Curriculum planning and development Books
Information Age Publishing Instructional Design Fieldbook
Book SynopsisFrom a field developed out of the need to train military personnel at scale to its current role in enabling virtual learning and training experiences, instructional design has developed into a complex, multifaceted discipline. The modern instructional design process goes by many names (e.g., learning experience design, learning engineering, training and development, organizational development) and continues to adapt with continual changes in society and skill development needs. From mobile to remote learning as well as online and traditional classrooms, instructional designers are faced with meeting the learner where they are to design authentic and engaging learning experiences. Additionally, learning development needs have expanded outside of formal learning into professional development, on the job training, and continuous learning.Table of Contents Foreword - Luke Hobson Introduction - Kathryn A. Wolfe-Burleson, Josh Herron, and Wanda V. Chaves SECTION I: CURRENT TOPICS Introduction A Case Study in Connecting Students and Learning in a Pandemic Era: Enhancing Student Engagement and Persistence - Melanie Morgan Jackson Navigating Buy-In: Implementing a University-Wide Accessibility Initiative - Amy Ostrom and Jeremy Dickerson SECTION II: K–12 EDUCATION Introduction The Making of Makerspaces in the Elementary Classroom - Maghan Evans Churchill Bringing Instructional Design and Educational Technology to K–12 - Kathryn A. Wolfe-Burleson SECTION III: HIGHER EDUCATION Introduction Team-Based Design: A Case Study - Gary Chinn, Kate Miffitt, and Katrina Wehr Is Pedagogy as Important as We Think - JeVaughn Lancaster SECTION IV: BUSINESS Introduction Development Rich-Time Poor: How Game Based Developmental Experiences Provide Impactful Performance Interventions for Corporate Learners - Allyson L. Copeland, Madhura Sarkar, Brooke B. Saldivar, and Elaine C. Tricoli Changing Processes, Changing Minds: Achieving Radical Results in Manufacturing - Ed Cucinelli and Wanda V. Chaves A University Partnership to Develop a Family-Owned Enterprise Training Program - Josh Herron, Andria Carpenter, and Scott Whitaker SECTION V: ENTERTAINMENT Introduction The Creation of Cirque du Soleil's Acro-Artistic Training Program - Caitlan Maggs, Bernard Petiot, and Wanda V. Chaves Building Multicultural Strength to Enhance Customer and Employee Experience - Angie Sola and Wanda V. Chaves SECTION VI: HEALTHCARE Introduction Urgent Medical Training During the COVID-19 Pandemic - Natalie Budesa Implementation of EHR in an Ophthalmic/Optometric Office - LaToya C. Ligon About the Authors
£82.80
Information Age Publishing Curriculum Windows Redux: What Curriculum
Book SynopsisCurriculum Windows Redux: What Curriculum Theorists Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists in contemporary terms.The authors explore how key books/authors from the curriculum field illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in these curriculum texts still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The authors complete the Curriculum Windows series with this 7th book, Redux, providing a scholarly view of 33 books that should have been treated in the first 6 books based on the decades of the 1950s-2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£62.40
Information Age Publishing Curriculum Windows Redux: What Curriculum
Book SynopsisCurriculum Windows Redux: What Curriculum Theorists Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists in contemporary terms.The authors explore how key books/authors from the curriculum field illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in these curriculum texts still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The authors complete the Curriculum Windows series with this 7th book, Redux, providing a scholarly view of 33 books that should have been treated in the first 6 books based on the decades of the 1950s-2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£101.70
Information Age Publishing Analyzing Influences: Research on Decision Making
Book SynopsisAnalyzing Influences: Research on Decision Making and the Music Education Curriculum examines influences on research in music teacher preparation, practices, and policies. These influences include administrators’ perspectives, preservice music educators’ beliefs, and in-service teachers’ practices. Invited essays offer insights into past and present trends in music teacher preparation.This collection of studies represents best thinking in the field and serves as an impetus for further research and action. Each author’s analysis on the influences affecting their specific areas provides insights into key issues affecting decision making processes. This volume is a significant addition to the libraries of Colleges of Education and Schools of Music, as well as an important reference for music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning.
£44.96
Information Age Publishing Analyzing Influences: Research on Decision Making
Book SynopsisAnalyzing Influences: Research on Decision Making and the Music Education Curriculum examines influences on research in music teacher preparation, practices, and policies. These influences include administrators’ perspectives, preservice music educators’ beliefs, and in-service teachers’ practices. Invited essays offer insights into past and present trends in music teacher preparation.This collection of studies represents best thinking in the field and serves as an impetus for further research and action. Each author’s analysis on the influences affecting their specific areas provides insights into key issues affecting decision making processes. This volume is a significant addition to the libraries of Colleges of Education and Schools of Music, as well as an important reference for music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning.
£82.80
Information Age Publishing Curriculum and Teaching Dialogue, Volume 17,
Book SynopsisCurriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
£47.45
Information Age Publishing Curriculum and Teaching Dialogue, Volume 17,
Book SynopsisCurriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
£87.40
Information Age Publishing Social Justice, The Common Core, and Closing the
Book SynopsisThere is little doubt that the Common Core State Standards (CCSS) are a controversial entity. They are provocative for the way in which they have been developed, for the ways they are being implemented and evaluated, for their content, and for their failure to explicitly consider the needs, interests, and histories of diverse populations. While the CCSS continue to be problematized by critics around the country—including the editors of this volume—it is evident our nation is moving toward (some would argue we have arrived at) a national set of standards and/or a national curriculum. This text will be an important volume for multiple audiences, in large part because it will bring together critical perspectives on the CCSS and the notion of national standards/curricula. It will simultaneously provide a social justice orientation as a way to interpret the CCSS and respond to their limits, while presenting practical examples of social justice?oriented, CCSS?focused curricula that empower diverse learners and their teachers.Social Justice, the Common Core, and Closing the Instructional Gap will consist of chapters by classroom teachers and university scholars who portray honest, engaging, first?person accounts of their successes and challenges connecting a social justice pedagogical orientation to the Common Core State Standards. These authors candidly and passionately share the challenges of navigating between a social justice curriculum and high stakes standards? and test?driven environments. They highlight their accomplishments that include effectively supporting students to consider social injustices and devise plans to work toward a more equitable world.
£47.45
Information Age Publishing Social Justice, The Common Core, and Closing the
Book SynopsisThere is little doubt that the Common Core State Standards (CCSS) are a controversial entity. They are provocative for the way in which they have been developed, for the ways they are being implemented and evaluated, for their content, and for their failure to explicitly consider the needs, interests, and histories of diverse populations. While the CCSS continue to be problematized by critics around the country—including the editors of this volume—it is evident our nation is moving toward (some would argue we have arrived at) a national set of standards and/or a national curriculum. This text will be an important volume for multiple audiences, in large part because it will bring together critical perspectives on the CCSS and the notion of national standards/curricula. It will simultaneously provide a social justice orientation as a way to interpret the CCSS and respond to their limits, while presenting practical examples of social justice?oriented, CCSS?focused curricula that empower diverse learners and their teachers.Social Justice, the Common Core, and Closing the Instructional Gap will consist of chapters by classroom teachers and university scholars who portray honest, engaging, first?person accounts of their successes and challenges connecting a social justice pedagogical orientation to the Common Core State Standards. These authors candidly and passionately share the challenges of navigating between a social justice curriculum and high stakes standards? and test?driven environments. They highlight their accomplishments that include effectively supporting students to consider social injustices and devise plans to work toward a more equitable world.
