacy: Teaching Learners to Take Control of Their Future
Book SynopsisThis book presents an innovative Multidimensional Curriculum Model (MdCM) that develops future thinking literacy among all ages and levels of school students. It combines theory and practice and is highly applicable for policy makers, curriculum coordinators, lecturers at colleges of education, graduate students, and teachers, who are challenged daily to provide meaningful and up-to-date learning. It will aid teachers to prepare learners for the fast-changing world and equip them with skills that will help them control their futures. It combines latest teaching strategies of transdisciplinarity, phenomenon-based, project based, and problem-based learning, in a unique manner so as to develop 21st century skills. More specifically, it aims at developing higher order thinking skills and processes referred to as scientific, creative, and future thinking. It covers core and non-core-curriculum domains, multi and transdisciplinary teaching, as well as designing curricula for the gifted, the able and students at risk. It applies the latest theories on constructivism and carefully selected tools authentically and relevantly to create interest and challenge, addressing learning from personal, global, and time perspectives. Each chapter highlights a strategy or thinking tool, commencing with theory, followed by a unit description and lesson plans. The chapters each end with a final product named the future scenario. This scenario, written by students projecting themselves into the future, is based on accumulated knowledge, summarizes their learning, and illustrates future thinking literacy.Table of ContentsForeword Preface Acknowledgements Notes on Contributor Part 1: Future Thinking Literacy: The Multidimensional Curriculum Model 1 Dynamic Curricula Promoting Future Thinking Literacy: The Multidimensional Curriculum Model 1 Meaningful Learning and Developing 21st Century Skills 2 Conceptual Framework for Curriculum Model Development 3 Developing Thinking Skills 4 The Construction and Components of the Multidimensional Curriculum Model (MdCM) 5 21st Century Thinking Processes Developed by MdCM 6 Efffectiveness Data 7 Learning in Future Thinking Societies (LIFTS) Center 2 Teaching Future Thinking Literacy: Curriculum Design and Development 1 Principles 2 Content and Process 3 Products 4 Designing a Multidimensional Curriculum 5 Additional Key Components 6 Putting It All Together: Developing Future Thinking Literacy 7 Developing a Unit of Study Part 2: Updating the Curriculum in Core Domains 3 Science and Technology: Genetics 1 Science and Technology 2 Example Unit and Lessons 3 Unit Description 4 Lesson Plans 5 Lesson 1–2 6 Lesson 3 7 Lesson 4–5 8 Lesson 6 9 Lesson 7 10 Lesson 8–9 11 Lesson 10–11 12 Lesson 12 13 Future Scenario 4 Mathematics: Consumerism and the Percentages 1 Teaching Math 2 The Percentage 3 Consumerism 4 Example Unit and Lessons 5 Unit Description 6 Lesson Plans 7 Lesson 1 8 Lessons 2–3 9 Lessons 4–5 10 Lessons 6–7 11 Lessons 8–9 12 Lesson 10 13 Future Scenario 5 Language Arts: English as a Foreign Language 1 Teaching English as a Foreign Language in the Arab Sector in Israel 2 Thinking Maps 3 Guinness World Records 4 Example Unit and Lesson Plans 5 Lesson Plans 6 Lesson 1 7 Lessons 2–3 8 Lessons 4–5 9 Lessons 6–7 10 Lessons 8–9 11 Lessons 10–11 12 Future Scenario Appendix 1: Thinking Maps Templates Appendix 2: Worksheet (Lessons 4–5) 6 Social Studies: Community Settlements 1 Social Studies 2 Thinking Hats 3 Three-Stage Application of Six Thinking Hats in MdCM 4 Example Unit and Lesson Plans 5 Lesson Plans 6 Lessons 1–2 7 Lessons 3–4 8 Lessons 5–7 9 Lessons 8–10 10 Lessons 11–12 11 Lessons 13–14 12 Future Scenario Part 3: Multidimensional Curriculum for Non-Core Domains 7 The Bible: Leaders and Leadership 1 Leadership, Creative Thinking, and Problem Solving 2 Leadership in the Bible 3 Example Unit and Lesson Plans 4 Lesson Plans 5 Lesson 1 6 Lesson 2 7 