Education / Educational sciences / Pedagogy Books

Book SynopsisThe authors of this book focus on the practices, challenges and perspectives on educational research. Chapter One discusses online testing in educational processes. Chapter Two presents initiatives that have been made to restructure engineering education in order to address challenges facing both engineering graduates and engineering education. Chapter Three describes the role of cluster analysis in educational research and illustrates the application of this classification procedure in the development of teacher and student typologies. Chapter Four summarises engineering education research that has been conducted with respect to care and helping others.

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Book SynopsisWhile it is good to see that there are many leadership programs in the market for different parts of the world, there are several limitations of the existing leadership programs. Primarily, most of the programs focus on skills (ie: the doing) of leaders without much consideration for the inner qualities (ie: the being) of leaders. While skills are important, leaders with skills are just technicians or technocrats who are driven by their basic motives of acquiring fame or earning more money. However, true leaders are motivated by caring, concern and moral values. Eight universities funded by a private foundation worked together to develop service leadership education programs. In this book, the authors wish to document the achievements of different institutions and highlight their specific projects using specific foci. The authors hope that through the publication of this book, service leadership education can flourish in different services and economies.

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Book SynopsisIn this compilation, an overview with the goal of supporting the implementation of technological projects in educational contexts in presented. This overview is organized in three sections: "Institutional Policies", "Teacher Professional Development" and "Teaching and Learning", with each of these then divided into three subdomains. The authors submit a paper explaining essential aspects marking the quantitative evolution of the Moroccan educational system as well as the evolution of the main educational indicators. The results show that although much progress has been made, much still needs to be made if we compare Morocco with MENA countries. Next, a study is presented on individual experiences of nine non-traditional students at a case university using the concept of Lifeworld. The authors describe their experiences within the first six weeks of their study and underscore: the importance of a comprehensive orientation process, the necessity for more support from instructors, and a better communication system amongst faculty to lessen apprehension about completing the requirements of the programs. Following this, the authors deliberate on the Intelligent Learning Extended Organization, or IntelLEO, that was developed to address motivational enablers within SECI model. IntelLEO supports learning and knowledge-building activities of a community that develops as an integration of two or more different business and educational communities and organizational cultures. A chapter is included concerning the concept of university students learning to program by constructing computer games in Gameland, with the research strategy comprising a case study of seven instances of a summer course on multimedia programming and game construction. Afterwards, four OER projects as case studies for OER are discussed. The impacts of the projects are characterised based on a general case outline, involved partners, funding, development, and organisation, and used digital tools. The key tools and software needed in OER projects are described. The authors go on to review a study exploring cross racial relations amongst learners in a formerly whites-only high school in South Africa, with the goal of examining their day-to-day school life over six months. The effect of text messaging between a professor and students in an online general education course in music is investigated in a separate study. Over 18 semesters, students could opt to receive text alerts from their professor for impending due dates. In the final study, systematically interactive instructions were used to aid two struggling readers in phonics, reading fluency, and word recognition, with recommendations included for teachers.

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Book SynopsisSex Education: Global Perspectives, Effective Programs, and Socio-Cultural Challenges presents a comprehensive and cohesive overview of sexuality education, including frameworks, challenges, and contexts that should be considered by developers of sexuality education programs. This book is divided into three sections: 1) Global Perspectives on Sexual Issues; 2) Effective Programs; and 3) Research on Sociocultural Challenges. The first section addresses a human rights point of view as a central and sensitive challenge to sex education and refers to the fact that the Western and Eastern countries of the European Union, Latin American, and the world as a whole need access to quality sex education with an impact on love, care, and respect of adolescents and young people. The second part of the book provides an overview of the status of sexual education programs based on Denmark, Ireland, and Mexico. In countries with fully developed comprehensive SE programs, authors show how teenage birth rates tend to be lower compared with countries in which SE is virtually absent. The last part of the book addresses three studies that show the importance of some sociocultural challenges that educators in sexuality may face when working with a vulnerable population such as women and men who have sex with men.

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Book SynopsisIn Progress in Education. Volume 50, the authors present connectivity as a value that presents a numerical increase in the measure that leads to significant, transversal and related learning between the three dimensions analyzed. From these data alongside quotient positivity/negativity, learning dynamics can be characterized. The following chapter deals with the attitude of teachers towards inclusion and identifies several beliefs that are central to an inclusive mindset. Important theoretical constructs such as like self-efficacy, implicit theories of intelligence, and different models of disability are introduced, and their empirical significance in the context of inclusive education is discussed. Another study is included which explored older adults'' motivations for and the benefits of participating in cooperative learning groups. Qualitative focus group discussions were held with 13 cooperative learning groups and a total of 93 older adults. The results indicated that the motivations behind participating in cooperative learning groups included curiosity, the desire to promote senior citizens learning camps, the desire to learn exercises, personal interests, the desire to leave the house, the desire to combat physical and mental deterioration, and recommendations from others. The authors present an integrated picture of resource distribution practices in the classroom setting. Rather than examining each resource distribution practice separately, the study conceptualizes all resource distribution practices as an interrelated system of evaluations structured along the dimensions of universalism. The authors set out to demonstrate to teachers, including trainee teachers, how they can use a set of virtual applications to teach the contents of any subject in order to promote an engagement in learning. Thus, they describe a study with trainee teachers to whom a set of apps were presented. During this research, the trainee teachers were taught how they could use these apps in their classes. This book includes a report on research conducted in four South African universities regarding the manner in which newly appointed lecturers join the pool of postgraduate research supervision teams and, most importantly, how interpersonal relations among newly appointed and long service lecturers play out regarding the universities access to government subsidies for research output. This book also focuses on the psychological outcome of integrating the learner-oriented approach in the second language learning process of engineering students of the Universitat Politècnica of València through synthesising second language learning and content objectives. Problematic texting in college students is also analyzed in order to determine its relationship to texting dependency and executive function. Moderate problematic texting participants showed the expected dependency on texting and showed deficits across a wide array of executive function indices.

