Study and learning skills: general Books

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Book SynopsisWe live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant. Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school.Table of ContentsForeword  James Paul Gee Preface Acknowledgements List of Illustrations Notes on Contributors Introduction: Scandinavian Perspectives  Hans Christian Arnseth, Thorkild Hanghøj, Thomas Duus Henriksen, Morten Misfeldt, Robert Ramberg and Staffan Selander Part 1: Designs in Learning 1. Digital Games and Simulations for Learning  Staffan Selander, Victor Lim Fei, Mats Wiklund and Uno Fors 2. Unpacking the Domains and Practices of Game-Oriented Learning  Thorkild Hanghøj, Morten Misfeldt, Jeppe Bundsgaard and Simon Skov Fougt 3. Game-Based Learning in the Dialogical Classroom: Videogames for Collaborative Reasoning about Morality and Ethics in Citizenship Education  Filipa de Sousa 4. Designing for Increased Participation by Using Game-Informed Learning and Role Play: Pupils as Co-Researchers in a Study on Democracy  Johanna Öberg 5. Stories about History: Exploring Central Elements When Students Design Game Narratives  Kristine Øygardslia Part 2: Designs for Learning 6. A Theory of Play Dynamics  Jari Due Jessen and Carsten Jessen 7. Games as Tools for Dialogic Teaching and Learning: Outlining a Pedagogical Model for Researching and Designing Game-Based Learning Environments  Hans Christian Arnseth, Thorkild Hanghøj and Kenneth Silseth 8. Learning and Design Processes in a Gamified Learning Design: Students Creating Curriculum-Based Digital Learning Games  Charlotte Lærke Weitze 9. Designing with Teachers: Contrasting Teachers’ Experiences of the Implementation of a Gamified Application for Foreign Language Learners  Caroline Cruaud 10. Group Processes in Learning Games for Adults  Thomas Duus Henriksen 11. Motivated Learning through Production-Oriented Game Development  Henrik Schoenau-Fog, Lise Busk Kofoed, Lars Reng and Olga Timcenko Index

