Educational systems and structures Books
Anmol Publications Pvt Ltd Encyclopaedic Dictionary of Psychology and
Book Synopsis
£134.99
Sports Publication Educational and Sports Psychology
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£20.24
Aarhus University Press Learning Activity & Development
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£17.21
Aarhus University Press Radical-Local Teaching & Learning
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£17.06
Bohn,Scheltema & Holkema,The Netherlands Het Herstel Van Het Gewone Leven
£33.99
Springer School Leadership in the Context of
Book Synopsis“Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform. It might appear that there is a world-wide “tsunami” of standards-based reform that will standardize and homogenize the educational system across the globe. This volume makes it very clear, however, that there is no one approach to standards-based reform and countries change – there is a danger in paying attention to its evolution and impact in only one context. That’s what makes this volume so valuable. Louis Volante has drawn together descriptions from a wide range of countries, all involved in large-scale reform and using standards and assessments as part of their process. What becomes very obvious is that the language may be the same but the words reflect different contexts and can represent very different ideals, values, and processes. I’m sure you will find this book as interesting and challenging as I have – a gem that pushes your thinking and does not allow readers to remain neutral.” (Lorna Earl) Table of ContentsPART I: INTRODUCTION: 1. Educational Reform, Standards, and School Leadership; Louis Volante.- PART II: INTERNATIONAL PERSPECTIVES: 2. Responsibility in a High-Accountability System: Leading Schools in England; Daniel Muijs.- 3. Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United States; Anthony H. Normore and Jeffrey S. Brooks.- 4. Educational Leadership in the Context of Low-Stakes Accountability: The Canadian Perspective; Don Klinger and Hana Saab.- 5. Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia; Patrick Griffin and Esther Care.- 6. The Shape and Shaping of School Leadership in Aotearoa New Zealand; Lester Flockton.- 7. Policy and Practice in Swedish Education, Assessment, and School Leadership; Christina Wikström.- 8: Standardization, Deregulation, and School Administration Reform in Japan; Jun Hirata.- 9. School Leadership, Accountability, and Assessment Reform in Hong Kong; Huen Yu and Wai Ming Yu.- 10. Leadership in Qatar’s Educational Reform; Sonia Ben Jaafar.- PART III: CONCLUSION: 11. Thoughts on School Leadership Policy, Practice, and Future Inquiry; Louis Volante and Lorna Earl. Index.
£89.99
Springer The Socioecological Educator: A 21st Century
Book SynopsisThis volume offers an alternative vision for education and has been written for those who are passionate about teaching and learning, in schools, universities and in the community, and providing people with the values, knowledge and skills needed to face complex social and environmental challenges. Working across boundaries the socio-ecological educator is a visionary who strives to build community connections and strengthen relationships with the natural world. The ideas and real-world case studies presented in this book will bring that vision a step closer to reality.Table of Contents1. Starting with stories: The power of socio-ecological narrative.-2. Social ecology as education.-3. Becoming a socio-ecological educator.- 4. The ambitions, processes and politics of socio-ecological curriculum reform: An Aotearoa-New Zealand case study.- 5. Through coaching: Examining sports coaching using a socio-ecological framework.- 6. Through community: Connecting classrooms to community.-7. Through belonging: An early childhood perspective from a New Zealand preschool.-8. Through adventure education: Using the socio-ecological model in adventure education to solve environmental problems.-9. Through school: Ecologising schooling – a tale of two educators.-10. Outdoor education on Scotland’s River Spey: A sense of place.-11. Through Physical Education: What teachers know and understand about children’s movement experiences.-12. Conclusions and future directions: A socio-ecological renewal.
£85.49
Springer Verlag, Singapore Communities of Practice: Facilitating Social
Book SynopsisIn this book about communities of practice in the international, higher education sector, the authors articulate the theoretical foundations of communities of practice (CoPs), research into their application in higher education, leadership roles and how CoPs sustain and support professional learning. Research demonstrates that communities of practice build professional and personal links both within and across faculty, student services and administrative and support units. This book describes how community of practice members may be physically co-located and how social media can be used to connect members across geographically diverse locations. It positions higher education communities of practice within the broader community of practice and social learning literature, and articulates the importance of community of practice leadership roles, and the growing focus on the use of social media for community of practice implementation. The multiple perspectives provide higher education leaders, academic and professional staff with the means to establish, or reflect on existing CoPs, by sharing insights and critical reflections on their implementation strategies, practical guidelines and ideas on how community of practice’s theoretical underpinnings can be tailored to the higher education context.Table of ContentsPart 1 Theoretical underpinnings informing Communities of Practice.- 1 What is a Community of Practice?.- 2 Social Learning in Higher Education: A Clash of Cultures?.- 3 Faculty Learning Communities & Community of Practice: Dreamers, Schemers, and Seamers.- 4 Using Communities of Practice to internationalise HEd: Practical and strategic considerations.- 5 Delivering institutional priorities in learning and teaching through a social learning model: Embedding a high impact community of practice initiative at the University of Tasmania.- 6 Creating and Facilitating Communities of Practice in Higher Education: Theory to Practice in a Regional Australian University.- Part II Research of Higher Education Communities of Practice.- 7 Facilitation of social learning in teacher education: The 'Dimensions of Social Learning Framework'.- 8 Communities of practice in community-university engagement: Supporting co-productive resilience research & practice.- 9 Promoting a community of practice through collaborative curriculum reform in a university business school.- 10 Reflections on the Emergence and Evolution of a Scholarship of Teaching and Learning Community of Practice within a Research-Intensive Higher Education Context.- 11 Building a Faculty-Centric Virtual Community of Practice (vCOP) within the Post-Secondary Education Environment: A Systems Approach Framework.- 12 Enhancing the impact of research and knowledge co-production in Higher Education through communities of practice.- Part III Leadership in Higher Education Communities of Practice.- 13 Mediating Role of Leadership in the Development of Communities of Practice.- 14 Revealing the Nexus between Distributed Leadership and Communities of Practice.- 15 The Leadership Link: A hybrid Professional Learning Network for Learning and Teaching Leaders.- 16 The road less travelled: A conversation between for communities of practice facilitators about their experiences, learning and professional outcomes from the role.- 17 Facilitating a Community of Practice in Higher Education: A Case Study.- 18 The role of Higher Education in regional economic development through small business CoPs.- 19 Teacher educators' critical reflection on becoming and belonging to a community of practice.- Part IV Communities of Practice Sustaining Professional Learning and Development.- 20 Making an Impact: Utilising Faculty Learning Communities to Enhance Teaching and Learning.- 21 "The Faculty/Faculty Conundrum": Organizing Faculty Learning Communities to Support "Singular" and "Plural" Faculty Development.- 22 Catalyst: Developing a Community of Practice for Supporting New Academics.- 23 Where's my parking permit? Bringing new staff together as a learning community.- 24 CoPs: Enhancing quality learning and teaching with sessional staff.- 25 Communities of practice and negotiation of meaning among pre-service teachers.- 26 Forums, Fellowship and Wicked Problems in Teaching.- 27 From project to permanence: Growing inter-institutional collaborative teams into long-term, sustainable communities of practice.- 28 From dream to reality. Sustaining a higher education community practice beyond initial enthusiasm.
