Teaching of a specific subject Books
National Science Teachers Association Crosscutting Concepts: Strengthening Science and
Book SynopsisMaybe you have a good grasp of disciplinary core ideas and science and engineering practices—critical parts of the Next Generation Science Standards—but you are looking for more resources about integrating crosscutting concepts (CCCs). Or maybe you understand CCCs but want to know more about how to make them part of your students' toolkit for exploring science phenomena or engineering problems, both now and in the future.Regardless of your needs, Crosscutting Concepts is your guide. It shows how to design and implement three-dimensional instruction for all students by understanding the potential of CCCs to strengthen science and engineering teaching and learning. Crosscutting Concepts helps you do the following: Grasp the foundational issues that undergird crosscutting concepts. You'll find out how CCCs can change your instruction, engage your students, and broaden access and inclusion of all students into your science classroom. Gain in-depth insights into individual crosscutting concepts. You'll learn how to use each CCC across disciplines, understand the challenges students face in learning CCCs, and adopt exemplary teaching strategies. Discover how CCCs can strengthen the way you teach key topics in science. These topics include the nature of matter, plant growth, and weather and climate, as well as engineering design. Understand related implications for science teaching. These topics include student assessment and teacher professional collaboration. Throughout Crosscutting Concepts, vignettes drawn from the authors' own classroom experiences will help you put theory into practice. Instructional Applications show how CCCs can strengthen your planning. Classroom Snapshots feature practical ways to use CCCs in discussions and lessons. Useful for teachers at all grade levels, this book will enrich your own understanding while showing you how to use CCCs for both classroom teaching and real-world problem solving.
£45.55
Birdland Media Works Acting Out Yoga Presents: Harvir in the Amazon
Book Synopsis
£8.99
Dr. McPherson Coaching Dream On! Supporting and Graduating African
Book Synopsis
£15.99
Scribo Puzzles Publishing Limited Croeseiriau Cymraeg–Saesneg 1: Welsh-English
Book SynopsisA collection of 100 Welsh-English crosswords designed to test your skills re your second language or to motivate the learning of new words. The crosswords are called ''Crossmots'' being a combination of the English word ''Cross'' and the French for ''Word'', thus amalgamating Welsh and English in one crossword.
£9.36
Taylor & Francis Historical Thinking for History Teachers
Book SynopsisEffective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students'' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting effective engagement in the history classroom.The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum themselves. It focuses on the curriculum from primary- and secondary-school teaching perspectives. Part 2 examines the teaching of historical expertise including historical thinking and value formation, as well as productive assessment and the important role social history can play in the classroom. Part 3 concentrates on specific approaches to history teaching including teacher talk; the use of historical fiction and film; digital technology and the internet; as well as museums as a teaching medium. Part 4 analyses key aspects of Australian history teaching including Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional.Rich with insights into historical skills, historical concepts and critical thinking, as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.
£34.99
Keenan Ngo Design Emotive Architecture
Book Synopsis
£26.59
Channel View Publications Ltd Language Learner Autonomy: Theory, Practice and
Book SynopsisThis is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.Trade ReviewThis book connects theory and practice in a way that is rare in writing about language learner autonomy. Based on more than 25 years of research and practice, it is an invaluable source on strategies for autonomy in the language classroom. Chapters on autonomy and inclusion extend our understanding of strategies for teaching students with behavioural difficulties and new migrants. * Phil Benson, Macquarie University, Australia *At last, we have a book-length synthesis of a longstanding and hugely influential body of work on language learner autonomy. Firmly grounded in accounts of actual classrooms and rich in illustrative detail and empirical evidence, the book integrates theory, practice, research, and teacher education in a clear, coherent and compelling manner. * Ema Ushioda, University of Warwick, UK *A rich resource for language teachers, language teacher educators, and researchers! Detailed descriptions of successful autonomous learning techniques and materials (extremely useful for practitioners) are followed by insights into the theoretical framework and research basis of language learner autonomy. Practical examples for preparing teachers to create an autonomy classroom are especially welcome. * Anna Uhl Chamot, The George Washington University, USA *Language Learner Autonomy is a refreshing take on a topic which has been debated and discussed for a long time. The authors are clearly passionate about what they feel is the best way for achieving autonomous learning. The book is a very worthwhile read for anyone involved in language education and offers much food for thought on the role we assign to learners for their own learning. -- Rory O’Kane, EAP teacher at IIBIT, Adelaide, Australia * IATEFL Voices, 266, January/February 2019 *This is an excellent book and one that will become a key reference for language teachers and researchers. It draws upon years of dedicated practice, research and collaborative theorising. It shares some important and compelling theoretical ideas supported by research-based principles and practical applications. In addition, it suggests some future directions. -- Jo Mynard, Kanda University of International Studies, Japan * SiSAL Journal Vol. 8, No. 4, December 2017 *For readers who are seeking to find answers to widespread educational challenges such as lack of learners’ motivation, low TL proficiency achievements or the inclusion of students with different educational needs, this is a must-read book. -- Mariangel Carreño, Universidad Interamericana de Puerto Rico - Ponce * LINGUIST List 29.3214 *Table of ContentsPreface Introduction Part I: The Autonomy Classroom In Practice: An Example From Lower Secondary Education 1. Using the Target Language: Spontaneity, Identity, Authenticity 2. Interaction and Collaboration: The Dialogic Construction of Knowledge 3. Letting Go and Taking Hold: Giving Control to the Learners 4. Evaluation: The Hinge on Which Learner Autonomy Turns Part II: Language Learner Autonomy: Evidence Of Success 5. Exploring Learning Outcomes: Some Research Findings 6. Language Learner Autonomy and Inclusion: Two Case Studies Part III: Language Learner Autonomy: Meeting Future Challenges 7. The Linguistic, Social and Educational Inclusion of Immigrants: A New Challenge for Language Learner Autonomy 8. Teacher Education for Language Learner Autonomy: Some Reflections and Proposals Conclusion References