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Book SynopsisIn the opening chapter of Progress in Education. Volume 51, the authors present a meta-analysis indicating that the prevalence of addiction to new technologies among Iranian youths are increasing, focusing on the epidemiology of internet addiction. The results of this study may be used by developing countries to acquaint parents, policy makers, administrators of high schools and universities, the Ministry of Education, the Ministry of Higher Education, and all educational and cultural planners. The authors maintain that the spread of new communicational technologies has had both positive and negative effects on our lives. Next, this collection addresses the degree to which First-Time in College (FTIC) community college students and non-FTIC community college students differed in their quality of on-campus and off-campus relationships. Inferential statistical analyses of responses to a national survey revealed the presence of statistically significant differences between these two groups of students in all dependent variables. Implications and recommendations for future research are provided. The following study is an attempt to investigate the relationship between foreign language motivation and anxiety among third and fourth year students attending the secondary vocational-technical Complex of Catering and Hotel Industry Schools in Wisła, Poland. The research and discourse also take into consideration such essential factors as English language proficiency, grades and frequency of extracurricular contact with English. The authors later suggest that geology plays an important and essential role in education from an economic point of view, in the relationship between science and society and, therefore, should be present in the school syllabus. In geology teaching, learning can become more complex outside its natural environment, thus fieldwork practical activities are suggested by the curricular guidelines of different geoscience disciplinary areas and their advantages are highlighted in the literature. Focusing on several Russian undergraduate and graduate classes of different national origins, one chapter discusses the issue of college students search for internationalized and diversified self-improvement in higher education. In addition, the discussion also ties in some general practices of English in Russian academia in comparison with the similar cases in USA, South Korea and China. A multiyear empirical investigation is presented which analyzed the degree to which economic status was related to the postsecondary enrollment of Texas public high school graduates at Texas 2-year public colleges and at 4-year public universities. Specifically analyzed were the enrollment percentages of students in poverty and students who were not poor for three academic years for Texas public high school graduates. Reflection is proposed as a skill that must be taught to preservice teachers in their education programs, and it should not be assumed that preservice teachers know how to reflect on their teaching or that they see the value in reflection. Thus, a study explores how preservice teachers perceive the value of reflection with vlogs in their reflective communication skills. In the final study, this book examines the effectiveness of conducting an in-class assessment of interpersonal functioning in a graduate psychology class for masters-level counseling psychology students. Results indicate that conducting an in-class interpersonal assessment increased students knowledge of interpersonal theory and interpersonal methods of assessment. These findings have implications for the teaching of interpersonal assessment as well as for the practice of clinical assessment in group settings.

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Book SynopsisAre your students motivated and able to learn as much as you would like them to? Do they readily apply what they have learned? Do they even remember much of this learned content the next semester? Do they ask meaningful questions or are they mostly concerned with asking what will be on the next examination? This book discusses findings from psychology, education, and other disciplines showing that there are ways instructors can design curricula, classes, and learning experiences to improve the students ability and desire to probe for new insights, and to apply them to their own agendas. Although this book reviews many approaches for providing students with the motivation and guidance to learn, it is not a manual of specific classroom techniques. Rather, the book will inspire and equip instructors to ask their own questions about how their classes could better inspire and equip their students to ask and answer their own questions in principled ways.

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Book SynopsisOur nations schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved, but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community (Brookmeyer, Fanti, and Henrich 2006; Goldstein, Young, and Boyd 2008). Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators are important in ensuring the safety of our nations students. This is the aim of Indicators of School Crime and Safety. The report included in this book is the seventeenth in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, principals, and postsecondary institutions. Sources include results from the School-Associated Violent Deaths Study, sponsored by the U.S. Department of Education, the Department of Justice, and the Centers for Disease Control and Prevention (CDC); the National Crime Victimization Survey and School Crime Supplement to that survey, sponsored by BJS and NCES, respectively; the Youth Risk Behavior Survey, sponsored by the CDC; the Schools and Staffing Survey and School Survey on Crime and Safety, both sponsored by NCES; the Supplementary Homicide Reports, sponsored by the Federal Bureau of Investigation; EDFacts, sponsored by NCES; and the Campus Safety and Security Survey, sponsored by the U.S. Department of Education. The most recent data collection for each indicator varied by survey, from 2009 to 2013. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. All comparisons described in this report are statistically significant at the .05 level. Additional information about methodology and the datasets analyzed in this report may be found in appendix A. The report covers topics such as victimization, teacher injury, bullying and cyber-bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available.

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Book SynopsisProgress in Education. Volume 52 opens with an analysis of the Alps in the context of introducing innovative approaches for sustainable mobility. Alpine areas receive millions of visits by tourists traveling by car each year, exceeding the carrying capacity of these areas and thus decreasing the quality of the visitor experience. The authors aim to improve the development of sustainable tourism and gain a competitive advantage within the tourism market.This collection goes on to argue that successful schooling encompasses much more than just academic performance. Students attend school to appreciate and acquire other achievement-related attributes, such as subjective well-being experiences, proactive engagement, and the seeking of mastery in different disciplinary areas. The authors contend that this line of inquiry may yield a number of educational significance for teachers, school administrators, and stakeholders to consider.Next, this collection examines recent developments in the dynamics and complexity of cultural identities between the state and politics in Hong Kong that have shaped values and music education in light of the twentieth anniversary of the handover to China and the construction of values education through school music education. It is argued that preparations for values education might pose a challenge to how musical meanings and non-musical meanings should be delineated and delivered in the school curriculum.The widespread and debilitating effects of mathematics anxiety are experienced at all educational levels and in most countries around the world. Thus, the authors set out to illuminate this problem for educators and suggest ways to reduce mathematics anxiety among their students.Given the increase in dynamic environments associated with educational reform, it is important to reassess whether transformational leadership remains the most effective approach to change in educational settings, and if not, whether alternative approaches might be considered. From this perspective, an integrative literature review explores recent evidence to examine the effects of transformational leadership in educational reform settings.

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Book SynopsisIdeal leadership attributes vary considerably all over the world. Many global projects have been started to develop leadership skills in children. This pleasantly accessible book is a clear intensive for working with children, who might be our future leaders and world changers. In addition, it is a perfect guide to understand the situation of leadership in gifted education.This unique and engaging text offers:- A clearly written critique of, and alternative to, many traditional leadership methods.- An innovative reanalysis of the current leadership situation in gifted education worldwide.- An accessible introduction to the development of leadership skill and understanding this potential in gifted children.The information and useful advice provided make this book an ideal resource for those just starting out in the gifted field as well as those who are already gifted advocates.

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Book SynopsisThis book gives a new insight into the concept of creativity and innovation as it offers a new perspective on these concepts. It connects creativity and innovation with education. It connects creativity with sustainability and the education for sustainable development. It describes the complex and multifaceted concept of creativity and the universe of innovation connected with education, sustainability, design, humor, play, toys, tool toys and artifacts. This book emphasizes that today's educational model generally supports the development of one kind of analytical thinking, and that creativity in schools, in organizations, and in business has been buried by rules and regulations. Furthermore, it points out that creativity skills can be learned not by sitting passively in lectures, but by learning and applying the creative thinking process by experimenting, exploring, questioning assumptions, using imagination and synthesizing information. It is important for education systems to become more flexible, more adaptive, and more innovative. Creativity is not fostered by extrinsic incentives, but by intrinsic interest. This book also dissects gently the multiple aspects of the creative process and its stages, from preparation to incubation, and from illumination to verification. It inspires students, teachers, managers, and policymakers, and promotes and ignites in them the flame of innovation and creativity.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/imagination-dead-imagine-because-you-can-trap-birds-with-birdlime-but-you-cannot-capture-their-song/