£89.99
Springer Verlag, Singapore Handbook of Giftedness and Talent Development in
Book SynopsisThis is the first ever handbook on giftedness and talent development for the Asia-Pacific region. It discusses important issues for an important group of students, addresses a gap in the current understanding of gifted students in the region, traverses substantial intellectual terrain, and draws on past and present research literature.The handbook brings together contributions from 18 countries, providing a diverse, unique and comprehensive contemporary research and practice on giftedness and talent development in the Asia-Pacific region. It highlights contemporary issues and incorporates important topics such as conceptions, identification, curriculum, and programs. Chapters in the book will include a stronger focus on pedagogy that could assist researchers, academics and educators, post-graduate students, families, advocates, teachers and practitioners, and other stakeholders to support gifted students. It also informs pre-service education programs in gifted education, in-service professional learning programs, and future research and practice in this region of the world. Table of ContentsSection I Socio-cultural conceptions.- 1 Theoretical and practical advantages of using differentiated labels representing potentialities and achievements: The DMGT and IMTD.- 2 Being of like-mind: Giftedness in the New Zealand context.- 3 Understanding the views of the gifted and talented education of Columbian schools: A secondary data analysis.- 4 Gifted children at the south of the world: Chilean students' experiences within regular classroom.- 5 Gifted education, talent development and high ability in Mexico.- 6 Innovative practices to support high achieving deprived young scholars in an ethnic-linguistic diverse Latin-American country.- 7 Creativity development: Trends and challenges among selected Asian countries.- 8 Spirituality and giftedness: Independent or interdependent?.- Section II Social and emotional learning and needs.- 9 Dabrowski's theory of positive disintegration: More than overexcitability.- 10 Put them together and see how they learn! Ability grouping and/or Acceleration effects on the self-esteem of academically gifted high school students.- 11 Supporting the social emotional learning of gifted Australian children.- 12 Fostering resilience in 'At-risk' gifted and talented young people.- 13 Of grit and gumption, Sass and verve: What gifted students can learn from multicultural picture book biographies.- Section III Diversity in giftedness and talent.- 14 Identification of gifted students: A developmental process for underrepresented students.- 15 Perceptions of academically gifted English langauge learners.- 16 Multi-processes in identification for the gifted and talented.- 17 Identification and curricular place-based adaptations for gifted students in rural communities.- 18 Understandings of twice exceptionality across Australia.- 19 Creativity talent development: Learning from the experiences of creatively gifted students.- 20 Underachiever or selective consumer? A new look at an old topic.- 21 No... Maybe... Yes, but just for myself: Building identity in highly-able/gifted women.- 22 Exploring diverse conceptions of wisdom: Focusing on gender differences in Korea.- 23 The achievements and lives of extraordinary Australians: A master, a maker, an introspector and an influencer.- 24 Identifying gifted learning in the regular classroom: Seeking intuitive theories.- Section IV Interdisciplinary assessment, pedagogic, and curriculum innovations.- 25 Listening to students with gifts and talents: What makes for an effective teacher of the gifted and talented learner?.- 26 Inquiry learning: Challenging the gifted to be knowledge producers.- 27 Cultivation of giftedness: The art of dynamic differentiation in expert teachers' praxis.- 28 Super high schools in Japan: Hybrid-style gifted education designed both to raise overall standards and to respect the individual.- 29 Differentiation: 'How' versus 'What'.- 30 Developing a differentiated model for the teaching of narrative composition to high performing and high potential students.- 31 Nurturing Mathematical talents and English proficiency of Mathematically promising English language learners using M3 program.- 32 Online learning for mathematically talented students: The importance of self-regulation, self-efficacy, social support, and course design.- 33 How do teachers meet the academic needs of high-ability students' in Science.- 34 Creativity and talent development: A four-day camp for utilizing social games, mindfulness meditation, and STEM for primary school students.- 35 Differentiated instruction strategies in English language teaching for gifted students.- 36 Using the model of dynamic differentiation to guide scaffolding intellectually gifted students' learning.- 37 Research on teacher use of differentiation: What conditions support success.- Section V Talent development, creativity, and other dimensions of gifted education.- 38 An ecological approach to understanding highly able students' experiences of their academic talent development in a Singapore school.- 39 How does gifted education foster students' creativity in Korea?.- 40 Giftedness: The fourth dimension - The ethical nature of the gifted individual.- 41 Rural gifted adolescent girls and popular culture: Supporting talent development in a world of image and media.- 41 Growing teacher talent scouts: A model for teacher growth based on talent development.- Section VI Educational contexts and developmental transitions.- 42 Research on and education of migrant supernormal children in Mainland China.- 43 Potential challenges and barriers to talent development for high-ability Australasian-Pacific adolescents in the 21st century.