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Book SynopsisThis book intends to find a common path for diverse approaches meant to reach a better vision on the future of education, to adapt it to the most spectacular and rapid changes in the modern world. Remarkable education specialists bring their research into this volume that collects the best ideas and solutions presented in the 19th Biennial Conference of the International Study Association on Teachers and Teaching (Sibiu, Romania, July 2019). The 17 chapters of this book promote a hopeful vision on the future of education as proclaimed in the title: Education beyond Crisis: Challenges and Directions in a Multicultural World. The volume focuses on three major ideas: defining directions for the future of teaching, challenges of the contemporary teaching context, and teaching in a multicultural world. The volume itself stands for the multicultural approach of education, as the contributors propose a unitary picture on education, in the contexts of national educative programs or inclusive education for the refugee children. Well-known researchers answer important questions on the effectiveness of educational reforms and education policies in different countries. They take into account the student voice or the teachers' opinions in teaching and designing the new curriculum. The volume includes researches based on case studies, interviews, surveys, qualitative analysis, and original researching instruments. Readers will find here not only the vision of a multicultural world, but also valuable ideas on education in Austria, Brazil, Canada, Portugal, Germany, Greece, India, Italy, the Netherlands, Pakistan, Serbia, Spain, Singapore, Romania, Turkey, and the United States. Contributors are: Christiana Deliewen Afrikaner, Laura Sara Agrati, Ana Flavia Souza Aquiar, Neelofar Ahmed, Douwe Beijaard, Terence Titus Chia, Cheryl J. Craig, Feyza Doyran, Estela Ene, Maria Assunção Flores, Maria Antonella Galanti, Paula Martín Gómez, Christos Govaris, Heng Jiang, Stavroula Kaldi, Ria George Kallumkal, Manpreet Kaur, Julia Köhler, Malathy Krishnasamy, Virginia Grazia Iris Magoga, Maria Ines Marcondes, Paulien C. Meijer, Juanjo Mena, Raluca Muresan, Ingeborg van der Neut, Ida E. Oosterheert, Darlene Ciuffetelli Parker, Loredana Perla, Cui Ping, Snežana Obradović-Ratković, Maria Luisa Garcia Rodriquez, Minodora Salcudean, Gonny Schellings, Antonis Smyrnaios, Sydney Sparks, Alexandra Stavrianoudaki, Vassiliki Tzika, Evgenia Vassilaki, Viviana Vinci, Kari-Lynn Winters, Vera E. Woloshyn, Tamara Zappaterra, and Gang Zhu.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Daniela Andron and Gabriela Gruber PART 1: Directions for the Future of Teaching 1 The Impact of Reform Policies on Teachers and Their Practices: Case Studies from Four Countries  Cheryl J. Craig, Maria Assunção Flores, Maria Ines Marcondes and Darlene Ciuffetelli Parker 2 Student Voice in Teaching Writing  Vassiliki Tzika, Stavroula Kaldi, Evgenia Vassilaki and Christos Govaris 3 Vertical Curriculum Design and Evaluation of Citizenship Skills  Loredana Perla, Laura Sara Agrati and Viviana Vinci 4 The Role of Reflective Simulation in the Context of Theatre Pedagogical Paths in Teacher Education  Julia Köhler 5 Towards Broader Views on Learning to Teach: The Case of a Pedagogy for Learning to Teach for Creativity  Ida Oosterheert, Paulien Meijer and Ingeborg van der Neut PART 2: Challenges of the Contemporary Teaching Context 6 From Integration to Inclusion: Some Critical Issues about Teacher Training in the Italian Experience  Maria Antonella Galanti and Tamara Zappaterra 7 Art and Inclusive Initial Education: An Exploratory Research  Loredana Perla and Virginia Grazia Iris Magoga 8 Design of a Mobile App to Digitalize Teachers’ Professional Journals in the Practicum  Paula Martín Gómez, María Luisa García Rodríguez, Juanjo Mena and Gang Zhu 9 Teaching Media Literacy and Critical Thinking to Countering Digital Misinformation  Minodora Salcudean and Raluca Muresan 10 Innovative Practices in Teacher Education: Why Should We? How Can We?  Paulien C. Meijer PART 3: Teaching in a Multicultural World 11 Educating Refugee Students: Global Perspectives and Priorities  Snežana Obradović-Ratković, Vera Woloshyn, Kari-Lynn Winters, Neelofar Ahmed, Christos Govaris, Stavroula Kaldi, Christiana Deliewen Afrikaner and Feyza Doyran 12 EFL Writing in Romania: Reflections on Present and Future  Estela Ene and Sydney Sparks 13 Teacher Practical Reasoning When Implementing Curriculum Reforms: A Case Study from Singapore  Heng Jiang, Chia Song An Terence Titus, Ria George Kallumkal and Malathy Krishnasamy 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning  Cui Ping, Gonny Schellings and Douwe Beijaard 15 Exploring Teacher Educators’ Professional Identity: Role of Emotions – Teacher Educators’ Professional Identity  Manpreet Kaur 16 Teaching Philosophy of Education to Undergraduates in the Deep Amazon  Ana Flávia Souza Aguiar 17 Effects of Inquiry-Based Learning Cooperative Strategies on Pupils’ Historical Thinking and Co-creation  Alexandra Stavrianoudaki and Antonis Smyrnaios Index

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Book SynopsisThis volume is a valuable reference for literacy scholars and educators. In this encyclopaedic reference of prominent literacy terms, you will find citations of theorists and research findings to validate the content and lead you into a deeper dive for those terms of particular interest. Whether read cover to cover to provide an overview of the field or used as a side-table reference, The Language of Literacy Education offers valid, current information about important topics in the field. The 297 indexed terms expand our 87 main entries to encompass relevant terms in literacy education. Contributors are: Johnny B. Allred, Leah R. Cheek, Vicki Stewart Collet, Rebecca Carpenter de Cortina, Judy L. Fields, Seth D. French, Savanna L. Gragg, Angelia C. Greiner, Megan Yates Grizzle, Kathryn Hackett-Hill, Holly Sheppard Riesco, Afton Schleiff and Wyann Stanton.Table of ContentsPreface and Introduction Notes on Contributors Annotation Argumentative Writing Assessment Background Knowledge Biliteracy Close Reading Comprehension Comprehension Strategies Comprehensive Literacy Instruction Construction-Integration (CI) Model Context Contextual Reading Model Critical Literacy and Critical Media Literacy Cueing Systems Culturally Responsive Instruction Decoding Diffferentiation Digital Literacies Direct Instruction Disciplinary Literacy Discourse Analysis Discussion Dyslexia Embodied Literacies Emergent Literacy Fluency Four-Part Mental Processor Genre Gradual Release of Responsibility Grammar and Mechanics Graphic Organizers Guided Reading/Writing Independent Reading/Writing Informational text Integrated Instruction Intervention Language Development Learning Progressions Literacy/Literacies Literary Devices Mentor Texts Miscue Analysis Modeling Morphology Motivation Multicultural Literature Multimodality Narrative Text New Literacies Peer Response Perspective and Point of View Phonics Phonological and Phonemic Awareness Pragmatic Knowledge Question Answer Relationship Read Aloud Readability Reading Recovery Reading-Writing Relationships Reciprocal Teaching Rhetorical Factors and Devices Running Record Scafffolding Science of Reading Semantics Sentence Frames Shared Reading/Writing Sight Words Simple View of Reading Small-Group Instruction Sociocultural Perspective Standards Story Elements/Story Grammar Text Structures and Text Features Theme Thesis Think Aloud Transactional Theory Translanguaging Understanding Vocabulary Instruction Voice Workshop (Reading & Writing) Writing Process Zone of Proximal Development Index