£999.99
Crown House Publishing Leading Maths: The essential guide for new and
Book SynopsisLeading Maths: The essential guide for new and aspiring maths leaders by Peter Mattock offers practical guidance and advice on how to approach maths leadership and explores the challenges and rewards that come with this unique role.Trade ReviewA very useful and informative reference book for new and experienced heads of maths. What Peter Mattock has created is incredible. A definitive insight for leaders in mathematics. The role of a leader in maths is challenging and demanding. This book aims to provide a roadmap to help you focus your attention on areas that will have the biggest impact, as well as giving you helpful ideas on the soft skills that are involved in leading a large team of teachers. I wish I had this book 10 years ago!Kapilesh NagarWhether you are considering a role in maths leadership, a seasoned leader or looking to go further than leading your department, Leading Maths provides invaluable insight and advice. Chapters deal with a range of relevant issues from organisational aspects to more complex themes around challenges within teams. Although more secondary leaning, advice and suggestions are applicable to primary and Mattock references these where possible. The whole tone of Leading Maths is conversational, clear and allows one to feel supported. Advice is sensible and, because it is based on experiences of Mattock and others via case studies, feels adaptable and actionable for any setting. Overall, Leading Maths is a vital read for anyone in maths leadership.Lisa CoeEven with 10+ years' leadership experience this book gave me some insights on how to improve my leadership skills, and probably helped me understand why I had failed to secure some roles in the past! This book has something for everyone, whether you are leading a department, aspiring to have a leadership role, are a line manager for maths or someone who just wants a better understanding of the challenges faced by the leader of maths.David FaramThis book is packed full of helpful advice for a head of maths. Drawing extensively on the author's personal experience, Leading Maths provides guidance on the day-to-day operational aspects of the role, as well as the more strategic side of department leadership. It features practical research-informed ideas for managing and developing staff, dealing with difficult situations, covering absences, curriculum planning, assessment, recruitment, inspections and much more. This book will be of great value to any new or aspiring maths leader.Jo Morgan
£15.29
Jessica Kingsley Publishers Can I Tell You About Courage?: A Helpful
Book SynopsisJoin Briony as she learns what it means to be courageous, and why it is important. Written to encourage discussion, this book is the perfect introduction for young people on this topic, and will help them develop their own understanding of what courage means.
£14.43
Multilingual Matters Transforming World Language Teaching and Teacher
Book SynopsisThis edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. Over the past decade, demand has been growing for a more critical approach to teaching languages and cultures: in response, this volume brings together a group of scholars whose work bridges the fields of world language education and critical approaches to education. Within the current US context, the chapters address the following key questions: (1) How are pre-service or in-service world language teachers/professors embedding issues, understandings, or content related to social justice, human rights, access, critical pedagogy and equity into their teaching and curriculum? (2) How are teacher educators preparing language teachers to teach for social justice, human rights, access and equity?Trade ReviewThis book is a must-read for world language teachers, administrators, teacher educators, and researchers. Each chapter is a powerhouse doing invaluable work calling out the need for critical reflection and urgent change in our field while also calling in collaborators to be agents of purposeful, positive impact and showing them concrete steps to take meaningful action for equity and social justice within their immediate spheres of influence and beyond. * Uju Anya, Carnegie Mellon University, USA *The struggle to transform our world for a more just and equitable future requires imagination and expertise. World language teachers can play an important role in ensuring that our future stays multilingual. This book offers the tools and concrete examples that are needed for preparing and sustaining world and heritage language teachers for this challenge. * Jenna Cushing-Leubner, University of Wisconsin-Whitewater, USA *This is a challenging book. It challenges teachers and teacher educators to re-think their traditions and their assumptions about their purposes and identities as ‘language teachers’. It helps us all not just to ‘think again’ but also to move forward in reflection and practice. It is a book anchored in world language teaching in the USA, but has a much wider relevance for readers in other continents and countries. * Michael Byram, University of Durham, UK; Sofia University St Kliment Ohridski, Bulgaria *Timely and relevant, [this book] will make a significant contribution to the ongoing conversation on reshaping world language education for the twenty-first century. Its unique perspective and approach, pragmatic teaching examples, and compelling insights with regards to today’s and tomorrow’s teaching standards will be of benefit to scholars in higher education, teachers at the secondary and postsecondary levels, students interested in world language education at all levels, scholars in related disciplines and fields currently engaging similar questions of anti-racism, social justice, and equity, and program chairs and administrators. * Diana Ruggiero, The University of Memphis, USA, Hispania, Volume 106, Number 1, March 2023 *Table of ContentsContributors Acknowledgments Editors’ Note Chapter 1. Cassandra Glynn and Beth Wassell: Rethinking our Introduction: Calling out Ourselves and Calling in Our Field Part 1: Disrupting Teaching Stance and Practice in the Classroom Chapter 2. Hannah Baggett: What Tension? Exploring a Pedagogy of Possibility in World Language Classrooms Chapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural Citizenship Chapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global Health Chapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories Chapter 6. Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas: 'Sí, yo soy de Puerto Rico': A Teacher’s Story of Teaching Spanish through and beyond her Latina Identity Part 2: Resisting and Reworking Traditional World Language Teacher Preparation Chapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical Reflection Chapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language Pedagogy Chapter 9. Mary Curran: Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice Program Chapter 10. Jennifer Wooten, L. J. Randolph Jr., and Stacey Margarita Johnson: Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods Course Index
£82.46
Emerald Publishing Limited Developing Knowledge Communities through
Book SynopsisDeveloping Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl. This volume, inspired by an evaluation research partnership involving professional development for writing instructors, coheres around Dewey's three-dimensional threads of experience. Contributing authors give attention to the temporal, situational, and social implications of teachers' organically formed knowledge communities. This book is essential reading for researchers of education, knowledge communities and cross-institutional research partnerships as it: inquires into the historical roots of research partnerships offers unique perspectives on literacy coaching and professional development in public education, and includes uniquely divergent threads from researchers in the field. Each chapter calls readers to reflect on the influence of community, identity and change on reform efforts in education.Table of ContentsChapter 1. Community, Identity, and Change: An Inquiry into Professional Development Partnerships for Literacy Education in Urban Context; Cheryl j. Craig and Chestin Auzenne-Curl Part I. Seeing Big: Tensions and Triumphs in Partnerships for Professional Development; Cheryl J. Craig and Chestin Auzenne-Curl Chapter 2. Innovation and Integrity: Working Through Disruption to Support Teachers in Their Roles as Literacy Educators; Tina Angelo and Maryann Gremillion Chapter 3. Reflections on Research and Professional Development Partnerships in Post-Harvey Houston: Writing the Rip Tide; Chestin Auzenne-Curl, Cheryl J. Craig, and Gayle Curtis Chapter 4. Reflections on Principal Leadership and Writers in the Schools; Michael Curl and Cheryl J. Craig Chapter 5. Navigating the Role of Teacher Educators in the Field: The Case for Increased Community Support; Daphne Carr and Chestin Auzenne-Curl Part II. Seeing Small: The Call for a Closer Look at the Writers in the Schools Collaborative; Chestin Auzenne-Curl and Cheryl J. Craig Chapter 6. Reflections on Wits History and Challenges of Change; Robin Reagler Chapter 7. In Search of a Trellis: A Principal's Perspective on the Need for Cross-Institutional Literacy Partnerships; Terri Osborne Chapter 8. Tough Turf: Restoried Moments in the Dissipation of an Urban Knowledge Community; Abdulkader Mokhtari, Chestin Auzenne-Curl, and Kaleah Hicks Chapter 9. The Beauty of Petals and Thorns: Negotiating Identity as Writer-Teacher; Sarah Jerasa Chapter 10. Reflective Conversation on the Value of Longevity as Collaborators in Education; Tim Martindell, Cheryl J. Craig, and Chestin Auzenne-Curl Part III. Seeing More: Something to Pursue; Chestin Auzenne-Curl and Cheryl J. Craig Chapter 11. Gentrimigration: Two Tales, One City’s Story of a Changed Community; Tenesha Gale Chapter 12. Poetry is Not a Luxury: Engaging Learners in Multiple Literacies through Creative Poetics; Lobat Asadi Chapter 13. “After a Trip, The Suitcase Stays Full Till I Need Something”: Unpacking Narrative Truths from the Field; Chestin Auzenne-Curl Chapter 14. The Implications of Social Media Scholarship on Forming a Knowledge Community in Black Cyberculture: A Co-Constructed Narrative; Chestin Auzenne-Curl and Daphne Carr Chapter 15. Research Across Four Pandemics: The End is a Beginning; Chestin Auzenne-Curl and Cheryl J. Craig
£62.99
GLMP Ltd Skills for Lit 1
Book Synopsisisbn 9781842854556 Dr Susan Young Price £ 24.99 €29.99 A4 40pgs includes interactive board activities and sheets for printing This is the part of a new series from Lawler Education to support teachers of literacy. This important area of teaching and learning is one that often causes teachers, particularly less experienced teachers stress in organising positive learning experiences for students. That is why this set of books are an important contribution to supporting teachers. Made up of a set of lesson plans and worksheets that can be used with students, this book will develop understanding through word level and sentence level work. This book covers: regular plural noun suffixes, -s, or -es. suffixes that can be added to verbs where no change is required to spell the root word eg helping, helper, helped. How the prefix un- changes the meaning of verbs and adjectives eg unkind. Sentence construction as a combination of words. Joining words and joining clauses like and will be explored. Sequencing sentences to form short narratives. Separation of words with spaces. The role of capital letters, full stops/periods, question marks and exclamation marks to demarcate sentences. Capital letters for names and personal pronouns. It will obviously be of interest to colleagues in primary schools but it will also be of interest to colleagues of adults with basic skills needs working at entry level and level 1. The material is presented in a mature manner that will not threaten their self esteem. Dr Young is a recognised expert in education and is a major author in the Lawler Education list.Table of ContentsThis book covers: regular plural noun suffixes, -s, or -es. suffixes that can be added to verbs where no change is required to spell the root word eg helping, helper, helped. How the prefix un- changes the meaning of verbs and adjectives eg unkind. Sentence construction as a combination of words. Joining words and joining clauses like and will be explored. Sequencing sentences to form short narratives. Separation of words with spaces. The role of capital letters, full stops/periods, question marks and exclamation marks to demarcate sentences. Capital letters for names and personal pronouns.