£87.40
Information Age Publishing Unpuzzling History with Primary Sources
Book SynopsisRecent advances in technology have created easy access for classroom teachers and students alike to a vast store of primary sources. This fact accompanied by the growing emphasis on primary documents through education reform movements has created a need for active approaches to learning from such sources. Unpuzzling History with Primary Sources addresses this need. It looks at the role that primary sources can play in a social studies curriculum in the 21st century. Each chapter deals with a different aspect of teaching primary sources.Each chapter includes a discussion of key issues, model activities, and resources for upper elementary through high school teachers. A model lesson plan also appears at the end of most chapters. Chapter one presents a unique perspective on the nature of history and primary sources. This is followed by chapters on how historical thinking and inquiry relate to primary sources.Other chapters deal with individual types of primary sources. A glance at the table of contents will certainly draw the teacher’s interest regardless of teaching style. The skills that students gain from working with primary sources prepare them for the many responsibilities and duties of being a citizen in a democracy. Therefore, the book closes with a chapter pointing to the relationship of primary sources to citizenship education. This book will be useful as a resource for teachers and might serve as a text for in?service, college methods courses, and school libraries. All four authors have experience in the K?12 classroom as well as social studies teacher education.
£42.46
Information Age Publishing Unpuzzling History with Primary Sources
Book SynopsisRecent advances in technology have created easy access for classroom teachers and students alike to a vast store of primary sources. This fact accompanied by the growing emphasis on primary documents through education reform movements has created a need for active approaches to learning from such sources. Unpuzzling History with Primary Sources addresses this need. It looks at the role that primary sources can play in a social studies curriculum in the 21st century. Each chapter deals with a different aspect of teaching primary sources.Each chapter includes a discussion of key issues, model activities, and resources for upper elementary through high school teachers. A model lesson plan also appears at the end of most chapters. Chapter one presents a unique perspective on the nature of history and primary sources. This is followed by chapters on how historical thinking and inquiry relate to primary sources.Other chapters deal with individual types of primary sources. A glance at the table of contents will certainly draw the teacher’s interest regardless of teaching style. The skills that students gain from working with primary sources prepare them for the many responsibilities and duties of being a citizen in a democracy. Therefore, the book closes with a chapter pointing to the relationship of primary sources to citizenship education. This book will be useful as a resource for teachers and might serve as a text for in?service, college methods courses, and school libraries. All four authors have experience in the K?12 classroom as well as social studies teacher education.
£78.20
Information Age Publishing Social Justice Education, Globalization, and
Book SynopsisThe primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P?12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.This unique book provides for an interdisciplinary approach to teacher education. Additionally, this book is intended to create a deeper sense of relevancy to issues of curriculum in teacher education. Together, global educators and social justice educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, thus exemplifying a robust notion of social justice. Consequently, content in this book will help pre?service teachers to gain confidence and deeper knowledge around issues of global interest, responsibilities and uncertainties associated with their role as teachers who will teach children within the intersection of local andinternational neighborhoods.
£47.45
Information Age Publishing Social Justice Education, Globalization, and
Book SynopsisThe primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P?12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.This unique book provides for an interdisciplinary approach to teacher education. Additionally, this book is intended to create a deeper sense of relevancy to issues of curriculum in teacher education. Together, global educators and social justice educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, thus exemplifying a robust notion of social justice. Consequently, content in this book will help pre?service teachers to gain confidence and deeper knowledge around issues of global interest, responsibilities and uncertainties associated with their role as teachers who will teach children within the intersection of local andinternational neighborhoods.
£87.40
Information Age Publishing The Next Generation of Testing: Common Core
Book SynopsisThe Race To The Top (RTTP) federal education policy fostered a new generation of state tests. This policy advocated adopting common core standards which set a higher level of learning targets for students in the US K?12 education. These standards are intended to assess higher order thinking skills and prepare students ready for college and career. In the meantime, they are aligned with those for international assessments which keep US students abreast of their international peers. Furthermore, the new generation of state tests requires the use of technology enhanced items to align student assessments with student learning environment. Computer technology is indispensable to accomplish this goal. Computer based tests related to common core standards are different from previous state computer based tests in two important aspects, one is that the current version requires accurate assessment of students along all ability levels and the other is that it promotes the use of an efficient test delivery system, essentially the use of computerized adaptive assessment in K?12 state testing programs. In addition to providing summative information about student learning, the new common core tests add formative assessment component in the whole assessment system to provide timely feedback to students and teachers during the process of student learning and teacher instruction. As with its predecessor, the new assessment policy also holds teachers and schools accountable for student learning.With the requirements by the new federal education policy, states formed two consortia: Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter?Balanced Assessment Consortium (SBAC) to develop assessments in alignment with the new common core standards. This book is based on the presentations made at the Thirteenth Annual Maryland Assessment Research Center’s Conference on “The Next Generation of Testing: Common Core Standards, Smarter?Balanced, PARCC, and the Nationwide Testing Movement”. Experts from the consortia and nationwide overviewed the intention, history and the current status of this nationwide testing movement. Item development, test design, and transition from old state tests to the new consortia tests are discussed. Test scoring and reporting are specially highlighted in the book. The challenges related to standard setting for the new test, especially in the CAT environment and linking performance standards from state tests with consortium tests were explored. The issues of utilizing the consortium test results to evaluate students’ college and career readiness is another topic addressed in the book. The last chapters address the critical issue of validity in the new generation of state testing programs.Overall, this book presents the latest status of the development of the two consortium assessment systems. It addresses the most challenging issues related to the next generation of state testing programs including development of innovative items assessing higher order thinking skills, scoring of such items, standard setting and linkage with the old state specific standards, and validity issues. This edited book provides a very good source of information related to the consortium tests based on the common core standards.
£47.45
Information Age Publishing The Next Generation of Testing: Common Core
Book SynopsisThe Race To The Top (RTTP) federal education policy fostered a new generation of state tests. This policy advocated adopting common core standards which set a higher level of learning targets for students in the US K?12 education. These standards are intended to assess higher order thinking skills and prepare students ready for college and career. In the meantime, they are aligned with those for international assessments which keep US students abreast of their international peers. Furthermore, the new generation of state tests requires the use of technology enhanced items to align student assessments with student learning environment. Computer technology is indispensable to accomplish this goal. Computer based tests related to common core standards are different from previous state computer based tests in two important aspects, one is that the current version requires accurate assessment of students along all ability levels and the other is that it promotes the use of an efficient test delivery system, essentially the use of computerized adaptive assessment in K?12 state testing programs. In addition to providing summative information about student learning, the new common core tests add formative assessment component in the whole assessment system to provide timely feedback to students and teachers during the process of student learning and teacher instruction. As with its predecessor, the new assessment policy also holds teachers and schools accountable for student learning.With the requirements by the new federal education policy, states formed two consortia: Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter?Balanced Assessment Consortium (SBAC) to develop assessments in alignment with the new common core standards. This book is based on the presentations made at the Thirteenth Annual Maryland Assessment Research Center’s Conference on “The Next Generation of Testing: Common Core Standards, Smarter?Balanced, PARCC, and the Nationwide Testing Movement”. Experts from the consortia and nationwide overviewed the intention, history and the current status of this nationwide testing movement. Item development, test design, and transition from old state tests to the new consortia tests are discussed. Test scoring and reporting are specially highlighted in the book. The challenges related to standard setting for the new test, especially in the CAT environment and linking performance standards from state tests with consortium tests were explored. The issues of utilizing the consortium test results to evaluate students’ college and career readiness is another topic addressed in the book. The last chapters address the critical issue of validity in the new generation of state testing programs.Overall, this book presents the latest status of the development of the two consortium assessment systems. It addresses the most challenging issues related to the next generation of state testing programs including development of innovative items assessing higher order thinking skills, scoring of such items, standard setting and linkage with the old state specific standards, and validity issues. This edited book provides a very good source of information related to the consortium tests based on the common core standards.