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Book SynopsisProgress in Education. Volume 53 explores the different factors involved in flexible study options and delivery modes in higher education from a students and service providers perspective. The authors also investigate the available literature in order to explore the fine line between offering students a variety of study options to suit their specific needs, circumstances and learning styles, versus exploiting the tertiary education system through commercialization and implementing a pure business model that considers students as clients or service users rather than knowledge seekers.Following this, the compilation delves into the potential impact of profiling on students learning experiences and well-being at school. The authors contend that achieving a particular type of profiling may assist in the enhancement of academic experiences, and this theorization has important educational and psychological implications.The performance of Spanish secondary schools whose 15-year-old students were assessed in mathematical competencies by the OECD (PISA program) in 2003 and 2012 is evaluated, and research reveals that Spanish schools decreased in efficiency over time. Persistent technical inefficiency was a larger problem than residual technical inefficiency when evaluating the educational performance of Spanish secondary schools over time. The results are worrisome because the average socio-economic status of the families increased significantly in this period.The next study was conducted with the goal of determining how flipped teaching and learning classrooms affects university students perceptions of teachers professional development. The results show that there are significant differences in some dimensions of TPACK for two university instructors, and the research implications and limitations of this study are detailed along with suggestions.One study aims to examine the types of conclusion of argumentative discussions between parents and children during mealtime. The findings of this study show that the most frequent types of conclusions are dialectical, (ie: one of the two parties accept or refuse the standpoint of the other party, reaching in this way the concluding stage of their argumentative discussions.Later, a case study is detailed which examines student perceptions of a fully online community learning environment within an undergraduate course at a Canadian university. The authors use a theoretical model based on elements of engaging online learning environments, and the results indicate that successful design of flipped classroom models requires full student participation in Authentic and Alternative Assessment, Problem-Based Learning, Online Learning Communities and Critical Reflection of self and peers.The authors analyze inverse modeling problems in the context of teacher training courses. Two different inverse modeling problems are proposed to prospective teachers, who are asked to reformulate them in order to be used in secondary school courses. These type of problems have been the core subject of several preceding papers and have been studied as they relate to engineering undergraduates.The concluding chapter reviews literature on the philosophical concept of bullying strategies. The authors analyze the significant usage of anti-bullying strategies as prominent strategies in teaching, as informed by conceptual and theoretical frameworks of cognitive and metacognitive theories.

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Book SynopsisFour contributing factors are essential for student learning: metacognition, educationally sound curricular design, instructional delivery characterized by interactive lecturing and active learning, and formative and summative assessments of learning. In this collection, the authors open with the proposition that all teachers must ensure students develop their metacognitive skills, reflect deeply about thinking, and learn how to apply concepts, while continually encouraging students to question their understanding and ask questions to gain clarity. Next, the authors attempt to advance the argument that effective pedagogy of school mathematics requires teachers deep knowledge of the subject matter, appreciation of historical perspectives, awareness of the current worldwide teaching standards, and integration of using concrete problems with fostering growth mindset as the psychological foundation of productive thinking. A study is presented which was conducted in two provinces of Gauteng and KwaZulu Natal in South Africa in two male correctional centres. The authors report on some of the strategies used at the two facilities to overcome educational challenges concerning the teaching and learning of offenders. The chapter recommends that these centres should address their infrastructural challenges while incorporating computer-based learning as part of their curriculum practices. In another study, this compilation examines how explicit instruction on text structure and the use of authentic texts as writing models helped a class of second graders learn to write sequential text. Sequential text is categorized as one text structure used by authors writing informational text. Students as young as second grade are expected to know the sequence text structure and to provide textual evidence within their sequential text. Following this, students perceptions, practices and performance were examined while using a LMS (Moodle) in a blended learning environment. This is a case study based on the log files of 335 students who attended an academic course on ICT Integration in Education for over three years. Learning design was conducted during the course based on problem-solving in blended learning environments. Another study aims to compare primary school students'' attitudes towards inclusion in relation to the direct contact or lack thereof with classmates who are physically impaired. The results suggest that coexistence with persons with functional diversity in the school environment, and especially in physical education, could improve attitudes towards inclusion. In the quest to promote the development of the whole person, some schools have introduced modifications to educational processes to foster the wellbeing of their students under a new umbrella term known as positive education. This collection proposes that instead of targeting generic outcomes of wellbeing, measures should be based on school-specific wellbeing constructs, such as provided by the PROSPER (Positivity, Relationships, Outcomes, Strength, Purpose, Engagement, and Resilience) framework. The study for the final chapter was conducted with a case study approach in two active learning classrooms as the investigated case units. Nine teachers and three persons from the service staff focus group were interviewed, and answers from the semi-structured interviews were analysed by use of the qualitative data analysis tool Atlas.ti.

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Book SynopsisThis book addresses current and pertinent issues in adult, community, and lifelong education and development presenting a distinctive and timely focus on Africa. Drawing from a variety of theoretical, methodological, and personal experiences from astute researchers from different parts of the continent, this book re-conceptualises adult, community and lifelong education from a western perspective to a more Afrocentric and indigenous approach to understanding and solving problems in the field. It attempts to fill that gap by placing emphasis on the history of adult, lifelong and community education, its organization and management, and the philosophical and socioeconomic context within which adult, community and lifelong education is provided. This edited book is a comprehensive collection of cutting edge research and analyses of various concepts in the field and offers in-depth explanations from diverse viewpoints. For ease of reference, this book is organized into 17 chapters with each chapter covering a topical issue in a diverse, multifaceted field. All the chapters were subjected to a rigorous review process. Firstly, by the editors before those that met the initial pre-screening were sent to two other reviewers. These steps were taken to ensure that the chapters were within the scope of the book as well as meeting the set standards. The submissions which did not meet the set standards and/or did not fall within the scope of the book were rejected. The ones that were recommended for inclusion by the reviewers were sent to the authors to correct and resubmit. The corrected chapters from the authors were put together as the manuscript which was submitted to an accredited language editor for editing before finally submitting to the publisher. The contributions are on five African countries with all the contributors from Africa. Consequently, this book differs from many publications about African countries written by non-Africans." Although all the chapters focus on African countries, the scholarly and rigorous discussion by the authors may appeal to international audiences in the field of adult, lifelong and community education.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/adult-continuing-and-lifelong-education-and-development-in-africa/