£999.99
GLMP Ltd Skills for Lit 4
Book SynopsisThis book: • comes with lesson plans for teachers and powerpoint slide shows. • contains worksheets for students. • comes with interactive board software. This is the part of a new series of from Lawler Education to support teachers of literacy. This important area of teaching and learning is one that often causes teachers, particularly less experienced teachers stress in organising positive learning experiences for students. That is why this set of books are an important contribution to supporting teachers. Made up of a set of lesson plans and worksheets that can be used with students, this book will develop understanding through word level and sentence level work. This book covers: • using the correct tense (present/past) consistently throughout writing. • use the progressive form of verbs in the present and past tense to mark actions in progress eg she was shouting. • use of capital letters, full stops, question marks and exclamation marks in punctuation. • the use of commas to separate items in a list. • the correct use of apostrophes. It will obviously be of interest to colleagues in primary schools but it will also be of interest to colleagues of adults with basic skills needs working at entry level and level 1. The material is presented in a mature manner that will not threaten their self esteem. Dr Young is a recognised expert in education and is a major author in the Lawler Education list. sbn 9781842854587 Dr Susan Young Price £ 24.99 €29.99Table of ContentsThis book covers: using the correct tense (present/past) consistently throughout writing. use the progressive form of verbs in the present and past tense to mark actions in progress eg she was shouting. use of capital letters, full stops, question marks and exclamation marks in punctuation. the use of commas to separate items in a list. the correct use of apostrophes.
£999.99
Trotman Indigo Publishing Limited Teaching English Abroad
Book SynopsisAre you looking for an exciting opportunity to travel and work abroad? Teaching English as a foreign language is a fun and rewarding career choice if you want to see the world. Whether you’re a trained teacher, newly qualified or want to travel the globe, Teaching English Abroad is the most comprehensive guide to finding and securing a teaching job abroad. Packed with hundreds of different schools and placements across 90 countries from South Korea to Australia, there are a huge range of opportunities to choose from, including both long and short-term placements. Teaching English Abroad provides all the essential information you need, region by region, so you have a safe and successful trip. Inside find out: How valuable qualifications are to teaching abroad Which ELT courses available, lasting from a weekend to 3 years Where to search for jobs from recruitment organisations to websites How to prepare for your trip abroad and overcome any issues How other teachers found their work from personal accounts Now in its 16th edition, this new edition includes more than 50 new employer listings - from Switzerland to Taiwan, Georgia to Kenya, and Hungary to Bolivia. Trade Review"We consider this to be our bible!" -- Managing Director * TEFL Worldwide, Prague *
£19.99
Crown House Publishing Games for Teaching Primary French
Book SynopsisIt includes a range of activities, from 5-minute starters or plenaries to longer, more challenging games where learners can make substantial progress. It has been devised specifically for busy teachers with limited resources, budget and planning time, who want simple and effective ideas to use in the classroom. The games in this book cover all core aspects of the primary French curriculum and are organised into the key skills areas of listening, speaking, reading and writing, with additional parts on grammar, number games and sounds. These activities and games allow learners to absorb and explore language in a variety of mediums, building up skills, knowledge and confidence in the process. The book is packed with techniques and activities to support existing schemes of work and offers plenty of inspiration and ideas for teaching primary French. The straightforward, reliable, no-tech suggestions are based on sound pedagogy and years of classroom experience and will deliver great learning outcomes lesson after lesson.
£18.04
OUP Oxford Secondary Specials CD English Functional English
Book SynopsisSpecials! are written to meet the needs of 11 to 14 year old students with lower level literacy skills. With simple text, but a more mature format, the books in this series aim to give students a feeling of success in their work, whilst ensuring full access to the curriculum.
£56.20
CGI Publishing Limited Risk Management: ICSA qualifying programme
Book Synopsis
£999.99
Terrific Science Press Teaching Chemistry with TOYS
Book Synopsis
£17.28
AWSNA Publications The Wonders of Waldorf Chemistry: From a
Book SynopsisThis practical book contains a complete curriculum for chemistry for Classes 7 to 9 in Steiner-Waldorf schools.There are descriptions of demonstrations, experiments, and clear step-by-step procedures for the class teacher.The book also includes twenty-five short biographies of important scientists.