£87.40
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1960s by Louise Berman, Jerome Bruner, WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt, Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix, Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£47.45
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1960s by Louise Berman, Jerome Bruner, WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt, Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix, Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£87.40
Information Age Publishing Digital Curricula in School Mathematics
Book SynopsisThe mathematics curriculum – what mathematics is taught, to whom it is taught, and when it is taught – is the bedrock to understanding what mathematics students can, could, and should learn. Today’s digital technology influences the mathematics curriculum in two quite different ways. One influence is on the delivery of mathematics through hardware such as desktops, laptops, and tablets. Another influence is on the doing of mathematics using software available on this hardware, but also available on the internet, calculators, or smart phones.These developments, rapidly increasing in their availability and decreasing in their cost, raise fundamental questions regarding a mathematics curriculum that has traditionally been focused on paper-and-pencil work and taught in many places as a set of rules to be practiced and learned.This volume presents the talks given at a conference held in 2014 at the University of Chicago, sponsored by the Center for the Study of Mathematics Curriculum. The speakers – experts from around the world and inside the USA – were asked to discuss one or more of the following topics: changes in the nature and creation of curricular materials available to students transformations in how students learn and how they demonstrate their learning rethinking the role of the teacher and how students and teachers interact within a classroom and across distances from each other The result is a set of articles that are interesting and captivating, and challenge us to examine how the learning of mathematics can and should be affected by today’s technology.
£47.45
Information Age Publishing Digital Curricula in School Mathematics
Book SynopsisThe mathematics curriculum – what mathematics is taught, to whom it is taught, and when it is taught – is the bedrock to understanding what mathematics students can, could, and should learn. Today’s digital technology influences the mathematics curriculum in two quite different ways. One influence is on the delivery of mathematics through hardware such as desktops, laptops, and tablets. Another influence is on the doing of mathematics using software available on this hardware, but also available on the internet, calculators, or smart phones.These developments, rapidly increasing in their availability and decreasing in their cost, raise fundamental questions regarding a mathematics curriculum that has traditionally been focused on paper-and-pencil work and taught in many places as a set of rules to be practiced and learned.This volume presents the talks given at a conference held in 2014 at the University of Chicago, sponsored by the Center for the Study of Mathematics Curriculum. The speakers – experts from around the world and inside the USA – were asked to discuss one or more of the following topics: changes in the nature and creation of curricular materials available to students transformations in how students learn and how they demonstrate their learning rethinking the role of the teacher and how students and teachers interact within a classroom and across distances from each other The result is a set of articles that are interesting and captivating, and challenge us to examine how the learning of mathematics can and should be affected by today’s technology.
£87.40
Information Age Publishing Learning from the Federal Market?Based Reforms:
Book SynopsisOver the past twenty years, educational policy has been characterized by top?down, market?focused policies combined with a push toward privatization and school choice. The new Every Student Succeeds Act continues along this path, though with decision?making authority now shifted toward the states. These market?based reforms have often been touted as the most promising response to the challenges of poverty and educational disenfranchisement. But has this approach been successful? Has learning improved? Have historically low?scoring schools “turned around” or have the reforms had little effect? Have these narrow conceptions of schooling harmed the civic and social purposes of education in a democracy?This book presents the evidence. Drawing on the work of the nation’s most prominent researchers, the book explores the major elements of these reforms, as well as the social, political, and educational contexts in which they take place. It examines the evidence supporting the most common school improvement strategies: school choice; reconstitutions, or massive personnel changes; and school closures. From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, “miracle” schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re?segregation, among others.The weight of the evidence indisputably shows little success and no promise for these reforms. Thus, the authors counsel strongly against continuing these failed policies. The book concludes with a review of more promising avenues for educational reform, including the necessity of broader societal investments for combatting poverty and adverse social conditions. While schools cannot single?handedly overcome societal inequalities, important work can take place within the public school system, with evidence?based interventions such as early childhood education, detracking, adequate funding and full?service community schools—all intended to renew our nation’s commitment to democracy and equal educational opportunity.
£82.85
Information Age Publishing Learning from the Federal Market?Based Reforms:
Book SynopsisOver the past twenty years, educational policy has been characterized by top?down, market?focused policies combined with a push toward privatization and school choice. The new Every Student Succeeds Act continues along this path, though with decision?making authority now shifted toward the states. These market?based reforms have often been touted as the most promising response to the challenges of poverty and educational disenfranchisement. But has this approach been successful? Has learning improved? Have historically low?scoring schools “turned around” or have the reforms had little effect? Have these narrow conceptions of schooling harmed the civic and social purposes of education in a democracy?This book presents the evidence. Drawing on the work of the nation’s most prominent researchers, the book explores the major elements of these reforms, as well as the social, political, and educational contexts in which they take place. It examines the evidence supporting the most common school improvement strategies: school choice; reconstitutions, or massive personnel changes; and school closures. From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, “miracle” schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re?segregation, among others.The weight of the evidence indisputably shows little success and no promise for these reforms. Thus, the authors counsel strongly against continuing these failed policies. The book concludes with a review of more promising avenues for educational reform, including the necessity of broader societal investments for combatting poverty and adverse social conditions. While schools cannot single?handedly overcome societal inequalities, important work can take place within the public school system, with evidence?based interventions such as early childhood education, detracking, adequate funding and full?service community schools—all intended to renew our nation’s commitment to democracy and equal educational opportunity.
£127.34
Harvard Educational Publishing Group Systems for Instructional Improvement: Creating
Book SynopsisIn Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers’ growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement.Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers’ instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals’ time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning.Systems for Instructional Improvement provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research.Trade Review'Provides a comprehensive framework for instructional improvements throughout a district.' - School Administrator
£29.71
Harvard Educational Publishing Group Teaching Core Practices in Teacher Education
Book SynopsisIn Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge.Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum.The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs.