- 44 Superkids 2: Contemproary reflections on gifted education.- 45 Gifted and talented education in an inclusive environment.- 46 Lifting leadership minds for gifted adolescents.- 47 Rural voices: Challenges for teachers in remote locations in meeting the needs of their high performing and high potential students.- 48 Highly able students in international schools.- 49 The gifted student in the higher educational context.- 50 The choice of career: Gifted students.- 51 Transitioning to career: Talented musician's identity development.- Section VII Community-engagement and partnerships.- 51 Counseling provision to support talent development among Malaysian gifted learners.- 52 Becoming gifted and talented in Taiwan: Contests and competitions as Bricolage.- 53 Children's development of literary talent: A multiple-case analysis of winners of the Columbian national contest of tales writings.- 54 Science learning styles for the gifted in the 21st century: Analysis of trends of Nobel Laureates in Science from 1901 to 2015.- 55 Addressing giftedness at the pre-service teacher level: Rewards and challenges.- 56 Mentor's perspectives on fostering the development of scientific talent.-
£404.99
Springer Verlag, Singapore Chinese Elementary Education System Reform in Rural, Pastoral, Ethnic, and Private Schools: Six Case Studies
Book SynopsisThis book introduces Chinese educational reforms and developments rolled out in the year 2014, examining them from both macro and micro perspectives and pursuing a mixed-methods approach.This book depicts the current landscape of the Chinese education system and institutions on different educational levels and in a variety of educational types, covering the development and reform status, issues, causes and effects, strategy plans and trends in the specific areas of schooling, financing, educator development and student development. Based on policy analysis, case studies, surveys and big data analysis, it combines the perspectives of both officials and grass-root stakeholders. Presenting contributions by scholars from over 10 Chinese and international higher education institutions and research institutes, as well as administrators and educators from over 20 provinces and regions throughout the nation, the book offers the most comprehensive, up-to-date and solidly fact-based scholarly representation of Chinese education reform and development on the market.Table of ContentsPart One History of Educational System Reforms and Educational Development.- Chapter one History of Higher Education System Reforms and Development.- Chapter two History of Vocational Education System Reforms and Development.- Chapter Three History of Obligatory Education System Reforms and Development.- Chapter Four History of Preschool Education System Reforms and Development.- Chapter Five History of Private Education System Reforms and Development.- Part Two Reforms of Inner and Outer Educational Systems and Educational Development.- Chapter one Reforms of Inner and Outer Educational Systems and Higher Education Development.- Chapter two Reforms of Inner and Outer Educational Systems and Vocational Education Development.- Chapter Three Reforms of Inner and Outer Educational Systems and Obligatory Education Development.- Chapter Four Reforms of Inner and Outer Educational Systems and Preschool Education Development.- Chapter Five Reforms of Inner and Outer Educational Systems and Private Education Development.- Part Three Case Studies on Experimental Sites of Educational System Reform.- Chapter One Adaptability of Majors of Higher Institution to Industrial Structure in CM.- Chapter Two Secondary Vocational Education Reform in GY.- Chapter Three Compulsory Education Reform in Different Functional Areas in CX.- Chapter Four Early Childhood Education Reform in XM.- Chapter Five Private Education Reform in WH.- Part Four Milestones in Education Reform in China in 2013.- Chapter 1 Accomplishments, Features and Issues of Education Reform in 2013.- Chapter 2 Milestones in Education Reform in 2013.
£62.99
Springer Verlag, Singapore Open and Distance Education in Asia, Africa and the Middle East: National Perspectives in a Digital Age
Book SynopsisThis book is open access under a CC BY 4.0 license.This book describes the history, structure and institutions of open and distance education in six countries: China, India, Russia, Turkey, South Africa and South Korea. It describes how open and distance education is evolving in a digital age to reflect the needs and circumstances of the national higher education systems in these countries. It also explores the similarities and differences between how their open and distance higher education systems are managed and structured. This book is the second in a series, following Open and Distance Education in Australia, Europe and the Americas (Springer 2018). Both books compare and draw conclusions about the nature of open and distance education in the context of various national higher education systems. In a digital era characterized by the growing use of online, open and distance education, this book will prove particularly valuable for policy-makers and senior administrators who want to learn about establishing or expanding open and distance education services. In addition, it offers a valuable reference guide for researchers, academics and students interested in understanding the different approaches to open and distance education.Table of Contents1 Introduction.- 2 China.- 3 China: Commentary.- 4 India.- 5 India: Commentary.- 6 Russia.- 7 Russia: Commentary.- 8 South Africa.- 9 Commentary on Open and Distance Education in South Africa.- 10 South Korea.- 11 Commentary on Open and Distance Education in South Korea.- 12 Turkey.- 13 Commentary on Open and Dsitance Education in Turkey.- 14 The Current State of Open and Distance Education.