£17.00
Tarquin Group Mathematics Vocabulary Challenge One: 36
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£11.86
Hopscotch Using Stories to Teach ICT Ages 7-9
Book Synopsis
£999.99
Architectural Association Publications AA Files 72
Book Synopsis
£15.00
Critical Publishing Ltd Teaching and Learning Early Years Mathematics:
Book SynopsisThis up to date book is essential reading for all those teaching or training to teach Early Years mathematics. It provides comprehensive subject and pedagogic knowledge for those responsible for the youngest children in school and their vital first experiences of learning mathematics. Appropriately focused text ensures the reader can understand and support how children learn to count and calculate, recognize shapes and begin to generalize their findings about problems. Critical questions enable trainees and teachers to both test and develop their own understanding of mathematics and suggested activities clearly exemplify how theory links to practice. The text also considers recent and relevant research, examines international perspectives and provides opportunities for reflection. Table of Contents Introduction To infinity and beyond! Space the final frontier! Are we nearly there yet? What will happen if? Who has the most? How can I say that? How do I write that? What does this do? What happens next? Glossary Index References
£22.99
Critical Publishing Ltd Beyond Early Writing: Teaching Writing in Primary
Book SynopsisThis essential text for primary trainees and teachers examines the key skill of writing beyond the earliest school years. Teaching writing involves much more than simply teaching the mechanics of spelling, grammar and punctuation, important though these are. There are particular issues around writing in school, including the fact that children’s writing consistently lags behind their reading in external tests such as SATs, boys’ relative lack of success and teachers’ lack of confidence in modelling writing. This book addresses these topics as well as focusing on other pertinent practice issues such as working with proficient writers, engaging disengaged writers and working with children who have EAL and SEN. Table of ContentsIntroduction What can we learn from research? Boys’ writing Grammar and punctuation through writing Non-fiction writing Finding a Written Voice Writing for children with EAL Writing for children with SEN. Writing for children who are dyslexic Shedding light on writing Beyond books - new ways of writing A Murder Mystery Writing and drama Writing poetry Conclusion
£22.49
UniAdmissions ECAA Practice Papers: 2 Full Mock Papers, 70
Book SynopsisPractice is the key to success in the ECAAWhilst there are many ways to improve your question answering, you cannot be fully prepared until you have worked through authentic questions under the simulated environment of the real test.That's why UniAdmissions produced these mock papers, including over 60 questions. Working through these 2 practice tests under exam conditions will build your familiarity with the test format. Using the fully worked solutions you can fine-tune your performance before test day arrives to ensure you perform to the best of your ability.Published by the UK's leading University Admissions Company, this fully up-to-date resource contains all the latest question styles in the test, as written by our specialist test tutors. Practicing with these papers will allow you to rapidly improve your test scores and approach the real exam with confidence and gain the score you deserve.
£999.99
Amazon Publishing Pros Momentum: Empowering Children to Read Through
Book Synopsis
£20.89
Taylor & Francis Inc Literacy in Grades 4-8: Best Practices for a
Book SynopsisComprehensive yet succinct and readable, Literacy in Grades 4-8, Third Edition offers a wealth of practical ideas to help preservice and practicing teachers create a balanced and comprehensive literacy program while exploring the core topics and issues of literacy in grades 4 through 8. It addresses teaching to standards; differentiating instruction for readers and writers; motivating students; using assessment to inform instruction; integrating technology into the classroom; working with English learners and struggling readers; and connecting with caregivers. Selected classroom strategies, procedures, and activities represent the most effective practices according to research and the many outstanding classroom teachers who were observed and interviewed for the book.The Third Edition includes added material connecting the Common Core State Standards to the instruction and assessment of literacy skills; a combined word study and vocabulary chapter to help readers integrate these important topics in their teaching; more on technology, including comprehension of multimodal texts, enhancing writing instruction with technology tools, and teaching activities with an added technology component; added discussion of teacher techniques during text discussions, strategic moves that help students become more strategic readers.Key features: In the Classroom vignettes; more than 50 activities,some with a technology component; questions for journal writing and for projects and field-based activities; troubleshooting sections offering alternative suggestions and activities for those middle-grade students who may find a particular literacy focus challenging.Table of ContentsOne: A Comprehensive Literacy Program for Grades 4–8; Two: Assessment of Progress in Literacy; Three: Fostering Oral Language; Four: Vocabulary Instruction; Five: Reading Comprehension; Six: Writing Instruction; Seven: Literacy in the Content Areas; Eight: Fluency; Nine: Differentiating Instruction for Diverse Classrooms; Ten: Fostering Literacy in and Beyond the Classroom; Eleven: Connecting School and Home; Twelve: Literacy in Grades 4–8
£50.34
American College of Physicians Mentoring in Academic Medicine
Book SynopsisMentoring students, residents, and faculty and supporting their professional development are topics of great concern among leaders in medical education.Offering knowledge and insight from a range of experienced physician-educators and others involved in medical education, Mentoring in Academic Medicine provides a unique perspective on medical professionalism in the coming decades as well as a comprehensive approach to developing programs for mentorship and guidance.Illustrated with realistic cases and examples, this book provides: Insight into effective mentoring relationships and fostering professionalism Guidelines for developing mentoring programs for students, residents, and clinical and research faculty A consideration of the issues that arise related to mentoring special groups Multiple perspectives on role modeling and guiding others to be successful in their careers A part of ACP's Teaching Medicine Series, this title is available individually or as a part of the complete six-book set.
£36.05
National Science Teachers Association Solar Science: Exploring Sunspots, Seasons,
Book SynopsisThis is just the resource you need to get middle schoolers ready for August 21, 2017—the day when millions of North Americans will have the rare chance to witness a total solar eclipse. But the book’s usefulness won’t end when the eclipse does! Solar Science offers more than three dozen hands-on, inquiry-based activities on many fascinating aspects of solar astronomy. The activities cover the Sun’s motions, space weather caused by the Sun, the measuring of time and seasons in our daily lives, and much more.The authors are award-winning experts in both astronomy and science education, so they know how to prompt students to work like scientists by asking questions, doing experiments, comparing notes, and refining and reporting results. They also know you have to make the most of every instructional minute. The book contains plenty of ideas for related writing projects; grade-appropriate math examples; and connections to music, art, fiction, and history. It’s also aligned with the three-dimensional learning encouraged by the Next Generation Science Standards and connects to the Common Core State Standards.Solar Science is ideal for teachers, informal science educators, youth group leaders, curriculum specialists, and teacher trainers. You can use these versatile activities one at a time, as the basis of a stand-alone unit on the Sun, or as a comprehensive curriculum. You get to determine the best way for your students to learn a lot while having fun with the Sun.