£46.40
Harvard Educational Publishing Group Teaching with Literacy Programs: Equitable
Book SynopsisA step-by-step guide to developing equitable literacy instruction by adapting curriculum to support diverse learners. In Teaching with Literacy Programs, Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle present a model that allows educators to address educational inequity through the critical and adaptive use of existing literacy curriculum materials. In this accessible work, they advise educators on ways to combine common classroom materials, such as basal readers and core reading programs, with instructional practices that provide high-quality, responsive instruction to all students. Edwards, White, Hopkins, and Castle credit literacy instruction as a core part of overall educational equity, and they recognize the crucial role that educators play in translating materials into instruction that benefits all learners. Here they offer teacher education in support of this essential role, deftly guiding educators through a four-part development process, CARE, an acronym for cultivating critical consciousness, analyzing materials, reconstructing curricula, and evaluating instruction reflectively to advance equity. Built upon culturally relevant, sustaining, and antiracist pedagogy, CARE enables teachers to provide literacy instruction that meets the range of needs and performance levels in classrooms, supporting students in attaining academic achievement, cultural competence, and critical consciousness. The approach outlined in this work, which can be put into immediate practice, helps educators to provide literacy instruction that builds on students' multiple literacies and reduces educational inequity.Trade Review“Based upon their careful reading of the science of reading and the inequities in America’s schools, these experienced educators have assembled a set of professional tools to help teachers transform even the most mundane of commercial language arts programs into culturally relevant, culturally sustaining, antiracist curricula. Educational alchemy at its best!” —P. David Pearson, Evelyn Lois Corey Emeritus Chair in Instructional Science, Berkeley School of Education, University of California, Berkeley“Edwards and her coauthors have written an important book. They propose the CARE framework as a road map to equitable literacy instruction. Empowering teachers to leverage students’ funds of knowledge and literacy histories alongside the mandated literacy curriculum materials is at the core of this framework, and recommendations are provided for achieving this goal.” —Pamela Mason, senior lecturer, Harvard Graduate School of Education
£29.56
Harvard Educational Publishing Group Teaching Climate Change: Fostering Understanding,
Book SynopsisA practical guide to cultivating expansive understandings of climate change and environmental regeneration in K–12 students through classroom instructional practices and curricula.Teaching Climate Change lays out a comprehensive, NGSS-aligned approach to climate change education that builds in-depth knowledge of the subject, empowers students, and promotes a social justice mindset. In this fortifying and inspiring work, Mark Windschitl guides classroom teachers and educational leaders through an ambitious multilevel, multidisciplinary framing of climate change education as an integral element of school curricula. Exuding hope for the future, Windschitl emphasizes the big picture of research-informed teaching about climate change. He presents real-life classroom examples that illustrate not only key STEM concepts such as carbon cycles and the greenhouse effect, biodiversity, and sustainability, but also broader issues, including the countering of misinformation, decarbonizing solutions, the centering of human stories, and the advancement of equity and environmental justice. Windschitl offers keen advice for using methods such as storytelling, project-based learning, and models of inquiry backed by authoritative evidence as core strategies in science teaching and learning. He also addresses the social-emotional toll that discussion of the climate crisis may exact on both students and teachers. This timely book equips teachers to approach climate education with the urgency and empathy that the topic requires and shows how the classroom can inspire students to activism.Trade Review“This timely book bridges educational research and practice, which results in an essential guide to teaching climate change in classrooms. New and experienced climate change teachers will benefit from the comprehensive rationale for teaching climate change and extensive classroom examples that embrace sensemaking.” —Julie A. Luft, Distinguished Research Professor and Athletic Association Professor of Mathematics and Science Education, University of Georgia“Offering a comprehensive vision for climate change education, Mark Windschitl’s Teaching Climate Change is informative, inspirational, and indispensable for any teacher seeking to empower today’s students to cope with the challenges of tomorrow’s warming world.” —Glenn Branch, deputy director, National Center for Science Education“This book offers a coherent approach to teaching climate change and is centered around the best of current scientific inquiry. It gives student voice, learner ideas, and social justice privileged positions, and recognizes the emotional toll that such a far-reaching challenge facing humanity places on professional educators. I highly recommend it!” —Stamatis Vokos, professor of physics and codirector of the STEM Teacher and Researcher Program, California Polytechnic State University, San Luis Obispo“Moving beyond core understandings of climate change at the global level, this book reframes the imperative of climate change education for all students in terms of a vision that centers young people as the solution by building upon their existing sensemaking strengths, capacity for resilience, and imagination for sustainability for their community and beyond. This timely book offers new and experienced educators alike a practical way to strengthen their capacity for climate change teaching and learning by outlining concrete examples for re-envisioning instructional tools to sustain students’ intellectual work and critical perspective around the scientific complexities and social injustices of climate change while also fostering hope and inspiring collective action in the face of the climate crisis.” —Maria Simani, executive director, California Science Project
£30.36
Emerald Publishing Limited Management Education for Integrity: Ethically
Book SynopsisRecent examples of corporate, national and international ethical and financial scandals and crises have created a need to bolster the ethical acumen of managers through business education imperatives. This topical book forms an important part of the debate on the development of ethical business leaders and provides empirically grounded, theoretical insights for rethinking business curricula requisite for understanding and meaningfully confronting an ethical vacuum that sometimes exists in business. "Management Education for Integrity" explains how curricula should be streamlined and rejuvenated to ensure a high level of integrity in management education, providing numerous examples of new tools, teaching methods, integrity sensitization and development exercises and ethical management education assessment approaches. Chapters include: fostering integrity in business curricula; a critique of ethics education in management; measuring best practices in management education for integrity capacity; encouraging moral engagement in business ethics courses; management education for behavioral integrity; and scenario-based approach as a teaching tool to promote integrity awareness.
£69.34
Emerald Publishing Limited Making School with Children
£76.00
Emerald Publishing Limited Social Studies Instruction Learning and Assessment in the Contemporary World
£71.25
Edward Elgar Publishing Ltd Teaching Pluralism in Economics