Lessons 3–4 8 Lessons 5–6 9 Lessons 7–8 10 Lessons 9–12 11 Lesson 13 12 Future Scenario Appendix: Problem Solving Process 8 Music: The Beatles 1 Music Education 2 Cognitive Contribution 3 Personal and Social Contribution 4 The Beatles 5 Example Unit and Lessons 6 Lesson Plans 7 Lesson 1 8 Lesson 2 9 Lesson 3 10 Lesson 4–5 11 Lesson 6 12 Lesson 7 13 Lesson 8 14 Future Scenario 9 Life Skills: Me Myself and I 1 Life Skills 2 Life Skills in 1st Grade on the Topic of Self 3 Example Unit and Lessons 4 Lesson Plans 5 Lesson 1 6 Lessons 2–3 7 Lesson 4 8 Lesson 5 9 Lesson 6 10 Lessons 7–8 11 Lessons 9–10 12 Lesson 11 13 Lesson 12 14 Future Scenario 15 Additional Products and Units 16 Unit on Accepting Others 17 Unit on Violence 18 Future Scenario Part 4: Multidimensional Curriculum Integrating Domains 10 Energy: The Phenomenon-Based Approach 1 Phenomenon-Based Learning 2 Energy 3 Example Unit and Lesson Plans 4 Lesson Plans 5 Lesson 1 6 Lessons 2–7 7 Lessons 8–9 8 Lessons 10–11 9 Lessons 12–13 10 Lesson 14 Enrichment Activity Appendix 11 Jerusalem: The Transdisciplinary Perspective 1 Interdisciplinarity and Transdisiplinarity Teaching and Learning 2 Israel’s Culture and Heritage and the City of Jerusalem 3 Example Unit and Lessons 4 Lesson Plans 5 Lessons 1–2
£34.41
Brill Multidimensional Curriculum Enhancing Future Thinking Literacy: Teaching Learners to Take Control of Their Future
Book SynopsisThis book presents an innovative Multidimensional Curriculum Model (MdCM) that develops future thinking literacy among all ages and levels of school students. It combines theory and practice and is highly applicable for policy makers, curriculum coordinators, lecturers at colleges of education, graduate students, and teachers, who are challenged daily to provide meaningful and up-to-date learning. It will aid teachers to prepare learners for the fast-changing world and equip them with skills that will help them control their futures. It combines latest teaching strategies of transdisciplinarity, phenomenon-based, project based, and problem-based learning, in a unique manner so as to develop 21st century skills. More specifically, it aims at developing higher order thinking skills and processes referred to as scientific, creative, and future thinking. It covers core and non-core-curriculum domains, multi and transdisciplinary teaching, as well as designing curricula for the gifted, the able and students at risk. It applies the latest theories on constructivism and carefully selected tools authentically and relevantly to create interest and challenge, addressing learning from personal, global, and time perspectives. Each chapter highlights a strategy or thinking tool, commencing with theory, followed by a unit description and lesson plans. The chapters each end with a final product named the future scenario. This scenario, written by students projecting themselves into the future, is based on accumulated knowledge, summarizes their learning, and illustrates future thinking literacy.Table of ContentsForeword Preface Acknowledgements Notes on Contributor Part 1: Future Thinking Literacy: The Multidimensional Curriculum Model 1 Dynamic Curricula Promoting Future Thinking Literacy: The Multidimensional Curriculum Model 1 Meaningful Learning and Developing 21st Century Skills 2 Conceptual Framework for Curriculum Model Development 3 Developing Thinking Skills 4 The Construction and Components of the Multidimensional Curriculum Model (MdCM) 5 21st Century Thinking Processes Developed by MdCM 6 Efffectiveness Data 7 Learning in Future Thinking Societies (LIFTS) Center 2 Teaching Future Thinking Literacy: Curriculum Design and Development 1 Principles 2 Content and Process 3 Products 4 Designing a Multidimensional Curriculum 5 Additional Key Components 6 Putting It All Together: Developing Future Thinking Literacy 7 Developing a Unit of Study Part 2: Updating the Curriculum in Core Domains 3 Science and Technology: Genetics 1 Science and Technology 2 Example