£40.80
National Science Teachers Association Our Very Own Tree
Book SynopsisWhat happens when two friends take an interest in an oak tree? They begin to notice more about the world around them, such as the seasons changing and squirrels making homes. They are inspired to do independent research, from studying acorns to looking up scientific terms, and to be creative by composing pictures and poems. And they discover new things, such as their tree’s structure and characteristics—all because they stopped to look around them. As warm and dreamy as a summer day, Our Very Own Tree will inspire readers to seek out their very own places in nature.Our Very Own Tree is part of the I Wonder Why book series, written to ignite the curiosity of children in grades K–3 while encouraging them to become avid readers. These books explore the marvels of animals, plants, and other phenomena related to biology. Included in each volume is a Parent/Teacher Handbook with coordinating activities. The I Wonder Why series is written by an award-winning science educator and published by NSTA Kids, a division of NSTA Press.
£15.09
Teachers of English to Speakers of Other Languages, Incorporated (TESOL) Language Teacher Professional Development
Book SynopsisThe field of English language teaching continues to become more and more complex. To stay up-to-date with the developments as the discipline grows, English language teachers must work to expand their knowledge base by participating in continual professional development and practicing reflective teaching. Farrell provides useful insights about the many kinds of training and discusses the practices you can engage in to ensure your own growth, including team teaching, action research, and teaching portfolios. Learn about the different stages of professional development, what approaches are right for you, and how you can sustain your growth throughout your career.
£18.86
Waldorf Publications Spelling by Hand: Teaching Spelling in a Waldorf
Book SynopsisMany children struggle with spelling, especially in English. This brilliant little booklet offers a great plan for helping children overcome spelling challenges in the classroom.Its hands-on techniques, exercises and ideas are simple but effective. As well as helping children to spell right through to Class 8, it also helps them to read as they better understand the sounds being spelled.
£7.99
Waldorf Publications A Brief History of Chemistry
Book SynopsisTheres often no better way of learning about a historical period than through the biographies of those who lived at the time. This applies equally to the history of science. This concise book traces the evolution of modern chemistry through the rich stories of those who devoted their lives to its advancement. Its a valuable resource for Waldorf teachers who want to add colour and context to chemistry lessons, or to characterise the different phases of understanding that have led to our current sophisticated levels.
£14.99
TESOL International Association Reflection-As-Action in ELT
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£19.90
Workbook Press People: Is Real Change Possible?
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£10.63
Architectural Association Publications AA Files 76
Book Synopsis
£999.99
Books on Demand Dictionnaire des expressions idiomatiques courantes en français, anglais et allemand
£34.11
Paideia Education Fiche de lecture La Promesse de l'aube (Étude
Book Synopsis
£999.99
Springer Nature Switzerland AG Developing Language Teachers with Exploratory Practice: Innovations and Explorations in Language Education
a huge range and FREE tracked UK delivery on ALL orders.
£71.24
Springer Nature Switzerland AG Towards an Ontology of Teaching: Thing-centred Pedagogy, Affirmation and Love for the World
Book SynopsisThis book opens an original and timely perspective on why it is we teach and want to pass on our world to the new generation. Teaching is presented in this book as a way of being, rather than as a matter of expertise, which is driven by love for a subject matter. With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has become prevailing in much contemporary educational theory, and which testifies to a hate of the world and to a confusion of what politics and education are about. Therefore, the authors develop the idea of a thing-centred pedagogy, as opposed to both teacher-centred and student-centred approaches. The authors furthermore illustrate their purely educational account of teaching by looking at the writing and the television performance of Leonard Bernstein who embodies what teaching out of love and care for a subject is all about. This book is of interest to all those concerned with fundamental and philosophical questions about education and to those interested in (music) education. Table of Contents1. Introduction.- 2. Education for education’s sake, The idea of a thing-centred pedagogy.- 3. The event, the messianic and the affirmation of life.- 4. Educational equality and the universal excess of teaching.- 5. Immanence and transcendence in education.- 6. Towards immanence in education. From emancipation to responsibility.- 7. Towards immanence in education. From expertise to ethos.- 8. Leonard Bernstein as an educator. Teaching out of love for the world.- 9. Leonard Bernstein as an educationalist. Sharing the love for something worth the effort.- 10. Love and hate for the world. The educational and its relationship with the political.