£17.09
Springer Verlag, Singapore Transforming Pedagogies Through Engagement with
Book SynopsisThis book identifies three types of influential forces that pose challenges to innovations: socio-cultural dynamics, teacher individuality, and local circumstances. It uses languages, cultural traits, and intellectual heritages in the Asia-Pacific region as an example to show the resistance to Western-based pedagogies due to disparities between the innovations and these local heritages. It reveals personal and professional values that teachers hold and how these values, while seemingly supporting creative ideologies, happen to prevent them from incorporating innovations in their practices. The book discusses how informal educational activities and services that a society possesses could impede pedagogical innovations. There is, therefore, a need for institutions and educators to develop a positive relationship between these phenomena and teaching innovations.Table of ContentsPart I - Learners’ socio-cultural dynamics as resistance to change.- 1. Educational Neo-liberalism and the Annexation of Literacy: a cautionary tale in the Asia-Pacific context.- 2. Learning of Confucian heritage cultures(CHC) students: A myth explored from multiple perspectives.- 3. Task-based language teaching in China’s university English class: An exploration of opportunities and tensions from the third-generation activity theory perspective.- 4. The role of local cultural and intellectual resources for supporting Indonesian EFL students’ creative writings.- 5. Capturing the complexities of the implementation process of formative assessment in science classrooms under the activity theory framework.- 6. Improving higher-education pedagogy through understanding students’ reflective processes in the Australian context.- Part II - – Learners’ socio-cultural dynamics as resistance to change.- 7. How to enable teachers to change their pedagogical practices? Representation construction approach as an effective tool.- 8. The role of preservice teachers’ prior beliefs in preservice EAL teaching.- 9. The influence of culture on ICT use in Saudi Arabian science classrooms.- 10. Pre-service teachers rethinking Australian education standards in practical placement context.- Part III – Local circumstances as resistance to change.- 11. Challenges to incorporating Asian literacy in Australian school curriculum.- 12. Contextualizing service learning practices in rural Vietnam: pre-service teachers’ pedagogical development.- 13. Posting your thoughts: A Pedagogy in Changing Student Mindset.- 14. A semiotics self-reflection model in identity construction in the context of an Australian Megachurch.- 15. Developing Socio-culturally supportive pedagogy for the marginalised in the Korean context.- References.- Content index.
£98.99
Springer Verlag, Singapore Radical Solutions for Digital Transformation in
Book SynopsisThis book presents how Digital Transformation is a requirement to upgrade Latin American universities to a next level in management, lecturing and learning processes and strategies. The book starts with a thorough introduction of the Latin American context addressing the three main topics in the book: Digital Transformation, Higher Education and Artificial Intelligence & Industry 4.0. They will be depicted by region, with a clear distribution between Central America & Mexico, Comunidad Andina (Perú, Colombia, Chile, Ecuador, Bolivia), Mercosur (Argentina, Brasil, Paraguay and Uruguay), and other countries. The book also shows how online learning is a key part of the transformation, with a clear focus on learning management systems, innovation and learning analytics. Further, personalised services for every single profile at the university (students, lecturers, academic managers) are presented to guarantee inclusive education service aggregation for networked campuses. Following, the book addresses strategy and overall services that concentrate on sustainability and revenue models integrated with a strategic planning. Finally a set of chapters will show specific experiences and case studies of direct application of Artificial Intelligence and Technology 4.0, where the readers can learn from and transfer directly into their educational contexts.Table of ContentsPart 1: The Latin American Context.- Chapter 1: Digital Transformation across the Continent.- Chapter 2: Higher Education across the Continent.- Chapter 3: Artificial Intelligence and Industry 4.0 across the Continent.- Part 2: Learning Contexts and Settings.- Chapter 4: Learning Management Systems and Online Settings.- Chapter 5: Learning Analytics Applied to Online and Blended Settings.- Chapter 6: Online Innovation in Higher Education Contexts.- Part 3: Emerging AI and Technology 4.0 Trends in Education.- Chapter 7: Aggregated Resources and Networks for a Global Campus.- Chapter 8: Personalised, Adaptive Services for Students, Professors and Academics Managers.- Chapter 9: Inclusive and Integrative Technology in Education.- Part 4: Digital Strategy, Digital Transformation.- Chapter 10: From Face-to-Face Processes to Cloud Services and Online Environments.- Chapter 11: Business and Sustainability Models for Universities.- Chapter 12: Strategic Planning and Academic Management.- Part 5: Case Studies.- Chapter 13: Digital Transformation as a Backbone of a Higher Education Institution: Case Study.