Book SynopsisThis volume is concerned with the different schools within the discipline of economics (theoretical pluralism) and the relationship of economics to other disciplines, such as sociology, political science and philosophy (interdisciplinarity). It addresses the important implications of pluralism and interdisciplinarity for teaching economics at both undergraduate and graduate level and argues that the economics curriculum should pay equal attention to these new perspectives rather than concentrate on the traditional neoclassical mainstream. The distinguished contributors highlight the inherent challenges of presenting a combination of mainstream economics with more heterodox approaches in such a way that the student is not confused, but better understands the possibilities and limitations of different schools in economics. They go on to demonstrate how to apply these different approaches and show how a more inter-disciplinary approach can be followed once the boundaries of the economics discipline have been reached. The volume attempts to offer insights into the content of such a revised curriculum and the process of how to achieve this.This book will be required reading for every serious teacher and student of economics. It will also be invaluable to anyone who questions the validity of current economic orthodoxy.Trade Review'At once visionary and pragmatic, its 11 essays address how and why economic education ought to be pluralistic, and the pedagogical and institutional challenges of making it pluralistic. . . this collection lays valuable groundwork for conversation among economic educators, orthodox and heterodox, about the ends and means of graduate and undergraduate education.' -- Robert Garnett, Eastern Economic Journal'This book succeeds in its goal: teaching pluralism in economics. Read it as a call for multiple approaches and perspectives in economics. Its contributions are not only refreshing but also critical and insightful. If anyone wonders what pluralism in economics is all about, this is the book to reach for.' -- Arjo Klamer, Erasmus University, The Netherlands'A number of rival schools of thought exist in economics today. Even mainstream economics has fragmented into different approaches. Multiple connections exist between economics and other disciplines. Not only is this story complicated, but also it has major implications for any well-rounded education in economics. This book faces up to these problems squarely, combining insights on the current fragmentation of economics with useful discussions of the implications for the economics curriculum in universities. Only the blinkered and the narrow-minded will fail to see the enormous value of this discussion.' -- Geoffrey M. Hodgson, University of Hertfordshire, UKTable of ContentsContents: 1. On Pluralism and Interdisciplinarity in Economics John Groenewegen 2. Pluralism in Economics Sheila C. Dow 3. Pluralism in Economics: A Public Good or a Public Bad? Hendrik P. van Dalen 4. In Praise of Moderate Plurality Jack Vromen 5. Preaching to the Econ-verted: Why History also Matters Albert Jolink 6. The Impact of the Economics Benchmarking Statement on Pluralism in Economics Teaching in the UK Roberto Simonetti 7. The Principles of Economics: An American’s Experience Daniel Underwood 8. A Practitioner’s Perspective on Interdisciplinarity in Education: The MBT Case Wolter Lemstra 9. Interdisciplinarity and Problem-based Learning in Economics Education: The Case of Infonomics Rifka Weehuizen 10. Heterodox Economics and its Integration in Pluralist Teaching: A German Case Wolfram Elsner 11. On the Relevancy of Institutional Economics for International Economics Ruud Knaack and Henk Jager Index
£104.00
Harvard Educational Publishing Group Collateral Damage: How High-Stakes Testing
Book SynopsisFor more than a decade, the debate over high-stakes testing has dominated the field of education. This passionate and provocative book provides a fresh perspective on the issue and powerful ammunition for opponents of high-stakes tests. Drawing on their extensive research, Nichols and Berliner document and categorize the ways that high-stakes testing threatens the purposes and ideals of the American education system. Their analysis is grounded in the application of Campbell’s Law, which posits that the greater the social consequences associated with a quantitative indicator (such as test scores), the more likely it is that the indicator itself will become corrupted—and the more likely it is that the use of the indicator will corrupt the social processes it was intended to monitor. Nichols and Berliner illustrate both aspects of this “corruption,” showing how the pressures of high-stakes testing erode the validity of test scores and distort the integrity of the education system. Their analysis provides a coherent and comprehensive intellectual framework for the wide-ranging arguments against high-stakes testing, while putting a compelling human face on the data marshalled in support of those arguments
£24.61
Myers Education Press Indigeneity and Decolonial Resistance:
Book Synopsis
£38.00
Myers Education Press The New Henry Giroux Reader: The Role of the
Book Synopsis
£40.85
Springer Nature Switzerland AG Trends in Teaching Experimentation in the Life
Book SynopsisThis book is a guide for educators on how to develop and evaluate evidence-based strategies for teaching biological experimentation to thereby improve existing and develop new curricula. It unveils the flawed assumptions made at the classroom, department, and institutional level about what students are learning and what help they might need to develop competence in biological experimentation.Specific case studies illustrate a comprehensive list of key scientific competencies that unpack what it means to be a competent experimental life scientist. It includes explicit evidence-based guidelines for educators regarding the teaching, learning, and assessment of biological research competencies. The book also provides practical teacher guides and exemplars of assignments and assessments. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain.This book contributes to the growth of public understanding of biological issues including scientific literacy and the crucial importance of evidence-based decision-making around public policy. It will be beneficial to life science instructors, biology education researchers and science administrators who aim to improve teaching in life science departments.Chapters 6, 12, 14 and 22 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.Table of ContentsPart I. Vision and Initiation Phase: Envisioning What, When, and How Students Learn about Biological Experimentation Chapter 1. The problem with teaching experimentation: Development and use of a framework to define fundamental competencies for biological experimentation (Nancy Pelaez, Stephanie Gardner, and Trevor Anderson)Chapter 2. Using data to identify anticipated learning outcomes for new and existing curricula (Kathleen A. Bowe and Stefan M. Irby) Chapter 3. ACE-Bio experimentation competencies across the biology curriculum: When should we teach different competencies and concepts? (Megan F. Cole and Christopher W. Beck) Chapter 4. Integrating the five core concepts of biology into course syllabi to advance student science epistemology and experimentation skills (Kyriaki Chatzikyriakidou and Melissa McCartney) Part II. Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation Chapter 5. Backward designing a lab course to promote authentic research experience according to students’ gains in research abilities (Zhiyong Cheng, Trevor R. Anderson, and Nancy Pelaez) Chapter 6. Using the ACE-Bio Competencies resource as a course planning tool to guide students in independent research (Aeisha Thomas) Chapter 7. Experiments in data mining: Using digitized natural history collections to introduce students to data science (Debra L. Linton, Elizabeth Ellwood, Lisa D. White, Natalie F. Douglas, Anna K. Monfils) Chapter 8. A framework for teaching and learning graphing in undergraduate biology (Stephanie M. Gardner, Aakanksha Angra, and Joseph A. Harsh) Part III. Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research Chapter 9. Teaching undergraduate students how to identify a gap in the literature: Design of a visual map assignment to develop a grant proposal research question (Anne E. Kruchten and Jenean H. O’Brien) Chapter 10. Virtual Microscope: Using simulated equipment to teach experimental techniques and processes (Cecilia I. Casali, Rocio A. Moreira Szokalo, Bruno J. Santacreu, Lucila G. Pescio, Laura Bonofiglio, Daniela J. Romero, Nicolás O. Favale) Chapter 11. Introductory biology students engage in guided inquiry: Professional practice experiences develop their scientific process and experimentation competencies (Porché Spence) Chapter 12. Feedback and discourse as a critical skill for the development of experimentation competencies (Janet M Batzli, Michelle A Harris, Dennis Lee and Heidi A Horn) Chapter 13. Engaging students with experimentation in an introductory biology laboratory module (Annwesa Dasgupta, Swapnalee Sarmah, James A. Marrs, and Kathleen A. Marrs) Part IV. Assessment, Evaluation, and Grading What Students Learn about Biological Experimentation Chapter 14. Comparison of published assessments of biological experimentation as mapped to the ACE-Bio Competence areas (Anna J. Zelaya, Lawrence S. Blumer, and Christopher W. Beck) Chapter 15. Research Across Curriculum Rubric (RAC-R): An adaptable rubric for the evaluation of journal article style lab reports (Karla B. Kinkade and Kristy J. Wilson) Chapter 16. Assessing undergraduate research, a high impact practice: Using aligned outcomes to detail student achievement to multiple stakeholders (Jill Rulfs and Jessica Caron) Chapter 17. Assessment of evidentiary reasoning in undergraduate biology: A lit review and application of the Conceptual Analysis of Disciplinary Evidence (CADE) framework (Shiyao Liu, Chao Cai, Chaonan Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L Clase, and Nancy Pelaez) Part V. Complementary Frameworks for Guiding Students' Experimentation Practice Chapter 18. Hybrid labs: How students use computer models to motivate and make meaning from experiments (Julia Gouvea, Aditi Wagh, Robert Hayes and Matt Simon) Chapter 19. Electronic laboratory notebook use supports good experimental practice and facilitates data sharing, archiving and analysis (Michael Buckholt and Jill Rulfs) Chapter 20. Growing innovation and collaboration through assessment and feedback: A toolkit for assessing and developing students’ soft skills in biological experimentation (Sarah Beno and Diane C. Tucker) Chapter 21. Biological reasoning according to members of the faculty developer network for undergraduate biology education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) framework (Chaonan Liu, Nancy Pelaez, Shiyao Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L Clase, and Deborah Allen) Part VI. Approaches to Biological Experimentation Instruction of Relevance to Biology Education Programs in General Chapter 22. Teaching successful student collaboration within the context of biological experimentation (Kathryn M.S. Johnson, Heather R. Pelzel, and Namoonga M. Mantina) Chapter 23. Biochemistry and art: Incorporating drawings, paintings, music, and media into teaching biological science (Latisha R. Jefferies and Shanae S. Jefferies) Chapter 24. Strategies for targeting the learning of complex skills like experimentation to different student levels: The intermediate constraint hypothesis (Eli Meir) Chapter 25. Implementing innovations in undergraduate biology experimentation education (Trevor Anderson and Nancy Pelaez) Index