£49.49
Springer Nature Switzerland AG Science and Religion in Education
Book SynopsisThis book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion.Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western AustraliaScience and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum. - Professor Keith Taber, University of CambridgeScience education and religious education are uncomfortable bedfellows. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. - Julian Stern, Professor of Education and Religion, York St John UniversityHumans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of ArkansasEqual parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. If you have not, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse UniversityTrade Review“The whole volume offers a transformative framework for science and religion to flourish in education, and I heartily agree. I hope it finds its way on to reading lists for trainees … . this is a field-leading contribution to science and religion studies and practice that will only be surpassed through the continuing exercise of interdisciplinary teamwork of the same excellent quality.” (Stephen Thompson, Science & Christian Belief, Vol. 33 (1), 2021)Table of Contents1 Foreword; Alister McGrath.- 2 Introduction; Berry Billingsley, Keith Chappell and Michael Reiss.- SECTION 1; Beyond Barbour.- 3 Section 1 Introduction: Beyond Barbour: new ways of teaching the relationship between science and religion; Bethany N. Sollereder.- 4 Turning Barbour’s model Inside Out: On using popular culture to teach about science and religion; Tuomas W. Manninen.- 5 Beyond Barbour: A Theology of Science from ancient and modern thinkers; Tom McLeish.- 6 Beyond the Territories of Science and Religion; Emily Dumler-Winckler.- 7 The Mediated Nature of Knowledge: Paul Ricoeur’s Philosophy as a Means of Teaching Students About Science and Religion; Nathan H. White.- 8 The Moral Impact of Studying Science; Sally Riordan.- 9 Autonomous self and inter-processual self: two different backgrounds that explain how people “see” and live the relation – two ways of dialoguing between science and faith; José Víctor Orón and Kleio Akrivou.- 10 'About' and 'Of' Languages: A New Way of Framing Religion and Science; Ben Trubody.- SECTION 2 Beyond Bare Statistics.- 11 Section 2 Introduction: Beyond bare statistics; Michael J Reiss.- 12 Truth in science and ‘truth’ in religion: An enquiry into student views on different types of truth-claim; Christina Easton.- 13 Developing a workshop for secondary school students that provides a space to explore questions about human personhood through the context of humanlike machines; Berry Billingsley and Mehdi Nassaji.- 14 Three perspectives on the science-religion issue in science education: Interdisciplinarity, value or ideology orientation and responsible personalization; Jostein Sæther.- 15 Changes and stabilities in the views of German secondary school students on the origin of the world and of humans from the ages of 12 to 14 and 16; Christian Hoeger.- 16 Cultural and religious barriers to learning in science: a South African case study; Ann Cameron.- 17 Ways children reason about science and religion in primary school: Findings from a small-scale study in Australian primary schools; Berry Billingsley and Sharon Fraser. SECTION 3: Beyond Chalk and Talk.- 18 Section 3 Introduction: Beyond Chalk and Talk; Sharon Fraser and Keith Chappell.- 19 Lies, damned lies, science and theology: why everyone needs to know the truth about science and religion; Richard Cheetham.- 20 Implementing the Australian Curriculum Science as a Human Endeavour (SHE) through science-themed films in the context of socio-scientific issues in secondary schools – a focus on argumentation and ethical reasoning; Siew Fong Yap.- 21 Physics and Faith synergy: How to engage audiences of different ages, backgrounds and beliefs; Elisabetta Canetta.- 22 If neither from evolution nor from the Bible, where does tension between science and religion come from? Insights from a survey with High School students in a Roman Catholic society; João C. Paiva, Carla Morais and Luciano Moreira.- 23 Engaging young people in positive, interdisciplinary exploration of science and religious faith; Stephanie Bryant, Cara Daneel & Lizzie Henderson.- 24 Science, religion and pedagogy: Teachers’ perspectives; Nasser Mansour.- 25 Science, Ethics, Education and Religion: Connecting and Disconnecting; John Bryant.- 26 Closing Remarks; Berry Billingsley, Keith Chappell and Michael Reiss.-
£85.49
Springer Nature Switzerland AG Teaching Economics: Perspectives on Innovative Economics Education
Book SynopsisThis book looks at a number of topics in economic education, presenting multiple perspectives from those in the field to anyone interested in teaching economics. Using anecdotes, classroom experiments and surveys, the contributing authors show that, with some different or new techniques, teaching economics can be more engaging for students and help them better retain what they learned. Chapters cover a wide range of approaches to teaching economics, from interactive approaches such as utilizing video games and Econ Beats, to more rigorous examinations of government policies, market outcomes and exploring case studies from specific courses. Many of the chapters incorporate game theory and provide worked out examples of games designed to help students with intuitive retention of the material, and these games can be replicated in any economics classroom. While the exercises are geared towards college-level economics students, instructors can draw inspiration for course lectures from the various approaches taken here and utilize them at any level of teaching. This book will be very useful to instructors in economics interested in bringing innovative teaching methods into the classroom.Table of ContentsChapter 1: The Development of Interactive Classroom Activities to Teach Economic Freedom to Students of Various Learning Styles.- Chapter 2: Video Games in Teaching Economics.- Chapter 3: One-Shot Game: A Free-Market Approach to the Principles of Microeconomics Class.- Chapter 4: A Highly-Simplified Pollution Abatement Game.- Chapter 5: Assignments to Engage Students in Economics Study Abroad Programs.- Chapter 6: The Economic Principles of my Cancer Treatment: How to Use Medical Experiences to Teach Economics.- Chapter 7: Textbook Confessions: Government Policies and Market Outcomes.- Chapter 8: University and High School Economics Educators Partnership: A Model from LaCrosse, Wisconsin.- Chapter 9: A Classroom Experiment: The Redistribution of Quiz Scores.- Chapter 10: Making Economics Stick with Econ Beats.- Chapter 11: Navigating the Economics Major: The Effect of Gender on Students' Degree Pathways.- Chapter 12: Taking a Path Less Traveled: Mastering Metrics Without a Textbook.- Chapter 13: Structured Writing Assignments in an American Economic History Course.- Chapter 14: Integrating the Economic Way of Thinking into US History Courses.