£107.99
Springer Verlag, Singapore Digital Education in Russia and Central Asia
Book SynopsisThis book is a collection of the leading scientific studies, which elaborate on the unique specifics of Central Asia and Russia and dwell on the potential and current contribution of digital higher education to the preservation of these specifics and adaptation of universities to them. In the four parts of this book, the authors determine the contribution of digital education to cultural inclusivity and the development of international education in Central Asia and Russia. The role of digital higher education in the sustainable development of regions in Central Asia and Russia is described. The advantages of digital higher education for the optimization of the labor market and employment of youth in Central Asia and Russia are determined. The current directions of digitalization (EdTech) and their contribution to the increase of quality and effectiveness of higher education in Central Asia and Russia are established.This multidisciplinary book is aimed at scholars from various spheres of science (pedagogics, cultural sciences, law, management, economics, and ICT), for whom the book offers the leading scientific and methodological inventions and developments on the digitalization of higher education in Central Asia and Russia.Table of ContentsIntroduction.- Section 1 Specifics of the educational system in Russia and Central Asian countries and prerequisites for its development.- Chapter 1 Modern model of higher education in Russia and Central Asian countries.- Chapter 2 The importance of higher education for human development in Russia and Central Asian countries.- Chapter 3 The contribution of higher education to social development and improvement of the quality of life in Russia and Central Asian countries.- Chapter 4 The market of higher education services as a vector of economic growth in Russia and Central Asian countries.- Chapter 5 Traditions and innovations in the higher education system in Russia and Central Asian countries.- Section 2 Institutional foundations for the formation and development of digital high education and their specificity in Russia and Central Asian countries.- Chapter 6 History of distance learning and educational technology from the world over (and how past, existing and very likely, future challenges will continue to manifest in different forms).- Chapter 7 Historical account of evolution of digital technologies in higher education in Russia and Central Asian countries.- Chapter 8 The formation of digital education under the influence of globalization and the peculiarities of Russia and Central Asian countries.- Chapter 9 Pedagogical and instructional design of digital learning design, development and delivery.- Chapter 10 Evaluation of digital learning from the standpoint of effectiveness for the concerned parties: universities, employers, students, and state.- Chapter 11 Governmental policies and initiatives in the specific countries towards promoting digital education and their effectiveness.- Section 3 The rule of thumb in the development of digital high education in Russia and Central Asian countries.- Chapter 12 Features of the approach to the development of digital education in Russia and Central Asian countries.- Chapter 13 The role of economic policy in the development of digital education in Russia and Central Asian countries.- Chapter 14 Infrastructure and technology for digital education in Russia and Central Asian countries.- Chapter 15 The digital economy and the information society as the basis for the development of digital education in Russia and Central Asian countries.- Chapter 16 The experience of distance learning in the framework of digital education in Russia and Central Asian countries amid the COVID-19 crisis.- Section 4 Current problems of education in Russia and Central Asian countries and opportunities to address these problems in the framework of digital high education.- Chapter 17 Reliance of universities in Russia and Central Asian countries on state financing and performance requirements: the prospects for compliance with these requirements in the framework of digital education.- Chapter 18 Universities in Russia and Central Asian countries in global university rankings and the prospects for strengthening their positions in the framework of digital education.- Chapter 19 Globalization of higher education in Russia and Central Asian countries as well as the prospects for increasing exports in the framework of digital education.- Chapter 20 New demand for digital personnel in a digital economy of Russia and Central Asian countries and the prospects for the training of such personnel in the framework of digital education amid the COVID-19 crisis.- Chapter 21 The need for the global coverage with higher education within the concept of lifelong learning in Russia and Central Asian countries and the benefits of digital education.- Chapter 22 The requirement for equality of access to higher education for all categories of the population in Russia and Central Asian countries and compliance with it in an age of digital education.- Section 5 Future prospects for the development of digital high education in Russia and Central Asian countries.- Chapter 23 The algorithm for increasing efficiency of universities in Russia and Central Asian countries through the development of digital education.- Chapter 24 The strategy for ensuring the global competitiveness of universities in Russia and Central Asian countries through the development of digital education.- Chapter 25 The concept for the globalization of universities and the increase in exports of higher education services in Russia and Central Asian countries through the development of digital education.- Chapter 26 The support for the modernization of the economy of Russia and Central Asian countries based on mass training of digital personnel through the development of digital education amid the COVID-19 crisis.- Chapter 27 The prospects for the promotion of lifelong learning in Russia and Central Asian countries through the development of digital education amid the COVID-19 crisis.- Chapter 28 The model of inclusive and gender-neutral higher education in Central Asian countries in the framework of digital education.- Section 6 Applied recommendations for the development of digital high education in Russia and Central Asian countries.- Chapter 29 Crisis management strategy of the higher education system in Russia and Central Asian countries based on the development of digital education with a reliance on the experience gained amid the COVID-19 crisis.- Chapter 30 Program-oriented and goal-oriented approach to the development of digital education infrastructure in Russia and Central Asian countries.- Chapter 31 Applied recommendations to improve state regulation of higher education for the development of digital education in Russia and Central Asian countries.- Conclusion.
£116.99
Springer Verlag, Singapore Education Policies in the 21st Century:
Book SynopsisThis open access book explores the agenda of education policies in the 21st century. In the first part of the book, education is handled from a historical and political framework, and the effects of the change of states and policies on education are examined. In the second part, the effects of changes in the economy on education policies and economies’ demands from educational institutions are examined. In the last section, current policies in the international education sector, which is growing day by day as a result of increasing globalization and internationalization, are examined and future trends are tried to be revealed. In articles written by academics from different universities all over the world, the topics are presented in a comparative perspective.Table of ContentsPart I: Political Actors and Education Policy.- 1. Transformation of the Nation-States and Education.- 2. When Models Become Monopolies: The Making of Education Policy at The World Bank.- 3. Comparing Educational Reforms in Turkey and Brazil Through Prospects for the 21st Century.- Part II: New Political Economy and Education.- 4. So Equal Yet So Different: Comparison of Accountability Policies in the Global Education Reform Movement: The Case of the United Kingdom and Spain.- 5. Improving the Transition from Higher Education to Employment: A Review of Current Policies.- 6. General Education Versus Vocational Education: Vocational Education and Its Future.- Part III: Internationalization in Education.- 7. International Schools in The Context of Cultural Diplomacy: Actors and New Approaches.- 8. New Trends in International Education: Impact of COVID-19 and Digitalization on Higher Education and Student Mobility.- 9. International Schools and Educational Programs: A Critical Analysis from a Cultural Perspective.- 10. Exploring International Joint and Dual Degree Programs and Transnational Higher Education: Ideas and Possibilities during COVID-19.- 11. The International Transfer of Education Models: Crafting the Neoliberal Citizen through Regionalization and Re-westernization in Trinidad and Tobago.