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Book SynopsisProgress in Education. Volume 55 opens with an examination of current issues in education that may impede progress in the field. A variety of external threats are analyzed, including k-12 and university funding and ideological threats in the form of political forces that may attempt to dictate k-12 curriculum.The research underpinning the following chapter is derived from the authors personal involvement as teacher-educators in leading a Collaborative Action Research project in a New Zealand suburban Christian school. The overarching research question was, How might the Collaborative Action Research process affect teachers professional practice and student learning?The authors explore the concept of optimal best practice situated within the context of secondary school mathematics learning. In particular, they provide a complex methodological conceptualization for the understanding of optimal best practice, which takes into account cognitive load imposition.As new computer and web-based tools present an opportunity to motivate students and improve educational guidance services, this collection describes an online guidance project for secondary school students. The results of this project seem promising for improving the quality of guidance and students decision-making processes regarding their academic futures.The relationship between individuals possession of cultural capital and their musical preferences has been extensively examined in Western society; however, little attention has been given to it in contemporary Chinese contexts. As such, the next study focuses on junior secondary school students preferred musical listening styles, and their perception of how their cultural capital has shaped their musical preferences in contemporary Hong Kong society.Many contemporary classrooms are currently designed to be flexible and open. Such designs reflect those that were trialed in classrooms during the mid-1960s to the late 70s when the open plan classroom became popular. The authors explore this initial open plan movement in the 60s and 70s, investigating some of the changes that influence classrooms today.Following this, the authors illustrate how element interactivity gives rise to different types of cognitive load (intrinsic, extraneous, and germane) when middle school students solve a complex science problem. Analyzing learning tasks in terms of element interactivity assesses their suitability for targeted students, thus lowering the chances of cognitive overload.The final chapter is directed at scholars thinking of undertaking a research project, particularly at post-graduate level, and discusses the concepts of objectivity and subjectivity in educational research. The authors suggest that true objectivity is challenging due to researchers familiarity with the subject matter, however research may still be valid providing researchers accept and acknowledge that this plays its part in their interpretation of the findings.

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Book SynopsisIn this compilation, the authors present the results of a research project that investigates how understanding the relationship between culture, employment and education can help Tanzanias young people to secure jobs, survive in the creative workforce and have a prosperous future.The authors define situation specificity, showing that the previous discussions have been overly simplistic. It is suggested that situation specificity is important in at least three ways: practice and theory-practice transfer, methodological issues including generalization and biases, and dispositions as goals of educational intervention.Next, it is proposed that an ethnomathematics curriculum helps students to demonstrate effective mathematical processes as they reason, solve problems, communicate ideas, choose appropriate representations through the development of mathematical practices, and recognize its connections with STEM disciplines. The authors work, in relation to STEM, is based on the Trivium Curriculum for Mathematics and Ethnomodelling, which provides communicative, analytical, and technological tools as well as the development of emic, etic, and dialogic approaches that are necessary for the development of the school curricula.The penultimate chapter provides an overview of the role of higher education institutions in graduates entrepreneurship knowledge acquisition in Tanzania. Unemployment problems faced by recent graduates in the country are highlighted and linked to the diffusion of entrepreneurship into non-business academic programs.In the closing chapter, the authors argue the need for a paradigm shift from the current domain focused curriculum (or semi-functional curriculum) to one that is really functional for acquiring of relevant knowledge and skills. Education should take place within authentic contextual learning environments, where complexity may be unpacked gradually through continuous exposure and habituation of expected responses.

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Book SynopsisThe term STEM education refers to teaching and learning in the fields of science, technology, engineering, and mathematics. It typically includes educational activities across all grade levels -- from pre-school to post-doctorate -- in both formal (eg: classrooms) and informal (e.g., afterschool programs) settings. The United States is widely believed to perform poorly in STEM education. However, the data paint a complicated picture as reviewed in chapter 1. Educations 21st Century program supports a broad array of activities outside the school day to improve student outcomes in high-poverty or low-performing K-12 schools. Chapter 2 examines (1) how 21st Century funds are awarded and used, (2) what is known about the effectiveness of these programs, (3) how education manages and uses program data to inform decision making, and (4) educations technical assistance for evaluating and sustaining programs. Millions of children age 5 and under participate each year in federally funded preschool and other early learning programs, or receive federally supported child care. As reported in chapter 3, Federal support for early learning and child care has evolved over time to meet emerging needs. Chapter 4 examines the he Every Student Succeeds Act (ESSA) which requires all states to have accountability systems that meet certain requirements, but gives states flexibility in how they design their systems. Organized sports have long been a part of the American high school experience for boys. However, the same has not been historically true for girls. Chapter 5 analyzes data from Educations Civil Rights Data Collection (CRDC) on whether public high schools offered sports, the number of sports and teams they offered, and student participation in sports by sex.

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Book SynopsisThe purpose of the opening chapter is to highlight the significance of ensuring effective classroom management and learner discipline practices by teachers in schools. Lack of classroom management and learner discipline practices presents a global challenge.The authors in the following chapter reflect on their experiences of using action learning in academic development initiatives, and draw on various others accounts in order to explore the potential and the challenges of this particular approach to continuing professional learning in the higher education context.The authors go on to discuss how poverty experienced in childhood is not without consequences for both the current and future educational, professional and social functioning of the young generation, generating an extremely difficult transition of a young person into adult life. Following this, an attempt is made to provide useful insights and contribute to sketching a students profile within multicultural contexts, based on the teachers views. It is aimed at identifying teachers views on intercultural attitudes and intercultural communicative and cooperative skills that a student has to develop, in order to cooperate and interact effectively in a multilingual context.In the next chapter, the authors present an analysis of the transformation process which the system of education in Slovakia has undergone during the period of the last three decades, and present the results of research aimed at a school leaders competence profile.One study analyzes official documents and interviews of authorities and former teachers in the Italian Immigration Region in Southern Brazil, focusing on the period of the Nationalization Campaign of the Vargas Government (1937-1945), when teaching in Portuguese became mandatory.The main objectives of the penultimate chapter are twofold: (1) to discuss the design, implementation, and outcomes of an NSF-funded Research Experience for Undergraduates (xREU) summer program in a four-year private university located in the northeast of US; and (2) to provide practical recommendations for educators and researchers for designing experiential learning opportunities in STEM areas.The closing chapter evaluates recent research that has explored the nature of the theoretical concept of optimal functioning, which emphasizes the importance of personal resolute, inner strength, and the maximization of a persons development, whether it is mental, cognitive, social, or physical. In the context of academia, the study of optimal functioning places emphasis on a students effort expenditure, positive outlook, and determination to strive for educational success.

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Book SynopsisMany people in this country grow up dreaming about the college experience hoping to obtain the education and skills they need to be successful in life, but many students face obstacles to pursuing their education. The recent closures of multiple large, private for-profit institutions of higher education (IHEs), such as those owned by Corinthian Colleges, Inc. (e.g., Heald College) and ITT Educational Services (e.g., ITT Technical Institutes) have brought into focus the extent to which a student's postsecondary education may be disrupted by a school closure. The closures of these IHEs also highlighted the numerous issues students may face when their institutions close and the difficult decisions they may be required to make in the wake of a closure. Two key issues students may face when their IHE closes relate to their academic plans and their personal finances. Chapter 1 provides an explanation of the options a postsecondary student may pursue in the event the IHE he or she attends closes, any financial relief that may be available to such students, and other practical implications for students following a school's closure. Recent high-profile incidents of sexual violence on campus have heightened congressional and administrative scrutiny of the policies and procedures that institutions of higher education (IHEs) use to address such violence. Chapter 2 provides background information on sexual violence on campus and its prevalence, descriptions of the Clery Act and Title IX, and an analysis of prominent policy and legal issues related to these two statutes. It also includes a brief description of a related third statute focused on educational privacy. One of the biggest financial challenges in modern life is figuring out how to pay for the cost of college. Over the last 40 years, tuition and fees have increased over 1,200 percent. Chapter 3 looks at what is behind the rising cost of college tuition and to consider whether this Nation's tax policies are partly to blame.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/problems-in-higher-education-closures-sexual-violence-and-rising-costs/