£98.99
Springer Nature Switzerland AG School Leadership between Community and the
Book SynopsisThis book presents changes in UK and global educational governance in the context of a radical shift in the operating logics of politics and its interaction with education. Beginning from the colonial origins of political interest in education, the author traces a fundamental shift in the patterns of governance of schools in England in the opening decades of the 21st century. Operating through the logics of public choice economics involving both real markets and quasi-markets, policy reforms have increasingly framed school values, and the value of schooling, in line with a politically determined and nostalgic discourse of ‘British values’. This stands in contrast to a previous focus on ‘community cohesion’ which foregrounded school partnership with the parent community and wider society. Tracing the processes and mid-level actors mediating between government and school leaders, the author identifies processes of recontextualisation through which policy can be reinscribed and resisted.Table of ContentsChapter 1. Individual Liberty, Mutual Respect and Tolerance.- Chapter 2. Post-Historical Institutionalism.- Chapter 3. Leadership and Community.- Chapter 4. Schools, Leadership and the Law.- Chapter 5. School Leadership and the Market.- Chapter 6. Leadership and the Political State.- Chapter 7. Conclusions.- Chapter 8. Epilogue—From the Political to the Undifferentiated./
£85.49
Springer Fachmedien Wiesbaden Kulturenorientierte Bildung: Grundlagen für den
Book SynopsisIna Baumann untersucht Herausforderungen kultureller Diversität und wie Schulen darauf eingehen sollten, um den Lernenden eine möglichst barrierefreie Gemeinschaft und eine angemessene interkulturelle Bildung zu bieten. Ihr differenzierter Kulturbegriff ermöglicht einen klaren Blick auf affektive, kognitive und handlungsbezogene Stolpersteine der Interkulturalität und wie diese die Kommunikation beeinflussen können. Auf der Basis einer Auseinandersetzung mit den wesentlichen Konzepten wie Kompetenz und Bildung zeigt sie, dass im Kontext der Inklusions- und Diversitätsdiskurse die Begriffe Kultur und Interkulturalität bzw. interkulturelle Kompetenz noch von zentraler pädagogischer Bedeutung sind. Darauf aufbauend entwickelt sie ein Konzept der Kulturenorientierung und macht Vorschläge zu einem in den Gesamtkontext von Schulentwicklung und insbesondere Unterrichtsentwicklung eingebundenen, durchgängigen Rahmencurriculum der kulturenorientierten Bildung und Erziehung.Table of ContentsZum Stand des Umgangs mit kultureller Vielfalt an der Schule.- Erste theoretische Grundlegung: Kultur.- Zweite theoretische Grundlegung: Interkulturalität.- Kulturenorientierung schulischer Bildung und Erziehung.
£49.49
Springer Fachmedien Wiesbaden Unterrichtsplanung in der Wirtschaftsdidaktik:
Book SynopsisDie Planung von Unterricht ist ein zentraler Gegenstand der Wirtschaftsdidaktik. Im Fokus der Disziplin stehen die Erarbeitung und Reflexion einschlägiger Forschungserkenntnisse sowie die Ableitung schlüssiger Entscheidungshilfen für die Akteurinnen und Akteure der Unterrichtspraxis. Auf Basis des aktuellen wirtschaftsdidaktischen Forschungsstandes zur Unterrichtsplanung eröffnen die Beiträge des Sammelbandes theorie-, empirie- und praxisbezogene Perspektiven. Die vorgestellten Forschungskonzepte, Modellierungen und Förderansätze zur Gestaltung wirtschaftsberuflicher Lehr-Lern-Arrangements wenden sich gleichermaßen an Wissenschaftlerinnen und Wissenschaftler sowie an Praktikerinnen und Praktiker.Table of ContentsUnterrichtsplanung aus theoretisch-konzeptioneller Perspektive.- Unterrichtsplanung aus empirisch-konzeptioneller Perspektive.- Unterrichtsplanung aus der Perspektive der Lehrkräfte und des Lehralltags.
£44.99
Springer Verlag, Singapore Research in Mathematics Education in Australasia
Book SynopsisThe tenth edition of the four-yearly review of mathematics education research in Australasia, compiled by the Mathematics Education Research Group of Australasia (MERGA), critically reviews research in mathematics education in the four years from 2016 to 2019. Its goals are to provide a reference guide for researchers, and to promote further quality research in Australasia.Trade Review“The book is equally ideal for those who are new to mathematics education research and the current teacher educators. It was interesting to see how the topics are globally connected, with similar emphasis on STEM agenda, problem-solving, critical thinking, collaborative dialogues in the United States education system. Therefore, this book will be an asset to the global audience.” (Sandra Richy John, MAA Reviews, June 20, 2022)Table of Contents1 Introduction: Research in Mathematics Education in Australasia 2016-2019.- 2 Looking Back and Taking Stock: Reflections on the MERGA Research Review 2012-2015.- 3 The Contribution of Mathematics Education Researchers to the Current STEM Education Agenda.- 4 Facets of numeracy: Teaching, learning and practices.- 5 Advancing our Understanding of Initial Teacher Education Through Research.- 6 Teachers’ Professional Learning and Development in Mathematics Education.- 7 Researching the Affective Domain in Mathematics Education.- 8 Equity, Social Justice, and Ethics.- 9 Mathematics Learning and Education from Birth to Eight Years.- 10 The Re-Emergence of Spatial Reasoning within Primary Years Mathematics Education.- 11 Research into Teaching and Learning of Tertiary Mathematics and Statistics.- 12 Innovative and Powerful Pedagogical Practices in Mathematics Education.- 13 Teaching and Learning Mathematics with Digital Technologies.- 14 Changing Landscapes.
£999.99
Springer Verlag, Singapore Perspectives on the Knowledge Problem in New
Book SynopsisThis book offers new ideas for thinking about how more equitable outcomes might be achieved in New Zealand so that all students are well-equipped to live and work in contemporary society. It addresses a social justice concern about access to the unique affordances of subject knowledge which comprises two forms of knowledge - propositional (knowledge-that) and applied knowledge (know-how-to).The book provides perspectives on curriculum design by grounding arguments in a theory of knowledge. It describes the different knowledge forms of the theory, and argues that understanding these differences is significant for curriculum design and enactment. It explains why the current imbalance between knowledge forms is a problem, and offers suggestions for change. Understanding about knowledge itself enables more just and equitable outcomes for all students. This book illustrates how different knowledge types and forms can be used together productively to help students develop adaptive expertise for the 21st century, making it a valuable contribution to the field of education. Trade Review“The book will prove valuable for several groups of readers. It provides postgraduate students and academics alike with a useful introduction to core concepts in social realism, as applied to the New Zealand educational context. … The book also provides an accessible read for teacher-curriculum developers seeking to understand the curriculum development process and experiment with using the CDC model to improve the coherence of their curricula.” (Liyun Wendy Choo, New Zealand Journal of Educational Studies, Vol. 58 (1), 2023)Table of Contents1 Introduction.- 2 The components of a national curriculum.- 3 Three models of teaching: A framework for thinking about education.- 4 Knowledge: What teachers need to know.- 5 Knowledge marginalisation in curriculum and practice.- 6 Knowledge and the 'Identity Directive'.- 7 The TAP/CDC combination for bi/multilingual students: Illustrating the relationship between knowledge-that and knowledge-how.- 8 A curriculum for 21st century learners.