£42.74
Springer Verlag, Singapore Digital Literacy for Teachers
Book SynopsisThis book shows the results of research in different countries on how to measure digital competence among future generations of teachers and facing the challenges brought by the convergence of analogue and digital media. This book provides answers to the research questions: How should the key competencies related to media pedagogy be effectively measured and compared? What is the level of digital literacy of pre-service teachers in selected countries? The individual chapters are based on a systematic review of research results (from the last two decades) to show trends related to changes in measurement and levels of digital competence. This book is valuable for researchers training future generations of teachers in the use of new media as well as to those trying to measure the development of the information society, as well as those conducting research in the field of comparative pedagogy (including the transfer of the most effective solutions in the field of media pedagogy).Table of ContentsLessons learned from COVID-19 emergency remote education. Adaptation to crisis distance education of teachers by developing new or modified digital competences.- Digital competencies of pre-service teacher students: Albanian Context.- Critical Considerations on the Digital Potentialities, Vocations, and Needs of Teachers in Training in Bolivia.- Digital literacy of students of teacher training colleges in Bosnia and Herzegowina-literature review and analysis.- Digital competences among Brazilian pre-service teachers: an overview.- Dynamics in the Development of Digital Competence of Bulgarian Teachers.- Letting the light shine in: A tapestry of digital literacies in Canadian faculties of education.- Assessment of Digital Competencies in Initial Teacher Training in Chile: What Does the Research Say?.- Digital Literacy of Chinese Normal Students: A Literature Review.- Digital competencies of Czech pre-service teachers: Review study.
£142.49
Springer Verlag, Singapore 70 Years of Opening-up in China’s Education
Book SynopsisThis book gives a panoramic review and summary on the opening up of China’s education to the outside world. Firstly, it introduces the connotation of international education, the development history of international education in China, national legislation and vital released documents. It also provides a general view of historical actuality and classic cases interpretation on the principal components of China’s international education, namely overseas studying, international students studying in China, Sino-foreign cooperative education, overseas school running, cultural exchanges with other countries, multilateral exchanges, “the Belt and Road” educational actions and macro-management departments of international education. This book is bilingual in both Chinese and English and is an essential guidebook for readers to understand how international education has developed in ChinaTable of ContentsChapter 1 Introduction.- Chapter 2 Construction of Development of China’s International Education.- Chapter 3 Studying Abroad in China’s International Education.- Chapter 4 Study in China: A Crucial Part of China’s International Education.- Chapter 5 Chinese foreign Cooperation in Running Schools of China’s International Education.- Chapter 6 Overseas School Start-up of China’s International Education.- Chapter 7 People-to-people and Cultural Exchanges of China’s International Education with the World.- Chapter 8 Bilateral and Multilateral International Cooperation and Exchanges in China’s International Education.- Chapter 9 Actions on Promoting the Belt and Road Initiative in China’s International Education.- Chapter 10 Macro Management of China’s International Education.- Chapter 11 The Experience and Implication of China’s International Education.- Chapter 12 A Literature Review on China’s International Education.- Epilogue.
£80.99
Springer Verlag, Singapore Citizenship Education in the ASEAN Community
Book SynopsisThis book is based on the outcomes of the International Comparative Study on Citizenship Education and Education for ASEANness in ASEAN Countries for the fiscal years 2010 to 2013. In each chapter, it analyzes the awareness of school students in a respective country, while also discussing the importance of the Delphi survey results, a major feature of this project, for educational experts on citizenship education. Examining citizenship education in ten countries, it clarifies which type of citizenship education should be completed after ten years, and what level of citizenship should be acquired in ten years. It also compares the awareness of students from these ten countries from 2010 to 2013. The book argues that citizenship education is indispensable for surviving the twenty-first century, especially in terms of promoting citizenship education in schools.Table of ContentsChapter 1 Research Objective, Method, and Framework.- Chapter 2 Citizenship Education of Brunei.- Chapter 3 Citizenship Education of Cambodia.- Chapter 4 Citizenship Education of Indonesia.- Chapter 5 Citizenship Education of Lao PDR.- Chapter 6 Citizenship Education of Malaysia.- Chapter 7 Citizenship Education of Myanmar.- Chapter 8 Citizenship Education of Philippines.- Chapter 9 Citizenship Education of Singapore.- Chapter 10 Citizenship Education of Thailand.- Chapter 11 Citizenship Education of Vietnam.- Chapter 12 Comparative Study of Questionnaire Survey Results of ASEAN Community.- Chapter 13 Citizenship Education in ASEAN Community.
£104.49
Springer Verlag, Singapore The Three Waves of Reform in the World of
Book SynopsisThis book reviews one hundred years of educational reforms worldwide. Characterized by a tension between governing public and professional forces, the waves of educational reform reflect myriad efforts to define and fulfill professional and public expectations for the world of education. The first wave of reform, based on “progressive” ideals, spread across the globe after World War I, striving to place the student at the center of the education process and respond to the diverse needs of children and youth in a world that included massive population shifts. The second wave nearly obliterated the ideals of the progressive movement that had prevailed for sixty years. Drawing its principles from the business world, the second wave imposed competition, uniform standards, and measurable outputs on students, teachers, and schools, even at the cost of harming at-risk populations and encouraging the infiltration of private sector values into public education systems.The third wave was launched at the turn of the twenty-first century. Seeking to adjust instructional methods to modern reality, this reform rejected standardized curricula in favor of developing skills such as independent thinking, curiosity, innovation, collaboration among learners, and the ability to mine and process information.Book I reviews the three waves of reform in the United States, England, Canada, Japan, Singapore, Hong Kong, Australia, and Finland. Book II focuses on Israel’s education system — past, present, and future.Table of ContentsIntroduction.-Volume I: The Three Waves of Reforms Worldwide.-Part One: The First Wave of Reforms – Progressive Education.- Chapter 1: The Emergence of Progressive Education.- Chapter 2: The Decline of Progressive Education.-Chapter 3: The First Wave – Summary and Conclusions.- Part Two: The Second Wave of Reforms – The Standards Movement.- Chapter 4: The Educational Standards Reform.- Chapter 5: Critique of the Second Wave of Reforms.- Chapter 6: The Second Wave – Summary and Conclusions.- Part Three: The Third Wave of Reforms: Students Asking Questions and Looking for Answers – Education for Non-Standard Thinking.- Chapter 7: Background for the Emergence of the Third Wave.- Chapter 8: Towards Active Citizenship and New Learning Skills – the Third Wave in Selected Nations.- Chapter 9: The Third Wave – Summary and Conclusions.- Volume II: The Israeli Educational System in the Light of the Three Educational Reform Waves.- Chapter 10: The First Wave: Progressive Education.- Chapter 11: The Second Wave: Standardization- Chapter 12: The Third Wave: Meaningful Learning.- Chapter 13: The Three Waves of Reforms in Israel – Summary and Conclusions.- Bibliography.- Appendices.