Unit and Lessons 3 Unit Description 4 Lesson Plans 5 Lesson 1–2 6 Lesson 3 7 Lesson 4–5 8 Lesson 6 9 Lesson 7 10 Lesson 8–9 11 Lesson 10–11 12 Lesson 12 13 Future Scenario 4 Mathematics: Consumerism and the Percentages 1 Teaching Math 2 The Percentage 3 Consumerism 4 Example Unit and Lessons 5 Unit Description 6 Lesson Plans 7 Lesson 1 8 Lessons 2–3 9 Lessons 4–5 10 Lessons 6–7 11 Lessons 8–9 12 Lesson 10 13 Future Scenario 5 Language Arts: English as a Foreign Language 1 Teaching English as a Foreign Language in the Arab Sector in Israel 2 Thinking Maps 3 Guinness World Records 4 Example Unit and Lesson Plans 5 Lesson Plans 6 Lesson 1 7 Lessons 2–3 8 Lessons 4–5 9 Lessons 6–7 10 Lessons 8–9 11 Lessons 10–11 12 Future Scenario Appendix 1: Thinking Maps Templates Appendix 2: Worksheet (Lessons 4–5) 6 Social Studies: Community Settlements 1 Social Studies 2 Thinking Hats 3 Three-Stage Application of Six Thinking Hats in MdCM 4 Example Unit and Lesson Plans 5 Lesson Plans 6 Lessons 1–2 7 Lessons 3–4 8 Lessons 5–7 9 Lessons 8–10 10 Lessons 11–12 11 Lessons 13–14 12 Future Scenario Part 3: Multidimensional Curriculum for Non-Core Domains 7 The Bible: Leaders and Leadership 1 Leadership, Creative Thinking, and Problem Solving 2 Leadership in the Bible 3 Example Unit and Lesson Plans 4 Lesson Plans 5 Lesson 1 6 Lesson 2 7 Lessons 3–4 8 Lessons 5–6 9 Lessons 7–8 10 Lessons 9–12 11 Lesson 13 12 Future Scenario Appendix: Problem Solving Process 8 Music: The Beatles 1 Music Education 2 Cognitive Contribution 3 Personal and Social Contribution 4 The Beatles 5 Example Unit and Lessons 6 Lesson Plans 7 Lesson 1 8 Lesson 2 9 Lesson 3 10 Lesson 4–5 11 Lesson 6 12 Lesson 7 13 Lesson 8 14 Future Scenario 9 Life Skills: Me Myself and I 1 Life Skills 2 Life Skills in 1st Grade on the Topic of Self 3 Example Unit and Lessons 4 Lesson Plans 5 Lesson 1 6 Lessons 2–3 7 Lesson 4 8 Lesson 5 9 Lesson 6 10 Lessons 7–8 11 Lessons 9–10 12 Lesson 11 13 Lesson 12 14 Future Scenario 15 Additional Products and Units 16 Unit on Accepting Others 17 Unit on Violence 18 Future Scenario Part 4: Multidimensional Curriculum Integrating Domains 10 Energy: The Phenomenon-Based Approach 1 Phenomenon-Based Learning 2 Energy 3 Example Unit and Lesson Plans 4 Lesson Plans 5 Lesson 1 6 Lessons 2–7 7 Lessons 8–9 8 Lessons 10–11 9 Lessons 12–13 10 Lesson 14 Enrichment Activity Appendix 11 Jerusalem: The Transdisciplinary Perspective 1 Interdisciplinarity and Transdisiplinarity Teaching and Learning 2 Israel’s Culture and Heritage and the City of Jerusalem 3 Example Unit and Lessons 4 Lesson Plans 5 Lessons 1–2
£104.00
Brill Deanship in the Global South: Bridging Troubled Waters
Book SynopsisThe university today is a postmodern, neo-liberal, competitive, boundary-less knowledge conglomerate, a far cry from its historical traditional classical and collegial roots. There is a body of literature on deanship that points to its evolving nature in the contemporary academe characterised by complexity and change. Balancing academic demands simultaneously with the requirements for effective performance, leadership and management, lies at the heart of this very challenging bridging role nowadays. Deans are generally former academics, emerging from a traditional collegial space and often catapulted into the relatively unknown domain of executive management, with its related problems. Deans nowadays are required to be more than collegial, intellectual leaders. They are also meant to be fiscal and human resource experts, fundraisers, politicians, and diplomats. Deanship in the Global South: Bridging Troubled Waters is about the deans’ lived reality, as they try to balance the demands of both the academe from which they emerge, and the administration to whom they now need to account. Their lack of preparation and inadequate support points to the need for a more strategic, integrated approach to leadership development within their critical bridging roles between the academe and administration.