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Book SynopsisThe opening chapter of Bullying in Schools: Prevention, Gender Differences and Perspectives presents an investigation which may help to further cross-national bullying studies by providing clear recommendations that will help researchers to take account of culturally appropriate comparisons. Chapter two explores literature on contexts within which bullying has been documented, interrogates whether bullying is influenced by any gender dynamics, and crucially reflects on the reaction of key stakeholders within the education system, towards eliminating it. Following this, a study is presented with the objectives to identify and analyse the prevalence of poly-victims, as well as determine how the levels of moral disengagement and the various defence mechanisms that victims use to explain abusive behaviour might function as predictors of poly-bullying. Theory and evidence of how parenting influences children's involvement in bullying at school, and considers whether child gender influences this relationship are reviewed. Additionally, the relationship between bullying and suicide with special attention to specific types of bullying and gender differences are examined. The study presented in the penultimate chapter examines the theoretical justification and experimental verification various methods to ensure effective prevention and psycho-pedagogical correction of bullying in school. The final chapter outlines an exploratory study of the extent of gender based bullying occurring in an inclusive elementary school, Sekolahku-MySchool, in Yogyakarta, Indonesia. In this qualitative study, two major issues facing education in Indonesia today, discrimination and bullying towards women, are addressed.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/bullyinginschoolspreventiongenderdifferencesandperspectives/

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Book SynopsisTo fulfill their academic purposes in higher education, students must mobilize knowledge learned in the classroom, but also obtained individually and with access to a variety of sources, in particular, the information resources available in their libraries. To achieve an academic degree as master or doctor, information resources grow in importance and meaning, since because from them a great part of the theoretical and methodological support is obtained for the pursuit of this purpose. The validation of their learning is carried out in large part by the written presentation of these academic works. The book reflects on the importance of academic writing and presents methods and techniques for writing in a grounded manner. The contributions that make up the book Improving the Academic Writing Experience in Higher Education aim to bring ideas and share experiences, broaden horizons and shed some light on the landscape of academic writing. The different formulations, perspectives, and approaches are divided into two parts: the first one with a conceptual point of view, explaining the importance of the development of academic writing within the university and theorizing about the transformative impact of this practice on the higher education' student. The second one seeks to bring a more practical, diversified and comprehensive contribution to the thematic and to respond to the challenge of professionals related to the area -- particularly those involved in higher education libraries, but not only -- and who work with the transformation of information into knowledge. Through concrete tips for writing appropriately in a university context, the focus is on how and why to write well. The challenge that mobilized the achievement of this book was to encourage better learning and academic success, through awareness of a concrete action of teachers, students, and librarians who, in higher education, develop their activities in support of academic writing. We hope, therefore, that this will be a catalyst for renewed learning around this subject.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/improvingtheacademicwritingexperienceinhighereducation/

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Book SynopsisIn the opening chapter the authors investigate and present the concept of internal quality assurance system implementation maturity, aiming to analyse the existing theoretical underpinnings on how maturity can be understood and approached in terms of an internal quality assurance system. Some pathways available to the higher education institutions towards the assessment of needs and the improvement of course planning, curriculum design and student guidance systems are discussed. An empirical study is presented seeking to validate the structure of total quality management construct with an objective of identifying the current total quality management practices employed as perceived by the staff of Islamic University in Uganda. The penultimate chapter focuses on a deeper understanding of the efficiency measurement and its determinants of the higher education institutions of Spain. The aim of the closing chapter is to explore the influence of a university environment on entrepreneurial activities of students and alumni in the post-Soviet context.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/higher-education-institutions-perspectives-opportunities-and-challenges/

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Book SynopsisThis book provides a comprehensive overview of different dimensions that influence university students, such as social factors (including the indigenous perspectives, social identity and mental health, depressive symptoms in university, the helicopter parenting, the change in family relations and adoptions of healthy/unhealthy behaviours while in college); individual aspects that influence this population (like personal autonomy or entrepreneurial intent) and major problems faced by students (like alcohol consumption or the challenge of writing a thesis). This book is a must read for college administrators, teachers and researchers as tips, best practices, and lessons learned are applicable to any academic department seeking to improve learning environment of their students. The contributors to this book are associated with colleges and universities from nine different countries, from four continents. The authors have a broad range of educational and professional experience and offer unique insights into the wide variety of methods utilised to design and provide new understandings regarding college students.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/global-perspectives-on-university-students/

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Book SynopsisReligious Education: Perspectives, Teaching Strategies and Challenges attempts to conceptualize the depth and complexity of religious education through Michael Polanyi''s notions of personal knowledge and the tacit dimension of knowledge. In Israel, some non-religious Jewish families enroll their children in kindergartens of the state religious education system, even though they do not belong to the mainstream religious community. The authors offer an ethnographic study of the sociological-educational processes taking place in these kindergartens. The closing chapter discusses the possibilities for learning from Christian spirituality in the framework of a post-modern European university.

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Book SynopsisThe research examined in the opening chapter of Progress in Education. Volume 60 aims at uncovering and examining pre-service teachers'' concepts of teaching activity relating to student coeducation and educational practice in school classrooms. The authors describe the problems faced by schools system-wide use of evidence-based teaching approaches with evidence-based teaching practice, followed by a technology-based theory to practice design solution for building the capacity of practicing teachers with teacher led and cooperative instruction. The effect of a two-way immersion school project on the second language proficiency and mathematics competences of 10-12-year-old children is investigated with an intent to open new avenues for teachers, researchers and policy makers, by encouraging new immersion projects based on local conditions. Next, this compilation focuses on the particularity of communication as a key factor in creating, developing and improving interpersonal relationships between parents and their pre-school age children. Some thoughts, comments and suggestions on this topic based on the literature and on the author''s educational / academic experience, consists the content of this chapter in a brief way for a vast field of study. Currently, mental well-being among healthcare students and practicing professionals is a major worldwide concern. Studies have described alarmingly high levels of anxiety and stress among students of dentistry, nursing and medicine. As such, the authors discuss the two main stressors for mature students while in higher education. Drawing on empirical research using Interpretative Phenomenological Analysis as the predimoninant method of enquiry, the authors focus our attention on two important aspects of the student transitional journey: student experiences as they move from secondary school to a branch campus medical school in the Middle East, as well as the medical graduates'' challenges as they move from a Middle Eastern-based university delivering a Western curriculum to begin practice as junior doctors. The penultimate chapter demonstrates the importance of school, rehabilitation and mental health counselor education programs in the United States and Georgia. With a significant number of the United States population having substance abuse problems, all counselors will encounter clients struggling with substance abuse. Therefore, counselor education programs should requite knowledge or skill development in this area. The final chapter looks at the root causes of problems with the current education system in Western societies, using Australia as an example, and how the systemic core of the issues arising are stem from the system being stuck in an historic paradigm.