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Book SynopsisArts-Based Thought Experiments is a highly visual offering that engages visual arts, photography, poetry, creative non-fiction, memoir and speculative fiction. In this novel book, the authors lean deeply into concepts of the imaginary, and through artful experiments with thought, trouble the tensions between the human, the posthuman and the more than human. In the Anthropocene, with its intractable challenges and cataclysms, engaging posthuman positions when thinking of learning in socioecological terms is paramount to human survival. In this sense, the arts offer creative and critical thought for the possibilities of a post-Anthropocene earth. Contributors are: Raoul Adam, Marilyn Ahearn, William Boyd, Euan Boyd, Adrienne Brown, Shae L. Brown, Teresa Carapeto, Philemon Chigeza, Amy Cutter-Mackenzie-Knowles, David Ellis, Katie Hotko, Rita L. Irwin, Marianne Logan, Ferdousi Khatun, Alexandra Lasczik, Alys Mendus, Yaw Ofosu-Asare, Maia Osborn, Marie-Laurence Paquette, Jemma Peisker, Ziah Peisker, Adrienne Piscopo, David Rousell, Ben Ryan, Billy Ryan, Lisa Siegel, Helen Widdop Quinton, Thilinika Wijesinghe and Tracy Young.Table of ContentsForeword  Rita L. Irwin Acknowledgements Notes on Contributors Prologue: Fold, Unfolding, Enfolding: Socioecological Learning through Arts-Based Thought Experiments  Alexandra Lasczik and Amy Cutter-Mackenzie-Knowles 1 Who Can Speak for the Earth? Working the Socioecological Touchstones of the Anthropocene, the Posthuman and Common Worlds through the Creative Milieux of Speculative Fiction  Alexandra Lasczik and Amy Cutter-Mackenzie-Knowles 2 Posthuman Arts-Based Experimentation through Place-as-Event  Amy Cutter-Mackenzie-Knowles, Alexandra Lasczik, Lisa Siegel and Tracy Young 3 Walking the Mandala: A Big-Little Way of Being and Knowing in Disrupted Worlds  Raoul Adam, Thilinika Wijesinghe, Yaw Ofosu Asare and Philemon Chigeza 4 The Risky Socioecological Learner  Jemma Peisker, Ben Ryan, Billy Ryan and Ziah Peisker 5 Vortex(t): The Becoming of the Socioecological Learner-Teacher-Researcher  William Boyd, Marie-Laurence Paquette, Shae Brown, Euan Boyd and Adrienne Piscopo 6 Big (Hi)Story: Experimenting with Deep-Time  Marilyn Ahearn and Teresa Carapeto 7 Sight/Site/Insight-ful Socioecological Learning Revisited: Further Collaborative Arts-Based Experimentations In-Place  Alexandra Lasczik, Adrienne Brown, Katie Hotko, David Ellis and David Rousell 8 Playing with Posthumanism with/in/as/for Communities: Generative, Messy, Uncomfortable Thought Experiments  Maia Osborn and Helen Widdop Quinton 9 Agency, Power and Resistance from the Perspectives of All Beings: A Visual Ethnographic Inquiry  Marianne Logan, Thilinika Wijesinghe and Ferdousi Khatun Afterword: Entangled Found Poetry as Afterword  Alys Mendus Index