£47.55
Brill Deanship in the Global South: Bridging Troubled Waters
Book SynopsisThe university today is a postmodern, neo-liberal, competitive, boundary-less knowledge conglomerate, a far cry from its historical traditional classical and collegial roots. There is a body of literature on deanship that points to its evolving nature in the contemporary academe characterised by complexity and change. Balancing academic demands simultaneously with the requirements for effective performance, leadership and management, lies at the heart of this very challenging bridging role nowadays. Deans are generally former academics, emerging from a traditional collegial space and often catapulted into the relatively unknown domain of executive management, with its related problems. Deans nowadays are required to be more than collegial, intellectual leaders. They are also meant to be fiscal and human resource experts, fundraisers, politicians, and diplomats. Deanship in the Global South: Bridging Troubled Waters is about the deans’ lived reality, as they try to balance the demands of both the academe from which they emerge, and the administration to whom they now need to account. Their lack of preparation and inadequate support points to the need for a more strategic, integrated approach to leadership development within their critical bridging roles between the academe and administration.
£100.80
Brill Towards Innovative Ways of Managing Curriculum in Rural Secondary Schools in the Twenty-First Century
Book SynopsisThe majority of South African principals believe that subject heads and Heads of Departments should be in charge of curriculum and teaching monitoring. Due to this impression, curricular management by principals does not support teaching and learning. According to the KZN department of education's study from 2015 on curriculum management and delivery plan, principals now spend more time on administrative responsibilities and learner discipline than on topics related to instructional leadership. This book emphasizes how major social and economic development in rural areas is necessary in order to achieve actual quality education. Until then, the educational options available in rural areas will restrict people's ability to live long, productive lives and to learn and experience freedom, dignity, and self-respect. Contributors are: Bongani Thulani Gamede, Samantha Govender, Nontobeko Prudence Khumalo, Azwidohwi Kutame, Mncedisi Christian Maphalala, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Ramashego Shila Mphahlele, Fikile Mthethwa, Edmore Mutekwe, Nokuthula Hierso Ndaba, Thandiwe Nonkululeko Ngema, Phiwokuhle Bongiwe Ngubane, Sindile Ngubane and Dumisani Nzima.Table of ContentsList of Figures and Tables Notes on Contributors Introduction Ramashego Shila Mphahlele and Mncedisi Christian Maphalala 1 The Role of the School Management Team in the Management and Monitoring of the Curriculum in King Cetshwayo Secondary Schools Mncedisi Christian Maphalala, Samantha Govender and Nontobeko Prudence Khumalo 2 Innovative Approaches to Curriculum Management for Sustainable Resources Allocation and the Maintenance of Infrastructure Dumisani Wilfred Mncube, Thandiwe Nonkululeko Ngema and Rachel Gugu Mkhasibe 3 Exploring the Impact of Educational Intervention Programmes to Improve Curriculum Delivery at King Cetshwayo District Schools Dumisani Wilfred Mncube, Thandiwe Nonkululeko Ngema and Mncedisi Christian Maphalala 4 Mental Health Support to Enhance Curriculum Management in Rural Schools in South Africa Dumisani Nzima and Sindile Ngubane 5 The Participation of Rural School Teachers in Continuing Professional Teacher Development: Enablers and Constraints Nokuthula Hierson Ndaba, Mncedisi Christian Maphalala and Phiwokuhle Bongiwe Ngubane 6 Curriculum Management and Teacher Connectedness in South African Rural Secondary Schools Edmore Mutekwe and Nontobeko Prudence Khumalo 7 Transformation Curriculum Management in Multi-Grading Schools: A Nightmare in Non-Viable Rural Schools Azwidohwi Kutame, Ramashego Shila Mphahlele and Fikile Mthethwa 8 Essentials of Lifelong Learning for High School Learners in Rural Environments Bongani Thulani Gamede and Phiwokuhle Bongiwe Ngubane 9 Curriculum Management for Inclusion of Diverse Learners in South African Secondary Schools Mncedisi Christian Maphalala and Sindile Ngubane 10 Using Open Educational Practices to Enhance Curriculum Management and Delivery in Rural Schools Ramashego Shila Mphahlele 11 Conclusion Ramashego Shila Mphahlele and Mncedisi Christian Maphalala Index