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Book SynopsisThrough the research examined in the opening chapter the authors determine that it is necessary for elementary teacher candidates to be strengthened in the pedagogical level related to culturally responsive teaching during the undergraduate education process, and graduate as culturally responsive elementary teachers. Next, a study is presented which investigates the effects of multiple intelligence practices on secondary school students' environmental literacy levels. The results reveal that a learning environment enriched by multiple intelligence activities significantly improved the participants' environmental literacy levels. The final study explores three Andalusia universities (that are part of the 17 autonomous regions making up Spain) and how they regard the knowledge of prospective primary teachers in the area of metric geometry.

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Book SynopsisChapter 1 examines Education''s role in: (1) recognizing accrediting agencies, (2) overseeing the financial condition of schools, and (3) overseeing schools'' student loan default rates. Chapter 2 discusses (1) how Education oversees the financial condition of schools; (2) the extent to which Education''s oversight has been effective at identifying schools at risk of closure; and (3) the extent to which Education informs schools and the public about its financial oversight. For many service members, getting an education is a critical component of transition to civilian life. Chapter 3 determines ways that the Higher Education Act is helping achieve those goals, and find areas where there are problems, and where we can make improvements. To help students and their families pay for higher education, the Department of Education provides billions of dollars in federal student loans each year through programs authorized under Title IV of the Higher Education Act as discussed in chapter 4. Chapter 5 discusses the unique challenges facing minority serving institutions and to learn about programs and support to help facilitate student success. Chapter 6 describes the several programs devoted to financially assisting minority-serving institutions (MSIs) under the Higher Education Act. Historically Black Colleges and Universities play an important and unique role in the higher education system and in their local and regional economies. As reported in chapter 7, SBA works with many colleges and universities to provide entrepreneurial training and counseling on campuses.

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Book SynopsisMany people in this country grow up dreaming about the college experience, leaving home and starting off in their own world, hoping to obtain the education and skills they need to be successful in life. With over 7,000 post-secondary institutions in the U.S. to choose from, selecting the best schools and finding the best way to pay for it can be a daunting task. The Higher Education Act of 1965 authorises numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). Chapter 1 provides a brief overview of the major provisions of the HEA. The federal government provides financial assistance to individuals for higher education expenses in two major ways: tax benefits and traditional student aid. Chapter 2 contains a brief overview of the higher education tax benefits that are currently available to students and their families. Chapter 3 provides insights into how prospective students make important decisions that affect their long-term academic and professional futures. An estimated 35 percent of college students transferred to a new school at least once from 2004 to 2009. Chapter 4 examines transfer rates and challenges students face in transferring credits, the possible financial implications of transfer, and the extent to which students are provided with transfer information to help them plan their college path.

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Book SynopsisCitizen science programs encourage the general public to help professional scientists to collect data for research studies through training protocol. Most recently, there has been an increase in adolescent student participation in citizen science programs. With the advent of citizen science as an educational platform, researchers have studied the ways this type of initiative influences interest in science, technology, engineering, and mathematics (STEM). This interdisciplinary edited book entitled Enhancing STEM Motivation through Citizen Science Programs merges research findings, theoretical understandings, and practical applications from the fields of citizen science and educational psychology. The work outlines effective components of citizen science initiatives for both formal and informal educational settings, which promote STEM motivation among youth. Specifically, the chapters describe effective components of citizen science programs, curricula guidelines for K-12 and post-secondary courses, research findings on the impact of citizen science programs for student self-motivational beliefs, achievement, and STEM motivation, as well as guidelines for evaluating citizen science programs. The overarching goal of this work is to encourage partnerships between educators, administrators, students, scientists, naturalists, and stakeholders interested in fostering student motivation in STEM areas through citizen science programs. This edited book is suitable for educators interested in providing students with opportunities to participate in citizen science as well as researchers of education, science, and educational psychology.

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Book Synopsis"Developing Cross-Cultural Exchange Projects: A Step-by-Step Guide aims at providing readers with a systematic guide to cross-cultural encounters, either at home or abroad, in a globalizing era. It is a useful and a valuable guide for teachers, students,school heads and administrators, agencies of language proficiency tests, police makers, material developers, owners and managers of multicultural corporates, and other non-governmental organizations. Different groups of readers can find useful parts of information based on their needs and objectives. It is especially useful for professors in higher education and practitioners of cross-cultural exchange projects because the book is organized in a sequential manner to guide them step by step to reach theirgoal, starting from the initial design of the project and the research method and recruiting students to evaluation of the students and the entire project at the final stage of the project. For students who are planning to work on their higher degree in a foreign country, this book covers much useful information for them to make the best decision before they head for a foreign country. Cross-cultural exchanges in this book is defined broadly to cover anything involving people from different cultures, including student mobility, teacher mobility, cross-border collaborations or partnerships, working abroad, and distance education. One of the important features of this book is that it covers a considerable number of examples and empirical studies reported by practitioners of different types of cross-cultural exchange projects. Readers may learn from their experiences of success or failure so that they may feel easier and more comfortable to be prepared for their forthcoming cross-cultural experiences. Finally, in the last chapter, the author envisions the future of cross-cultural exchanges to remind readers that cross-cultural exchanges, like globalization, is dynamic and an on-going practice. The future of cross-cultural exchanges will surely change in accordance with the change of the global community. Practitioners of cross-cultural exchanges need to be aware of the subtle differences happening around the globe and to adjust their cross-cultural exchange projects accordingly to best fit the current situation"--

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Book SynopsisIn this book, there are 25 chapters, each of which is an empirical analysis of either statewide data such as Texas or national data such as the Early Childhood Longitudinal Study-Kindergarten. Each chapter contains an empirical analysis of contemporary issues in education today such as inequities in discipline consequences by student ethnicity/race, economic status, poverty, and gender; persistence rates of Black and Hispanic students in community colleges; academic achievement performance differences by ethnicity/race, economic status, and gender; and college-readiness rates of students.