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Book SynopsisThis book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought—over time opposition to certain international pedagogical ideas surfaced in these countries. The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.Table of ContentsPreface 1 Introduction  1 Pedagogical Approaches to Community -Based Learning  2 Traditions of Educational Aims  3 Aims and Their Value Dimensions  4 Continuity and Fundamental Change in Education  5 Educational Reforms in a Changing Social Context  6 Dimensions of School Culture  7 Key Features of the Learning Environments  8 Society and Education  9 Historical-Hermeneutic Comparative Education 2 Ideals for Learning in Communities in the United States of America  1 Philosophical Views  2 Essentialism and American Educational Reform  3 Revival of Conservatism in American Education  4 Community-Based Pedagogical Ideas in the United States 3 Ideals for Learning in Communities in the Republic of India  1 Philosophical Views  2 Indian Modernization and Educational Reform  3 Resistance to Educational Change in India  4 Community-Based Pedagogical Ideas in India 4 Ideals for Learning in Communities in the Russian Empire  1 Philosophical Views  2 Community-Based Pedagogical Ideas in the Russian Empire 5 Ideals for Learning in Communities in the Soviet Union  1 The Narkompros Years  2 Joseph Stalin and the Totalitarian System  3 Nikita Khrushchev and Educational Reform  4 Leonid Brezhnev and Modernization-Inclined Ideas  5 Yuri Andropov, Konstantin Chernenko, and the Brezhnevian Policies  6 Mikhail Gorbachev Reforms with Perestroika and Glasnost  7 Community-Based Pedagogical Ideas in the Soviet Union 6 Ideals for Learning in Communities in the Russian Federation  1 Implications under Boris Yeltsin  2 Implications under Vladimir Putin  3 Community-Based Pedagogical Ideas in the Russian Federation 7 Ideals for Learning in Communities in the People’s Republic of China  1 Philosophical Views  2 Chinese Modernization and Its Educational Reforms  3 Borrowing Educational Ideas in China  4 Community-Based Pedagogical Ideas in China 8 Conclusions  1 Implications of Centralized and Decentralized School Systems  2 Future Reforms, Challenges, New Pedagogics and Views Afterword References Index

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Book SynopsisThe nine chapters in this book explore how the Italian education system responded to distance learning during the first wave of the pandemic. The impact of the hard lockdown on both teaching and learning revealed the inherent weaknesses of a system in which digital technology had only recently been introduced and highlighted the relevant inequalities in their access and use.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Social Needs, Emergency Policies and Solidaristic Attitudes throughout the Italian Education System: Sociological Research during the Covid-19 Pandemic Outbreak  Maddalena Colombo, Marco Romito, Massimiliano Vaira and Martina Visentin 1 Challenges for Early Childhood Professionals: An Empirical Research Project on the Strategies, Practices and Effects of LEADs  Rita Bertozzi and Tatiana Saruis 2 Rethinking the Role of No Schooling during the Pandemic  Maurizio Merico and Fausta Scardigno 3 Rhetoric, Problem or Necessity? A Study of Parental Involvement during Covid-19  Mariagrazia Santagati and Paolo Barabanti 4 From Classroom to Screen: An Exploratory Study of University Students in Sicily during the Covid-19 Lockdown  Umberto Di Maggio 5 A New World Is Open? Distance Teaching in Italian Universities during the Covid-19 Emergency  Francesco Ramella and Michele Rostan 6 Young Europeans, Distance Learning and Trust in Educational Institutions: A Comparative Analysis after Covid-19  Diego Mesa 7 Inside the Emergency: Digital Teaching from the Point of View of Teachers  Eduardo Barberis, Nico Bazzoli, Domenico Carbone and Joselle Dagnes 8 Distance Learning/Teaching during the Covid-19 Emergency: The Perspective of School Principals  Stefania Capogna, Maria Chiara De Angelis and Flaminia Musella 9 The Platformization and Commodification of Italian Schools during the Covid-19: Crisis Implications for Policy and Future Research  Gianna Cappello A Post-Commentary from the UK: Educational Challenges after the Covid-19 Pandemic  Spyros Themelis Index

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Book SynopsisAcross a wide range of programs in international higher education, students prepare themselves for a career in their professional field. Learning how to communicate as a professional is an essential part of that preparation. In order to carry out their communication tasks, professionals must possess a large repertoire of knowledge and skills. They also must be able to decide what best suits the situation and the goals they want to achieve. Already during their training, students come across a variety of communication tasks that are largely new to them. For these tasks, too, they need a broad knowledge and skills repertoire from which they can make the right choices. 'Communicate as a Professional' offers a solid foundation for students to develop the communication knowledge and skills they need, both when working as a professional after they have graduated and when following an educational program that prepares them for this future.Trade ReviewThis beautifully designed and illustrated textbook introduces students to strategies for improving their professional communication practices. Jansen, de Stadler, and Douma show the complexity that underlies effective communication in the workplace - rejecting formulaic approaches and easy answers. They provide students with a sense that their professional communication - both writing and speaking - can improve. Communicate as a Professional draws on theories of cognition, linguistics, writing, argument, and text design to offer solid advice about what it takes to create texts that people want to read or listen to. Especially interesting are the many timely international examples that make the topics come alive. Students from around the world will enjoy this text as it offers a global perspective on professional communication not found elsewhere. Karen Schriver, Author and President, KSA Communication Design & Research (Pittsburgh, Pennsylvania)Table of Contents1. Communication 2. Structure 3. Argumentation 4. Style 5. Visualization 6. Reading and Summarizing 7. Writing - the process 8. Writing - reporting 9. Oral presentations 10. Professional conversations Suggested readings References Index