£43.20
Brill Towards Innovative Ways of Managing Curriculum in Rural Secondary Schools in the Twenty-First Century
Book SynopsisThe majority of South African principals believe that subject heads and Heads of Departments should be in charge of curriculum and teaching monitoring. Due to this impression, curricular management by principals does not support teaching and learning. According to the KZN department of education's study from 2015 on curriculum management and delivery plan, principals now spend more time on administrative responsibilities and learner discipline than on topics related to instructional leadership. This book emphasizes how major social and economic development in rural areas is necessary in order to achieve actual quality education. Until then, the educational options available in rural areas will restrict people's ability to live long, productive lives and to learn and experience freedom, dignity, and self-respect. Contributors are: Bongani Thulani Gamede, Samantha Govender, Nontobeko Prudence Khumalo, Azwidohwi Kutame, Mncedisi Christian Maphalala, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Ramashego Shila Mphahlele, Fikile Mthethwa, Edmore Mutekwe, Nokuthula Hierso Ndaba, Thandiwe Nonkululeko Ngema, Phiwokuhle Bongiwe Ngubane, Sindile Ngubane and Dumisani Nzima.Table of ContentsList of Figures and Tables Notes on Contributors Introduction Ramashego Shila Mphahlele and Mncedisi Christian Maphalala 1 The Role of the School Management Team in the Management and Monitoring of the Curriculum in King Cetshwayo Secondary Schools Mncedisi Christian Maphalala, Samantha Govender and Nontobeko Prudence Khumalo 2 Innovative Approaches to Curriculum Management for Sustainable Resources Allocation and the Maintenance of Infrastructure Dumisani Wilfred Mncube, Thandiwe Nonkululeko Ngema and Rachel Gugu Mkhasibe 3 Exploring the Impact of Educational Intervention Programmes to Improve Curriculum Delivery at King Cetshwayo District Schools Dumisani Wilfred Mncube, Thandiwe Nonkululeko Ngema and Mncedisi Christian Maphalala 4 Mental Health Support to Enhance Curriculum Management in Rural Schools in South Africa Dumisani Nzima and Sindile Ngubane 5 The Participation of Rural School Teachers in Continuing Professional Teacher Development: Enablers and Constraints Nokuthula Hierson Ndaba, Mncedisi Christian Maphalala and Phiwokuhle Bongiwe Ngubane 6 Curriculum Management and Teacher Connectedness in South African Rural Secondary Schools Edmore Mutekwe and Nontobeko Prudence Khumalo 7 Transformation Curriculum Management in Multi-Grading Schools: A Nightmare in Non-Viable Rural Schools Azwidohwi Kutame, Ramashego Shila Mphahlele and Fikile Mthethwa 8 Essentials of Lifelong Learning for High School Learners in Rural Environments Bongani Thulani Gamede and Phiwokuhle Bongiwe Ngubane 9 Curriculum Management for Inclusion of Diverse Learners in South African Secondary Schools Mncedisi Christian Maphalala and Sindile Ngubane 10 Using Open Educational Practices to Enhance Curriculum Management and Delivery in Rural Schools Ramashego Shila Mphahlele 11 Conclusion Ramashego Shila Mphahlele and Mncedisi Christian Maphalala Index
£115.20
Brill Enhancing the Value of Teacher Education
Book SynopsisThis book invites us to critically reflect on the value of research in, on and for teacher education. It explores the nature and role of teacher education research and identifies ways to enhance its value for policy and practice. It gathers together studies that deploy a wide range of methodologies, including small-scale practitioner-focused research and large-scale empirical studies, considering the value of both approaches for the development of teacher education research that is meaningful for practice, but also valid and relevant for policy. The studies collected in this book were undertaken in different countries and put forward powerful messages for teacher education research in the 21st century. The ultimate objective is to contribute to the generation of a knowledge base for teacher education, identifying strategies and acknowledging challenges. The various arguments presented here can be utilised by teacher education policymakers, practitioners and researchers wishing to enhance the role of