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Book SynopsisIn the opening chapter of Progress in Education. Volume 62, two classroom practices are presented and applied within a different group of students using two pedagogical methodologies, with the goal of allowing students to acquire new vocabulary and communicative skills using a foreign language Following this, Singapore's educational context is described in detail, and 19 noteworthy studies on school classroom environments in Singapore are reviewed. The authors also explore the structure and processes that underlie learning as a Community of Practice in a nonformal education program for parents of young children. This compilation assesses the way in which activities aimed at equalizing the educational opportunities of pauperized children require a modern teacher to constantly improve and deepen their competencies. Procedures are presented for applying the dynamics assessment model (learning potential in Spain) to preschool children with Down syndrome. A comprehensive review of research from various parts of the world that examines the practical uses and benefits of blogging is provided, in the context of teaching diverse academic disciplines and fields of expertise. The authors draw evidence from a qualitative study to describe how undergraduate co-operative education students in multidisciplinary, private blogging communities reflected on their experiences by contributing to their blogs. The concluding chapter presents the Google applications that certification seekers will be responsible for understanding, as well as the types of questions to expect and, ultimately, how to incorporate these skills into the K-12 classroom.Table of ContentsPrefaceA Study of Two Classroom Practices Using Two Pedagogical Methods through the Use of a Foreign LanguageLearning Environments in SingaporeParent Learning as Community of Practice and the Potential of an Online PlatformPermanent Improvement of Teacher Social Competencies as an Indispensable Condition for the Process of Equalizing Educational Opportunities of a Child from a Poor FamilyUsefulness of Assessment of Learning Potential in Preschool Children with Down SyndromeBlogs in Higher Education: Potential Uses and Advantages for Both Scholars and StudentsThe Use of Blogs in a University Co-Operative Education EnvironmentGoing for the Google: The Educators Quest for CertificationIndex.

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Book SynopsisIn this compilation, the authors address how school staff can support excessively anxious adolescents. It is important that teachers are equipped with the knowledge to identify anxiety disorders in students given their increasing prevalence. An approach is presented with the goal of facilitating educational transformation for indigenous languages through research, with Afrikology as a compass for the agenda of decolonising the language of teaching and learning in an open distance and e-learning setting. Progress in Education. Volume 63 also sets out to develop an understanding of Taiwanese English language teachers' levels of intercultural sensitivity and their willingness to teach interculturally, as the English language is used as the medium of communication in a wide variety of international and intercultural settings. The general and developmental characteristics of students with visual impairment are described, and information regarding the educational processes of students with visual impairment is presented. A study is included which examines how to best support English learners as they develop as writers of opinion papers though a multiple case study in a 4th grade English as a second language classroom. The authors discuss the empirical results of novel tools in the context of writing in order to better understand the relationship between technology and writing instruction. The educational and psychological importance of fables for child development is highlighted, underlining how they, if used appropriately, can become valuable and effective didactic tools. Lastly, the authors highlight the typical challenges and deficiencies in information literacy knowledge, as well as skills that are recognized among undergraduate students. Opportunities to improve the information literacy of undergraduate students (particularly in cognitive levels) are also discussed.Table of ContentsPreface; The Role of Teachers and Other School Staff in Supporting Students with Excessive Anxiety; Decolonising the Language of Learning and Teaching in an Open and Distance E-Learning Landscape; EFL High School Teachers Intercultural Sensitivity and Their Willingness to Teach Interculturally in Taiwan; Teaching Students with Visual Impairment; Making Progress in Education: Teaching English Learners to Write Opinion Pieces; Different Technologies in the Context of Writing Instruction; The Psychoeducational Role of Fables: A Qualitative Analysis for Good Teaching; Undergraduate Students Information Literacy: Challenges and Opportunities; Index.

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Book SynopsisThe mission of this book is the advancing of scholarly inquiry in the wide frame of different disciplines. Its objectives are threefold. First, according to a multidisciplinary perspective, it collects high-quality researches that could be of interest to experts and novices. In particular, progress in Education, Language Learning, Content Analytics, Marketing, Mathematics and Art, Archaeology, Elearning, Social Behaviors in Cognitive Cities Environments, and Urban Planning is investigated. Second, it delineates the challenges in the areas, specifying the difficulties and opportunities for future research. Third, it provides reliable resources regarding current methodological of leading-edge research, useful to a wide audience including not only researchers but also policy-makers, teachers and students. The book consists of four sections, each comprising a different number of chapters. Starting with the field of education, one of the topic on the top of priority list of many countries in the world, the first section constitutes a significant contribution to the on-going discussion about learning. The second section focuses on Content Analytics and Social Behaviors, while the third one deals with the relationship between Marketing Competitiveness and Culture Use Value. Finally, fourth section examines the problem of new models of urban planning and design in relation to the engagement of citizens.Table of ContentsPreface; Guidelines for Designing and Implementing Quality Content and Language Integrated Learning (CLIL) Materials: Current Issues and Challenges; Archaeology for Everyone? Experimental Archaeology as a Tool for Involving People with Disabilities; Relationship between Second Language Learning and Age: Critical Factors and Challenges in the School Setting; From Artistic Simplicial Complexes to Transdisciplinary and Innovative Teaching through Mathematical Research; Using Scratch for Teachers Instructional Material Design and Learners Products: A Preliminary Study for a CLIL Technology Integrated Course; Creation of eLearning Contents in Microelectronics: A Case Study; The Predictive Power of Social Media through Content Analytics to Investigate the Perception of University Reality; Processes for Picking up Social Behaviors in Cognitive Cities Environments; Retaining Cultural Use Value and Striving for Market Competitiveness: A Delicate Balancing Act for Sustainability in African Traditional Craft Production; Toward a Spatial Collaborative Urban Planning Model for Ecuador; Index.

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Book SynopsisThis book aspires to provide a reflective and descriptive account of creative practices as well as research related to creativity from an international perspective. In particular, through a collection of 12 studies conducted in various countries and continents, an attempt is made to provide readers with creative examples of teaching practice and research incentives, as proposed and presented by the authors of this collected edition. The contributors of this book report and reflect on classroom practices that increase motivation, promote creative learning, heighten learners' creativity, enhance their learning potential and their multicultural sensitivity. They discuss challenges of applications in diverse contexts based on playful activities and stories that develop a creative learning environment in a foreign language classroom. Some other studies focus on multiple intelligences theory approach making students 'know' and 'apply' the appropriate behaviour and they present creative ways and multisensory approaches of approaching dyslexic students in a language classroom. The authors provide perspectives from different angles on the above mentioned issues demonstrating that multiliteracies practices, games, different art forms, popular-culture texts, digital storytelling and interactive activities could be effective tools in foreign language learning.Table of ContentsPreface; Teaching a Foreign Language to Young Learners: A Study of Greek and Cypriot Teachers Perspectives and Practices; Activating Agency and Creativity in the Young Learners EFL Classroom in Japan; The Diary of Anne Frank: A Teachers Insight into Creative Pedagogy; Developing Social Literacy through Different Art Forms in Early Childhood Education: Does It Matter Which Art Form I Am Going to Use?; Digital Storytelling in the Foreign Language Classroom: Exploring Opportunities for Developing Multiliteracies in Preschool Settings; The Need for Developing Young Students Critical Literacy in Language Learning: The Earlier, the Better; Implementing Technology Creating an Effective Language Learning Environment in a Multilingual Teaching Context with Children of the Age of 6-12; Multiple Intelligences Theory Approach and the English for Specific Purposes Classroom: A Blueprint for the Future; Creative Ways of Approaching Dyslexic Students in the ELT Classrooms; Fusing PBL and CLIL for an International Relations English Program in Colombia; Pre-Service Primary School Teachers Foreign Language Training by Means of Using Innovative Technologies; Fostering Motivation of University Academics for Creative English-Medium Instruction; Index.