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Book SynopsisThis book introduces a research method called ‘auto-teach(er)/ing-focused research,’ a research process that aims to document understandings generated by, and for the teacher when that teacher teaches or re-teaches a course. It demonstrates how this method is applied by the author/researcher within the pedagogical space that is the teaching of a course, one that has been taught numerous times by the author/researcher over many years. This book documents understandings about learning and teaching that have emerged within the pedagogical space that is the teaching of a course, and the pedagogical space that is the writing of a book. It explores the notion that pedagogical spaces are complex, and that subjects navigate and are produced within them in a multiplicity of ways. This book applies a research method that generates a knowledge product that research practitioners in a variety of settings might find useful to adopt or adapt.Table of ContentsBegin.- What is a school?.- Thinking about learning – before during and after.- What do learners do? Where, when and/or how does learning play out? Some ideas Michael Crowhurst and Michael Emslie.- Designing for learning – shorter time frames.- Designing for learning – longer time frames.- Learner multiplicities and learning spaces and events - assessing a dance Michael Crowhurst and Michael Emslie.- Theory towards expansion – generativities multiplicities Michael Crowhurst and Michael Emslie.- Theory towards expansion – dialogue emergence combinations.- Conclusion - complex spaces, learning events and learners.- Notes on the pedagogical space that is the book after inhabiting it – dis/orientations.

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Book SynopsisDo you wish to get better grades in school? Have you ever dreamed of being a top student? If your answer to these questions is “yes!”, then this is the book for you. In this book, the author shares his personal story about how he progressed from doing badly in primary school to topping his class in postgraduate studies, whilst dealing with obstacles like poverty and parental abuse. He also shares with readers the stories of other past scholars who won various scholarships. Unlike most books on study and examination techniques which are written by teachers, examiners, psychologists and other “experts”, this book is written from the perspective of the students themselves. From interviews conducted with these past scholars, we learn about their well-proven study and examination techniques as well as factors that either helped, hindered or motivated them in their studies. This, then, is one of the rare “How to …” books that addresses the issue of motivation and is generously garnished with lots of inspiration, for your success in studies, exams, and in life.Related Title:• Success SecretsTable of ContentsStudy Techniques; Revision Techniques; Exam Techniques; Secrets of Motivation; Top Students' Stories and Experiences.

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Book SynopsisProject-based and industry-linked learning are increasingly pursued in undergraduate studies at the university as well as at the polytechnics, 'A' levels and the international baccalaureate programmes. These courses are usually structured as part of the Final Year Projects. Their applied nature is also motivated by the increasing emphasis on collaborations between the academia and the industry.This book shall serve as a text and a practical reference for students, lecturers and industry supervisors to design, structure and supervise their projects so that they will serve the desired curricular objectives as well as the needs of the industry collaborators. In essence, it will guide students to write their final year dissertations. A key feature of this book is its practical orientation. It contains a lot of examples. It is structured in a series of questions and answers which mimics the thought process of a student working on his/her final year project dissertation.Specifically, the book has also included some contemporary topics such as design thinking and pecha kucha presentations which would be of particular interest to instructors and students.

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Book SynopsisProject-based and industry-linked learning are increasingly pursued in undergraduate studies at the university as well as at the polytechnics, 'A' levels and the international baccalaureate programmes. These courses are usually structured as part of the Final Year Projects. Their applied nature is also motivated by the increasing emphasis on collaborations between the academia and the industry.This book shall serve as a text and a practical reference for students, lecturers and industry supervisors to design, structure and supervise their projects so that they will serve the desired curricular objectives as well as the needs of the industry collaborators. In essence, it will guide students to write their final year dissertations. A key feature of this book is its practical orientation. It contains a lot of examples. It is structured in a series of questions and answers which mimics the thought process of a student working on his/her final year project dissertation.Specifically, the book has also included some contemporary topics such as design thinking and pecha kucha presentations which would be of particular interest to instructors and students.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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