teacher education research in their own countries and contexts. Contributors are: Evi Agostini, Herbert Altrichter, Rinat Arviv, Ilanit Avraham, Tali Berglas-Shapiro, Yvonne Brain, Charalambos Charalambous, Michalis Christodoulou, Ina Cijvat, Gerry Czerniawski, Ricarda Derler, Maria A. Flores, Ulla Fürstenberg, Conor Galvin, Ainat Guberman, Mirva Heikkilä, Tuike Iiskala, Fjolla Kacaniku, Lisa-Maria Lembacher, Joanna Madalińska-Michalak, Aziza Mayo, Jonathan Mendels, Stephanie Mian, Mirjamaija Mikkilä-Erdmann, Hagit Mishkin, Jan Morgenstern, Helma Oolbekkink-Marchand, Nazime Öztürk, Katrin Poom-Valickis, Elena Revyakina, Kari Smith, Marco Snoek, Vasileios Symeonidis, Jullia Tölle, Triin Ulla, Anu Warinowski, Heike Wendt and Cinzia Zadra.Table of ContentsPreface List of Figures and Tables Notes on Contributors Enhancing the Value of Teacher Education Research: Introduction and Key Messages Vasileios Symeonidis PART 1: The Role and Value of Research in Teacher Education 1 Evidence-Based, Evidence-Informed or Evidence-Ignored Teacher Education? The Role of Research in Teacher Education Kari Smith 2 Research-Based Teacher Education: A Finnish Perspective Mirjamaija Mikkilä-Erdmann, Heikkilä Mirva, Iiskala Tuike and Warinowski Anu 3 A Critical Realist Perspective on Teacher Education Research Michalis Christodoulou 4 Different Practical Experiences – Different Views? An Analysis of the Views of Future Teachers in Austria on Research Needs in Response to the Covid-19 Pandemic Ricarda Derler, Lisa-Maria Lembacher and Heike Wendt 5 Research and Practice in the Professional Development of School-Based Teacher Educators (SBTEs): Comparative Insights from the International Forum for Teacher Educator Development (InFo-TED) 2021 SBTE Survey Gerry Czerniawski, Yvonne Bain, Maria Assunção Flores, Ainat Guberman, Helma Oolbekkink-Marchand and Vasileios Symeonidis PART 2: The Value of Research on Teacher Education: Informing Policy 6 Drawing on Large-Scale Studies to Examine the Contribution of Teacher Quality to Student Learning: A Critical Reflection on the Literature Charalambos Y. Charalambous 7 A National Programme for Improving the Quality of Teacher Education: The German “Qualitätsoffensive Lehrerbildung” and the Quest for Institutionalisation of Teacher Education Herbert Altrichter, Julia Tölle and Jan Morgenstern 8 The European Union Erasmus+ Teacher Academies Action: Complementing and Supplementing European Teacher Education and Teacher Education Research? Conor Galvin, Joanna Madalinska-Michalak and Elena Revyakina 9 Weaving Practice, Research and Policymaking into Teachers’ Preparation and Induction in Israel Ainat Guberman, Jonathan Mendels, Rinat Arviv-Elyashiv, Tali Berglas-Shapiro, Ilanit Avraham and Hagit Mishkin PART 3: The Value of Research for Teacher Education: Improving Practice 10 Professionalisation through Research? Phenomenological Vignettes as an Innovative Professionalisation Tool in (Teacher) Education Evi Agostini, Stephanie Mian, Nazime Öztürk and Cinzia Zadra 11 Making Research Relevant for Future Teachers: Fostering a Problem-Solving Research Model in Initial Teacher Education Fjolla Kaçaniku 12 The Potential of Action Research to Support Positive Attitudes toward Inclusive Education in Initial Teacher Education Katrin Poom-Valickis and Triin Ulla 13 Bridging Research and Practice in Teacher Education: Creating a Conversational Community to Support Curriculum Development in Teacher Education Ina Cijvat, Marco Snoek and Aziza Mayo 14 Developing Research Literacy in Language Teacher Education: A ‘Buddy Project’ on Written Corrective Feedback (WCF) Ulla Fürstenberg Index
£144.40
Brill Enhancing the Value of Teacher Education Research: Implications for Policy and Practice
Book SynopsisThis book invites us to critically reflect on the value of research in, on and for teacher education. It explores the nature and role of teacher education research and identifies ways to enhance its value for policy and practice. It gathers together studies that deploy a wide range of methodologies, including small-scale practitioner-focused research and large-scale empirical studies, considering the value of both approaches for the development of teacher education research that is meaningful for practice, but also valid and relevant for policy. The studies collected in this book were undertaken in different countries and put forward powerful messages for