£113.99
Springer Verlag, Singapore Smart Education in China and Central & Eastern
Book SynopsisThis book focuses on the development of smart education in China and some countries of Central and Eastern Europe. A brief discussion on the idea of smart education was given in the introduction chapter, followed by a series of national smart education profiles of eleven countries. In detail, the profile starts with an overview of ICT in Education or smart education in the country and policies of ICT in Education or smart education. Some key features of smart education in each country were discussed with examples of best practices. The profile ends with a description of trends of smart education in the country. Based on the information above, the final chapter presents an analysis among the eleven countries with six major features they presented and concluded the book with suggestions on advancing smart education by three points.Table of ContentsIntroduction Chap. 1 Report on Smart Education in China Yunwu Wang Chap. 2 Report on Smart Education in Albania Pranvera Kraja Chap. 3 Report on Smart Education in the Republic of Bulgaria Siyka Chavdarova – Kostova Chap.4 Report on Smart Education in the Republic of Croatia Maja Homen and Mario Dumancic Chap. 5 Report on Smart Education in Greece Charalampos Karagiannidis, Angeliki Karamatsouki and Giorgos Chorozidis Chap. 6 Report on Smart Education in Hungary Gyöngyvér Molnár and Benő Csapó Chap. 7 Report on Smart Education in Latvia Ilze Ivanova and Ineta Kristovska Chap. 8 Report on Smart Education in Montenegro Boban Melović Chap. 9 Report on Smart Education in the Republic of North Macedonia Ana Sekulovska Jovkovska Chap. 10 Report on Smart Education in the Republic of Serbia Danimir Mandic Chap. 11 Report on Smart Education in the Republic of Slovenia Borut Campelj and Eva Jereb Chap. 12 Analysis of Smart Education in China and CEECs Dejian Liu, Rongxia Zhuang, Jian Hu, Zizhen Feng, Haoyue Wang and Yuqing Li
£98.99
World Scientific Publishing Co Pte Ltd Creativity: A Handbook For Teachers
Book SynopsisCreativity: A Handbook for Teachers covers topics related to creativity research, development, theories and practices. It serves as a reference for academics, teacher educators, teachers, and scientists to stimulate further “dialogue” on ways to enhance creativity.Table of ContentsDevelopment: Creativity: Historical Overview; Creativity Research: Pitfalls and Directions; Biological Basis of Creativity; Theories: Creativity as a Habit: Investment Theory of Creativity; Computational Creativity; Creativity and Self-Organization; Creativity and Emotional Intelligence; Education: Identification of Talents; Nurturing Creativity: Possibility Thinking in Primary Schools; Creativity and Psycho-Education; Creativity in Special Education; Creativity and Rehabilitation; Practice and Pedagogy: Creative Techniques; Creativity Programs; Creativity and Information Technology; Modelling, Furthering and Assessing Creativity; Teaching of Creativity.
£168.30
World Scientific Publishing Co Pte Ltd Creativity: A Handbook For Teachers
Book SynopsisCreativity: A Handbook for Teachers covers topics related to creativity research, development, theories and practices. It serves as a reference for academics, teacher educators, teachers, and scientists to stimulate further “dialogue” on ways to enhance creativity.Table of ContentsDevelopment: Creativity: Historical Overview; Creativity Research: Pitfalls and Directions; Biological Basis of Creativity; Theories: Creativity as a Habit: Investment Theory of Creativity; Computational Creativity; Creativity and Self-Organization; Creativity and Emotional Intelligence; Education: Identification of Talents; Nurturing Creativity: Possibility Thinking in Primary Schools; Creativity and Psycho-Education; Creativity in Special Education; Creativity and Rehabilitation; Practice and Pedagogy: Creative Techniques; Creativity Programs; Creativity and Information Technology; Modelling, Furthering and Assessing Creativity; Teaching of Creativity.
£78.85
World Scientific Publishing Co Pte Ltd 3-mind Revolution, The: A New World View For
Book SynopsisAward-winning authors David Chiem and Brian Caswell have written a brand new edition of their thought-provoking bestseller The 3-Mind Revolution. Building on its previous premise of preparing us for the world of tomorrow, it incorporates further extensive research into education, psychology, neuroscience and cyber technology, conducted over the past seven years since the release of their first edition.Relevant, informative and insightful in its approach, this new edition of The 3-Mind Revolution gives us more reason to adapt to a different kind of thinking today as it will determine our success or failure in the future.