£49.49
Springer Verlag, Singapore Pedagogy and Partnerships in Innovative Learning
Book SynopsisThis book examines contexts and possibilities in Aotearoa New Zealand education contexts arising from the international trend for open, flexible, innovative learning environments (ILE), specifically on the pedagogical load. The book responds to questions such as: What does it mean to teach, learn or lead in an innovative learning environment? What happens when teachers move form single cell learning spaces to open, collaborative ones?The chapters provide examples of how teaching in new spaces can be an exciting challenge for teachers and students where they try new ways of teaching and learning, and rethink the purposes of learning and the implications of societal change for learning and what is valued. Examples are drawn from pre-service teachers working in primary and secondary schools and in-service teachers learning to become professionals.The book offers insights into a variety of educational contexts where teachers and students learn and adapt to new learning spaces, and also how different teaching and learning partnerships may be conceived, and flourish. It focuses attention on a range of aspects that teachers, school leaders, and other educators, and researchers may find valuable when they embark on similar initiatives to consider issues pivotal to productive and effective innovative learning environment design, development and implementation.Table of ContentsPart 1: Background.- Introduction.- An historical perspective of learning spaces.- Policy and strategic directions: Implications for teacher learning.- Part 2: Possibilities for spaces.- The complexity of spatial agency in innovative learning environments.- The space of possibilities: The drama classroom as the first innovative learning environment.- No drama: Making do and modern learning in the performing arts.- Innovative learning beyond the classroom walls.- Part 3: Possibilities for pedagogies and practices.- Moving to an innovative learning environment: Exploring teachers’ liminal space.- What we can learn when things “go wrong” for students in innovation learning environments.- Te puna mātauranga kiritoa: Teachers’ collective and individual resilience in a māori modern learning environment.- Thinking about the future for learning: ILE realities and possibilities.- ‘Jump in off the deep end’: Learning to teach in innovative learning environments on practicum.- Part 4: Possibilities for partnerships.- Enacting a vision: One school’s transition to becoming an ILE.- A portrait of teaching and learning in innovative learning environments.- Culturally located learning: The potential of ILES for māori student success.- Part 5: Conclusion.- Educational change and the social project of innovative learning environments in Aotearoa New Zealand.
£999.99
Springer Verlag, Singapore Early Childhood Development and Education in
Book SynopsisThis book presents a holistic view of child development that emphasises on being mindful of the child as well as his/her environment. It presents a history of the development of the early childhood education sector in Singapore. This book consolidates the more recent research work that has been done in early childhood education, specifically by researchers from the National Institute of Education, Singapore. It discusses topics focusing on child development and education, teacher training and wellbeing, and the development of culturally appropriate assessment. The content of this book center around the child, with a consideration of influences in the environment that can impact child development.Table of Contents1 Introduction to early childhood development and research in Singapore.- 2 The honeycomb of early childhood development in Singapore.- 3 Uplifting early childhood teacher education.- 4 Early learners’ curriculum: Case of Singapore early childhood education working towards quality.- 5 Researching early interventions, inclusion and well-being for children with low income family background in Singapore – For whom and from whose perspective?.- 6 Early childhood intervention for young children with special needs.- 7 Importance of positive environments on infant and early childhood neurodevelopment.- 8 Preschool teachers’ experiences of stress: A pilot study in Singapore.- 9 Mindfulness in early childhood: Developing 21st century competencies.- 10 Developing culturally appropriate tools for psychoeducational assessment of children and families.- 11 Exploratory play in infancy and early childhood.- 12 Emotional competence in early childhood.- 13 Arithmetic skills: What, when and how?.- 14 Bilingual development in the early years: The concept, significance and implications.- 15 Does early language development contribute to socio-emotional functioning in preschool and beyond?.- 16 Epilogue: Moving forward in research and practice in the early childhood sector.
£113.99
Springer Verlag, Singapore Designing Technology-Mediated Case Learning in
Book SynopsisThis book collects case studies in design and application of technology-mediated case-based learning models in higher education. It provides a much-needed, updated synthesis of recent research and application of technology-mediated case-based learning across disciplines within higher education. The book does not only provide a broad perspective and deep understanding on the designs and instructional applications of technology-mediated case-based learning models, but also inspire more interest in adopting or inventing new situated case-based learning models in the context of higher education.Table of ContentsIntroduction.- Part I. Theoretical and historical perspective of CBL.- Research-based principles for case-based learning for teachers’ professional development.- The case method and technology: Applying the seven principles for good practice in undergraduate education in a business school.- Linking theory to practice: case-based learning in health professions education.- Historical and theoretical foundations of case-based learning: Situated cognition and collaborative learning theory.- Part II. Examples of technology-mediated CBL environments.- Case-based online learning environments for teachers in South Korea.- The development of technology-mediated case-based learning in China.- Teachers’ learning of classroom management using teacher-generated Wiki cases.- Technology-mediated case-based learning for equity in teacher education: Design and implementation from a sociocultural lens.- Learning analytics to unveil design and learning strategies in video lectures.- Engaging pre-service teachers in technology-enabled case-based learning in an undergraduate course.- Part III. Design for online learning.- Designing technology-mediated case-based learning and the orchestration of cognitive, technological and affective skills.- Design for online case-based learning Environments.- Planning and facilitating case-based learning in online settings.
£104.49
Cognella, Inc Measurement and Evaluation in Teaching: An Anthology
Book SynopsisMeasurement and Evaluation in Teaching: An Anthology provides students with a curated collection of articles that explore educational assessment, evaluation, and testing methodologies.The readings, authored by a variety of experts in the field, cover a wide range of topics, starting with an overview of the history and current state of educational assessment before addressing various aspects of measurement and evaluation and examining specific types of assessment items such as multiple-choice, essay, and performance assessments. The book also addresses the role of culture in assessment, the development of objectives, the importance of validity and reliability in testing, and the design of learning outcomes.Measurement and Evaluation in Teaching is an ideal resource to prepare future educators to assess student learning effectively and evaluate the impact of instructional strategies. It is well suited for courses and programs with focus on educational assessment, teacher education, curriculum design, and educational psychology.