teacher education research in the 21st century. The ultimate objective is to contribute to the generation of a knowledge base for teacher education, identifying strategies and acknowledging challenges. The various arguments presented here can be utilised by teacher education policymakers, practitioners and researchers wishing to enhance the role of teacher education research in their own countries and contexts. Contributors are: Evi Agostini, Herbert Altrichter, Rinat Arviv, Ilanit Avraham, Tali Berglas-Shapiro, Yvonne Brain, Charalambos Charalambous, Michalis Christodoulou, Ina Cijvat, Gerry Czerniawski, Ricarda Derler, Maria A. Flores, Ulla Fürstenberg, Conor Galvin, Ainat Guberman, Mirva Heikkilä, Tuike Iiskala, Fjolla Kacaniku, Lisa-Maria Lembacher, Joanna Madalińska-Michalak, Aziza Mayo, Jonathan Mendels, Stephanie Mian, Mirjamaija Mikkilä-Erdmann, Hagit Mishkin, Jan Morgenstern, Helma Oolbekkink-Marchand, Nazime Öztürk, Katrin Poom-Valickis, Elena Revyakina, Kari Smith, Marco Snoek, Vasileios Symeonidis, Jullia Tölle, Triin Ulla, Anu Warinowski, Heike Wendt and Cinzia Zadra.Table of ContentsPreface List of Figures and Tables Notes on Contributors Enhancing the Value of Teacher Education Research: Introduction and Key Messages Vasileios Symeonidis PART 1: The Role and Value of Research in Teacher Education 1 Evidence-Based, Evidence-Informed or Evidence-Ignored Teacher Education? The Role of Research in Teacher Education Kari Smith 2 Research-Based Teacher Education: A Finnish Perspective Mirjamaija Mikkilä-Erdmann, Heikkilä Mirva, Iiskala Tuike and Warinowski Anu 3 A Critical Realist Perspective on Teacher Education Research Michalis Christodoulou 4 Different Practical Experiences – Different Views? An Analysis of the Views of Future Teachers in Austria on Research Needs in Response to the Covid-19 Pandemic Ricarda Derler, Lisa-Maria Lembacher and Heike Wendt 5 Research and Practice in the Professional Development of School-Based Teacher Educators (SBTEs): Comparative Insights from the International Forum for Teacher Educator Development (InFo-TED) 2021 SBTE Survey Gerry Czerniawski, Yvonne Bain, Maria Assunção Flores, Ainat Guberman, Helma Oolbekkink-Marchand and Vasileios Symeonidis PART 2: The Value of Research on Teacher Education: Informing Policy 6 Drawing on Large-Scale Studies to Examine the Contribution of Teacher Quality to Student Learning: A Critical Reflection on the Literature Charalambos Y. Charalambous 7 A National Programme for Improving the Quality of Teacher Education: The German “Qualitätsoffensive Lehrerbildung” and the Quest for Institutionalisation of Teacher Education Herbert Altrichter, Julia Tölle and Jan Morgenstern 8 The European Union Erasmus+ Teacher Academies Action: Complementing and Supplementing European Teacher Education and Teacher Education Research? Conor Galvin, Joanna Madalinska-Michalak and Elena Revyakina 9 Weaving Practice, Research and Policymaking into Teachers’ Preparation and Induction in Israel Ainat Guberman, Jonathan Mendels, Rinat Arviv-Elyashiv, Tali Berglas-Shapiro, Ilanit Avraham and Hagit Mishkin PART 3: The Value of Research for Teacher Education: Improving Practice 10 Professionalisation through Research? Phenomenological Vignettes as an Innovative Professionalisation Tool in (Teacher) Education Evi Agostini, Stephanie Mian, Nazime Öztürk and Cinzia Zadra 11 Making Research Relevant for Future Teachers: Fostering a Problem-Solving Research Model in Initial Teacher Education Fjolla Kaçaniku 12 The Potential of Action Research to Support Positive Attitudes toward Inclusive Education in Initial Teacher Education Katrin Poom-Valickis and Triin Ulla 13 Bridging Research and Practice in Teacher Education: Creating a Conversational Community to Support Curriculum Development in Teacher Education Ina Cijvat, Marco Snoek and Aziza Mayo 14 Developing Research Literacy in Language Teacher Education: A ‘Buddy Project’ on Written Corrective Feedback (WCF) Ulla Fürstenberg Index
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Book SynopsisPreface.- Chapter 1 Curriculum Tasks in Rural Schools.- Chapter 2 Curriculum Planning for Rural Schools.- Chapter 3 Example of Rural School Curriculum Plan.- Chapter 4 Curriculum Implementation in Rural Schools.- Chapter 5 Rural School Curriculum Evaluation.- Chapter 6 Curriculum Management in Rural Schools.
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