£21.85
World Scientific Publishing Co Pte Ltd East Asian Institute, The: A Goh Keng Swee Legacy
Book SynopsisThis book record achievements of the East Asian Institute (EAI), one of the top five think tanks in Asia under the leadership of Dr Goh Keng Swee, Professors Wang Gungwu, John Wong and Zheng Yongnian.The hard work behind the nurturing of this institute is sometimes invisible, unwritten and under-appreciated but the contributions and results are clear and relevant to the scholarly world. The works of EAI's originating guardians as well as the future endeavours of its current directorship thus need to be chronicled for future generations of scholars to learn from this intellectual experience of managing an institution as complex as EAI.The detailed historiography of EAI in this publication represents the multiple histories of EAI, China's developmental path since the initiation of market reforms as well as Singapore's collaborative interface with China's development.Table of ContentsThe East Asian Institute: A Goh Keng Swee Legacy (Lim Tai Wei); Goh Keng Swee and Contemporary China Studies in Singapore (John Wong); Singapore's Road to "China Watching" (John Wong);
£27.55
World Scientific Publishing Co Pte Ltd East Asian Institute, The: A Goh Keng Swee Legacy
Book SynopsisThis book record achievements of the East Asian Institute (EAI), one of the top five think tanks in Asia under the leadership of Dr Goh Keng Swee, Professors Wang Gungwu, John Wong and Zheng Yongnian.The hard work behind the nurturing of this institute is sometimes invisible, unwritten and under-appreciated but the contributions and results are clear and relevant to the scholarly world. The works of EAI's originating guardians as well as the future endeavours of its current directorship thus need to be chronicled for future generations of scholars to learn from this intellectual experience of managing an institution as complex as EAI.The detailed historiography of EAI in this publication represents the multiple histories of EAI, China's developmental path since the initiation of market reforms as well as Singapore's collaborative interface with China's development.Table of ContentsThe East Asian Institute: A Goh Keng Swee Legacy (Lim Tai Wei); Goh Keng Swee and Contemporary China Studies in Singapore (John Wong); Singapore's Road to "China Watching" (John Wong);
£15.00
Springer Verlag, Singapore Developing Global Awareness for Global
Book SynopsisThis book has explored in depth the beliefs and practices of foreign language teachers regarding global awareness in the context of a Chinese senior high school. This book defines global awareness as a combination of global knowledge, global attitudes, and global skills for a global citizen to act from the local community to the global community. By analysing qualitative data such as classroom observations, interviews and focus groups with language teachers and linking these findings to language education policy and practice in China, this book has explored how English language teachers teach English language, intercultural communicative competence and global awareness in China. This book will be of interest to researchers, language teachers and students in the fields of language education and intercultural communication. It also provides a readable overview for those new to the field of ICC and global citizenship education.Table of ContentsPart I Exploring Core Issues of Global Awareness and Global Citizenship.- 1 Introducing the Global Awareness Study.- 2 Global Awareness, Intercultural Communicative Competence, and Global Citizenship.- 3 Global Englishes, Global Learning, and Teacher Cognition.- 4 Global Awareness and Intercultural Language Teaching in China.- Part II Teacher Cognition about Global Awareness.- 5 Teachers’ Beliefs and Reported Practices Regarding Global Awareness.- 6 Factors that Shape Teachers’ Beliefs about Global Awareness.- Part III Global Awareness in Classroom Practice.- 7 Chinese English Teachers’ Classroom Practices.- 8 Classroom Practices of Three Canadian English Teachers.- Part IV Discussion and Conclusions.- 9 Discussion.- 10 Preparing Language Teachers for Intercultural/Global Citizenship Education.- 11 Conclusions.
£104.49
Hong Kong University Press International Education and the Chinese Learner
Book Synopsis
£30.96
Hong Kong University Press International Education and the Chinese Learner
Book Synopsis
£25.85
Information Age Publishing Catalytic Improvement Communities: Cultivating
Book SynopsisIn chemistry, a catalyst accelerates change without being depleted. As we seek school improvement, we need sustainable, scalable changes, and therefore catalytic structures are ideal. From communities of practice to professional learning communities to Networked Improvement Communities (NICs) much has been made in the scholarly and consultancy literature about collaborative approaches to improvement.The benefit of improvement communities that operate in networks over professional learning communities or isolated communities of practice is that they allow for broader experimentation, more rapid iteration, and greater possibility for scaling improvement. Educators have many tools and protocols to support the various approaches to improvement, evidenced by the many tools the Carnegie Foundation has developed for NICs alone. However, we need to understand how these are being used in a wide range of contexts and iterations.This book answers three questions: 1) How can improvement communities act as catalysts? 2) How do improvement communities serve as discipline, creative inquiry? 3) Most importantly, how do improvement communities support flourishing individuals? These three questions serve as the drivers of three sections with practical recommendations and insights for teachers, administrators, and policymakers that will lead to more sustainable leadership practices and thriving educators, students, and communities.
£48.45
Information Age Publishing Catalytic Improvement Communities: Cultivating
Book SynopsisIn chemistry, a catalyst accelerates change without being depleted. As we seek school improvement, we need sustainable, scalable changes, and therefore catalytic structures are ideal. From communities of practice to professional learning communities to Networked Improvement Communities (NICs) much has been made in the scholarly and consultancy literature about collaborative approaches to improvement.The benefit of improvement communities that operate in networks over professional learning communities or isolated communities of practice is that they allow for broader experimentation, more rapid iteration, and greater possibility for scaling improvement. Educators have many tools and protocols to support the various approaches to improvement, evidenced by the many tools the Carnegie Foundation has developed for NICs alone. However, we need to understand how these are being used in a wide range of contexts and iterations.This book answers three questions: 1) How can improvement communities act as catalysts? 2) How do improvement communities serve as discipline, creative inquiry? 3) Most importantly, how do improvement communities support flourishing individuals? These three questions serve as the drivers of three sections with practical recommendations and insights for teachers, administrators, and policymakers that will lead to more sustainable leadership practices and thriving educators, students, and communities.
£86.70