£93.00
Information Age Publishing Culturally Responsive and Sustaining Education:
Book SynopsisThe book suggests that culturally responsive and sustaining education should be the guiding principle in our schools, and that community partnerships be developed in a similar light. Although many of the chapters focus on specific content or places, a transdisciplinary problem and project-based experiential critical pedagogy is an ultimate goal. This necessitates developing awareness, advocacy and action / engagement regarding issues of race, ethnicity, gender, ability, choice, and culture to promote equity and social justice. The stories included in this collection are those of educators in a variety of contexts, but always through a public education framing. The stories come from educators at all levels of public education who are currently practicing in one of the most diverse urban areas of the U.S. Their experiences serve to provide hope for transformational change in education where the priority is truly equity and social justice for all. The idea is to provide voices of these brave educators who are striving to address equity and social justice issues is schools, education, and society – on their teaching and in the students' learning.Table of Contents Preface. Introduction: Framing Diversity, Equity, and Social Justice in a Local to Global Context. Language, Race, and Power in Urban Education, Grace Lee. Community Centers and Experiential Education, Cassandra Montalto. Museums as Sites for Experiential Learning, Haley Hewitt. Culturally Responsive Teaching: Urban Teachers and Social Change, Roseline Enemodia. Gun Violence and Urban Education, Christina Crawford and Anita Sundrani. Relationships, English Education, and Social Justice, Abbey Gagnon. A Cultural Pedagogy of Popular Culture: Literacy Development Among Urban Youth, Rosa Mack. Family Involvement in an Urban Elementary School Through Facebook, Francisco Usero Gonzalez. Equal Access to Quality Care in Early Childhood Settings, Keela Uzzell. Early Childhood Play-Based Curriculum and Children's Social Justice Development, Tarfah Algasmol. Narratives in Social Education, Bernardo E. Pohl, Jr. Fine Arts and Educational Reform, Aisha Barnes. English Language Learners and Science Education in an Urban Education Setting, James F. Newland. Culturally Responsible Theater Education, Sunny Stubbs. A Call to Action: Developing Opportunities for Book Access in an Urban Middle School, Sarah Jerasa. Transforming the Mathematics Education of English Language Learners in Urban Schools, Ananthi Sankaranarayanan. STEAM and Culturally Responsive Pedagogy, Montrey Peace. STEM and Gender Equity, Shakti Sharma. Universal Design and Issues of Social Justice and Equity in Education, Lydia Ugwu. From There to Here—A Cultural Voyage of an International Student and a Mother, Neha Anand. Experiences of International Students in Social Justice Education, Huan Zhang. Social Justice and Standardized Tests: The Case of T///he IELTS Exam in The Middle East, Marwa Elshafie. Culturally Responsive Social Justice Pedagogy in an Online EdD in Professional Leadership, Laveria Hutchison, Cameron White, and Lauren Ely. About the Contributors.
£51.30
Information Age Publishing Culturally Responsive and Sustaining Education:
Book SynopsisThe book suggests that culturally responsive and sustaining education should be the guiding principle in our schools, and that community partnerships be developed in a similar light. Although many of the chapters focus on specific content or places, a transdisciplinary problem and project-based experiential critical pedagogy is an ultimate goal. This necessitates developing awareness, advocacy and action / engagement regarding issues of race, ethnicity, gender, ability, choice, and culture to promote equity and social justice. The stories included in this collection are those of educators in a variety of contexts, but always through a public education framing. The stories come from educators at all levels of public education who are currently practicing in one of the most diverse urban areas of the U.S. Their experiences serve to provide hope for transformational change in education where the priority is truly equity and social justice for all. The idea is to provide voices of these brave educators who are striving to address equity and social justice issues is schools, education, and society – on their teaching and in the students' learning.Table of Contents Preface. Introduction: Framing Diversity, Equity, and Social Justice in a Local to Global Context. Language, Race, and Power in Urban Education, Grace Lee. Community Centers and Experiential Education, Cassandra Montalto. Museums as Sites for Experiential Learning, Haley Hewitt. Culturally Responsive Teaching: Urban Teachers and Social Change, Roseline Enemodia. Gun Violence and Urban Education, Christina Crawford and Anita Sundrani. Relationships, English Education, and Social Justice, Abbey Gagnon. A Cultural Pedagogy of Popular Culture: Literacy Development Among Urban Youth, Rosa Mack. Family Involvement in an Urban Elementary School Through Facebook, Francisco Usero Gonzalez. Equal Access to Quality Care in Early Childhood Settings, Keela Uzzell. Early Childhood Play-Based Curriculum and Children's Social Justice Development, Tarfah Algasmol. Narratives in Social Education, Bernardo E. Pohl, Jr. Fine Arts and Educational Reform, Aisha Barnes. English Language Learners and Science Education in an Urban Education Setting, James F. Newland. Culturally Responsible Theater Education, Sunny Stubbs. A Call to Action: Developing Opportunities for Book Access in an Urban Middle School, Sarah Jerasa. Transforming the Mathematics Education of English Language Learners in Urban Schools, Ananthi Sankaranarayanan. STEAM and Culturally Responsive Pedagogy, Montrey Peace. STEM and Gender Equity, Shakti Sharma. Universal Design and Issues of Social Justice and Equity in Education, Lydia Ugwu. From There to Here—A Cultural Voyage of an International Student and a Mother, Neha Anand. Experiences of International Students in Social Justice Education, Huan Zhang. Social Justice and Standardized Tests: The Case of T///he IELTS Exam in The Middle East, Marwa Elshafie. Culturally Responsive Social Justice Pedagogy in an Online EdD in Professional Leadership, Laveria Hutchison, Cameron White, and Lauren Ely. About the Contributors.
£91.80
Information Age Publishing Conceptualizing Truth: Implications for Teaching
Book SynopsisIt has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated. Varied conceptions of truth have existed and have been debated in the halls of academia for years but recently a shift has occurred in which truth has lost its status broadly as a virtue. In fact, in 2016, Oxford Dictionary declared "post-truth" as its international word of the year, defined as: 'relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief'. Living in a world that is post-truth has direct implications on the education of a society's youth.This book will examine several broad conceptions of truth and present them as truth profiles considering their implications for education. This survey will consider the role of truth as it relates to teaching and the act of being a teacher, engage with challenging questions about what curriculum will be learned and its implications for our understanding of truth and specific consideration is attended to the impacts that one's conception of truth has for what they prioritize in the classroom, their instructional practice, and on learning itself. This book will take a focused look at the concept of truth and how varied conceptions of truth impact teaching and learning through theoretical, analytic, and practical examples.Table of Contents Introduction CHAPTER 1: Truth and Broad Truth Profiles CHAPTER 2: The Role of Truth in Education CHAPTER 3: Who Decides? Truth and the Curriculum CHAPTER 4: Learning and Truth CHAPTER 5: Instructional Priorities and Truth CHAPTER 6: Instructional Practice and Truth CHAPTER 7: Equipping Learners to Engage in a Post-Truth World References About the Author
£45.60
Information Age Publishing Conceptualizing Truth: Implications for Teaching
Book SynopsisIt has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated. Varied conceptions of truth have existed and have been debated in the halls of academia for years but recently a shift has occurred in which truth has lost its status broadly as a virtue. In fact, in 2016, Oxford Dictionary declared "post-truth" as its international word of the year, defined as: 'relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief'. Living in a world that is post-truth has direct implications on the education of a society's youth.This book will examine several broad conceptions of truth and present them as truth profiles considering their implications for education. This survey will consider the role of truth as it relates to teaching and the act of being a teacher, engage with challenging questions about what curriculum will be learned and its implications for our understanding of truth and specific consideration is attended to the impacts that one's conception of truth has for what they prioritize in the classroom, their instructional practice, and on learning itself. This book will take a focused look at the concept of truth and how varied conceptions of truth impact teaching and learning through theoretical, analytic, and practical examples.Table of Contents Introduction CHAPTER 1: Truth and Broad Truth Profiles CHAPTER 2: The Role of Truth in Education CHAPTER 3: Who Decides? Truth and the Curriculum CHAPTER 4: Learning and Truth CHAPTER 5: Instructional Priorities and Truth CHAPTER 6: Instructional Practice and Truth CHAPTER 7: Equipping Learners to Engage in a Post-Truth World References About the Author
£81.60
Information Age Publishing Curriculum and Teaching Dialogue Volume 24,
Book Synopsis
£44.61
Information Age Publishing Curriculum and Teaching Dialogue Volume 24,
Book Synopsis
£75.95