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Book SynopsisIn this compilation, the authors examine Australian and Malaysian pre-service teachers' cognitive processes in solving linear equations from a cognitive load perspective. Emphasis is placed on bridging the gap between the advancement of African indigenous languages and foreign languages as languages of teaching and learning. The key training elements required for a renewed profile of the teacher's professional identity, which transcends the old art and craft of teaching, are explored in an effort to address new professional competencies. Some truly engaging lessons for a STEM lab on a budget are described, guaranteed to engage students and impress colleagues. A new model is developed to explore how flipped classrooms affect university students' self-regulated learning and teachers' technological pedagogical and content knowledge. A theoretical vocational guidance perspective in international formal educational contexts with updated references is also developed. Research from various specialties and topics of string instruction are evaluated in relation to beginning string instruction by comparing the resultant data. The authors provide an analysis of special education data from the United States and from the United Kingdom to examine national trends and provide a research baseline for benchmarking. provides an analysis of special education data from the United States and from the United Kingdom (England) to examine national trends and to provide a research baseline for benchmarking. Folowing this, the applicative implications of Freire's pedagogical thought and the teaching practices it may suggest are highlighted. The closing study focuses on the way in which an education that is properly funded and considers students' special needs can decrease the student dropout rate as well as social poverty.Table of ContentsPreface; An Examination of Pre-Service Teachers Content Knowledge on Linear Equations: A Cross-Cultural Study; Decolonising the Language of Learning and Teaching in an Open and Distance E-Learning Landscape; A New Teacher for a New School: Pedagogical Challenges of the Future; The STEM Teachers Survival Guide; Exploring a new Flipped Class Model: A Case Study of a University Course in Taiwan; Turning Vocational Guidance Upside Down: Culture and Socio-Educational Transculture; An Examination of Issues in Beginning String Instruction through the Concept of Pedagogical Content Knowledge; Special Education Trends and Variations from the United States/United Kingdom (England) 1988 to 2018; Paulo Freire: A Critical Reflections of Educational Practices; Poverty: Inequity in Education; Index.

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Book SynopsisEducation builds the individual, so it builds the nation. Education is the primary means of socialization in every society and plays a very important role in the economic development of any country. Education helps people increase knowledge, results in skill development, and enables them to know their rights and duties towards their family, society, and the nation. Various future prospects have been considered and policies have been drafted to ensure quality education in India. The aim of education should always be to improve and raise the entire system and to impart knowledge, develop vision and good moral values. The rapid changes and complexity of today's world present new challenges and put new demands on our education system. In confronting this challenge, it is necessary to understand the various perspectives and opportunities of education. This edited collection mainly focuses on the following issues regarding education: Higher Education System: Ancient to Modern Age; Human Rights Education: Needs and Future Actions; Mixed Mode Course Contrive and Distribution; Open and Distance Education; Reflective Practice in Teaching and Learning; Changing Scenario in Higher Education of India; Indian Education System: Opportunities and Challenges; New Education Environment: Issues, Challenges and Constraints.Table of ContentsPreface; Indian Higher Education System: A Study from Ancient to Modern Age; Human Rights Education in India: Needs and Future Actions; Blended Course Design and Delivery in the Present Scenario; Open and Distance Education Evolution in Contemporary Situations; Reflective Practice Creating A Supportive and Productive Learning Environment; Changing Scenario in Higher Education of India; Opportunities and Challenges in Indian Education System; Transition to New Education Environment: Issues, Challenges and Constraints; Index.

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Book SynopsisOne pressing concern that exists in education around the world today stems from the differences in experiences between male and female students and how these differences manifest in academic outcomes. Differences in students' experiences also depend upon a wide variety of other factors, including race, economic status and environment. For example, women and girls in the Devanga community in India face discrimination in the form of reduced educational opportunities and a sense of social obligation to take on nurturing and care-giver roles, whereas male students face no such restrictions. Conversely, female students in Lebanon outperform male students in many subjects, though women and girls nonetheless face significant gender discrimination in Lebanese society. This book presents a compilation of studies that focus on disparities in education resulting from factors including race, gender and economic background in places like India, Rwanda, and Texas, as they apply to elementary, middle and high school students as well as college students.Table of ContentsPreface; Gender Disparity in the Educational Opportunities Provided to Girls of the Devanga Community in Urban Bangalore, India; Gender Parity, Moving the Needle Closer: An HLM Analysis of Student Achievement in Rwanda; Does Self-Worth Protection Matter? The Mediating and Moderating Role of Self-Handicapping in the Relationship between Self-Esteem and Performance Goals; Differences in Male and Female Texas Community College First-Time-in-College Full-Time Students Over Time: A Multiyear, Statewide Analysis; Gender Difference in School Achievement in Lebanon; Differences in Number of Days Assigned to In-School Suspension Between Grades 5 and 6: Within Groups Comparisons; Differences in Grade 3 Reading Achievement by the Economic Status of Students of Color: A Texas Statewide Analysis; Differentiating In-School Suspension Assignments by Student Demographics: A Texas, Statewide Analysis; Differences in Persistence and Graduation Rates Over Time for Texas Community College Students; Suspending High School Students Comes at a Steep Price: A Texas, Statewide Investigation; Index.

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Book SynopsisThis book is comprised of seven chapters about the experiences of teachers and principals in the public education system. Chapter One investigates teachers' and principals' perspectives on the issue of students' risky online behaviours as well as the role of their resilience in their perspectives on this topic. Chapter Two assesses the extent to which English Language Learner status was related to the reading achievement of Texas Grade 4 boys and girls in special education. Chapter Three studies the degree to which differences were present between experienced, moderately experienced, and new school principals in terms of what they emphasized and how they spent their work time at their campuses. Chapter Four examines the reading, mathematics, and science performance of elementary school students based on the years of experience of their school principal. Chapter Five presents the results of a study that was conducted to examine the relationship between the number of school counsellors employed at the elementary, middle, and high school levels and the percentage of students determined to be at risk during the 2018-2019 school year in Texas. Chapter Six examines the effect of bilingual education programs on the reading performance of Grade 5 students in Texas during the 2018-2019 school year. Finally, Chapter Seven studies the degree to which differences were present in the percentages of all students who enrolled in a dual-credit mathematics course in Texas public high schools by their economic status.Table of ContentsPreface; Teachers and Principals Perspective Regarding Students Risky Online Behaviors: The Role of Resilience; English Language Learner Status and Reading Performance of Texas Grade 4 Boys and Girls in Special Education: A Statewide Multiyear Analysis; Differences in What Principals Emphasize by Their Years of Experience: A National Analysis; Principal Experience and Student Achievement: A National Investigation; Differences in School Counselors Employed by Percentage of Students At Risk: A Texas Statewide Investigation; Differences in Grade 5 Reading Performance by Bilingual Education Program Type: A Texas, Statewide Analysis; Differences in the Percentages of Students Enrolled in Dual Credit Mathematics Courses over Time: A Texas, Multiyear Analysis; Index.

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