£35.99
Springer Nature Switzerland AG Designing, Conducting, and Publishing Quality Research in Mathematics Education
Book SynopsisThe purpose of this book is to collect, organize and disseminate collective wisdom with respect to designing, conducting, and publishing quality research in mathematics education. This wisdom will be gleaned from among those who, over the past several decades, have been instrumental in guiding the field in the pursuit of excellence in mathematics education research—insightful editors, educative reviewers, prolific writers, and caring mentors. Each chapter is written to the novice researcher with the intent of aiding them in avoiding common pitfalls, navigating difficult intellectual terrain, and understanding that they are not alone in experiencing rejection, frustration, confusion, and doubt. This book differs from existing literature in the sense that it is written about the enterprise of designing, conducting and publishing research in mathematics education as opposed to being reports of the results of such work. It also differs in the sense that it is written with the intent to mentor the rising generation as opposed to capture the state of the field (as would happen in a handbook, for example). It is written for the express purpose of helping the field work collectively to aid in the often isolated enterprise of mentoring new researchers. The primary audience is a potentially wide one: graduate students, novice researchers, graduate faculty, advisors, and mentors – or anyone seeking to improve their own abilities to design, conduct, and publish quality research in mathematics education.Trade Review“It serves to offer a clear and often much-needed explanation to several aspects of educational research, such as the use of theoretical frameworks and the ins and outs of the publishing process. … This book may serve as an excellent resource for the novice researcher, or as a resource to be shared and discussed between mentors and mentees.” (Cristina Runnalls, MAA Reviews, December 22, 2019)Table of ContentsSection 1: Designing Quality Research in Mathematics Education 1. Denise Spangler and Steve Williams ^ Theoretical Frameworks: What Are They, Where Do You Find Them, and What Do You Do With Them? In this chapter we will 1) discuss the purposes and uses of theoretical frameworks, including how they affect data collection and analysis; 2) discuss how theoretical frameworks are found or built; 3) distinguish different types of frameworks (epistemological, conceptual, theoretical); and 4) provide some examples of the use of frameworks in the literature. 2. Dan Siebert ^ Conducting a Literature Search A chapter on how to conduct a literature search in a timely manner, including such issues as where to start, how to gather sources, how to identify which sources to read, how to draw upon the expertise of mentors and advisors, how to bound the literature search, how to manage ideas and findings, and how to know when to stop. 3. Carolyn Maher ^ Developing a Research Program I would like to address the establishment of a research program, over time, attending to the issues of developing a community of researchers, funding, and shifts in focus as new knowledge suggests attention to new ideas. Our research program, now in its 4th decade, with longitudinal and cross-sectional studies, has produced a collection of video and related metadata that is now available open source, worldwide. Opportunities for sharing data will be explored. 4. Doug Clements & Julie Sarama ^ Relationships between Research and Development: How Can We Study Curricula? Evaluation of mathematics curricula should move beyond weak claims that a given curriculum is “research-based” and even “horse-race” comparisons to research and development (R&D) in which curriculum creation and research are integrated at each of several phases. We describe the opportunities and approaches of such an approach from the phase of planning a curriculum through large scale-up efforts. 5. Paola Sztajn ^ Securing External Funding Quality research in mathematics education has become more complex, often involving several partners and different stakeholders. In these scenarios, it is important to secure external resources to support your research. In this chapter, I share insights about the grant writing and review processes to help you be more competitive when designing your research and writing your proposal. 6. Eva Thanheiser ^ Developing a Research Program in the Context of Conducting Research in Your Own Classroom In this chapter I reflect on how I designed and enacted a research program in the context of teaching university preservice elementary teachers. I discuss the cyclical nature of such a research program where each research project lays the foundation for the following ones. I also discuss how to build collaborative research programs with other researchers interested in similar research. Section 2: Conducting Quality Research in Mathematics Education 7. David Stinson ^ Philosophical Considerations Always Already Entangled in (Mathematics Education) Research In this chapter, the author explores how research (mathematics education or otherwise) is always already entangled with the ontological, epistemological, and ethical considerations—that is the philosophical considerations—of the researcher (or research team) from beginning to end. The danger in too much of the existing mathematics education research, however, is a limited understanding of how these philosophical considerations drive both knowledge production and dissemination in the field. “Practical” descriptions of ontology, epistemology, and ethics are provided, as well as a discussion of how the field might better prepare future mathematics education researchers in understanding this crucial philosophical component of the research process. 8. Robert Capraro , Ali Bicer , Yujin Lee , Katherine Vela ^ Putting the Quantitative Pieces Together to Maximize the Possibilities for a Successful Project In this chapter, the authors explore how research (mathematics or other STEM Disciplines) requires several sequential and coordinated steps. Even when these steps are executed well, it does not guarantee data that warrant publication. However, sometimes high-quality data are under analyzed or not reported which minimize the chances for publication. This chapter provides an overview of: 1) the philosophical and theoretical considerations leading up to undertaking a quantitative study, 2) the development of the research team, 3) study development and execution to minimize threats to validity and maximize score reliability, 4) data handling, 5) data analytic choices, and 6) best reporting strategies. Furthermore, hints and tips are provided to assist in handling editor and reviewer comments. 9. Marty Simon ^ Qualitative Data Analysis My chapter would be on what is involved in analyzing qualitative data. The thrust would be on helping novices understand that an analysis process affords the researcher the opportunity to glean things from the data that they could not get from repeated viewing of the data. I will discuss the fact that many studies lack such analysis and are more akin to what a reporter does than what a researcher does. I will explain how qualitative analysis is generally an iterative process and give examples. 10. Jere Confrey ^ Building and Running a Research Team Using Agile Methodologies One thing I learned spending some time working at Amplify as their Chief Math Officer was how to run an agile development team, which is a term used in software development to compare to waterfall development, which is top down. It involves how you work with both research staff, software/UX engineers, and grad students to design, build and research software. I will also talk about licensing and start-ups. The advantage of such an approach is to share decision making, be sure you are all making progress constantly and to work more collaboratively on complicated projects. 11. Brent Davis ^ Going Where Your Research Takes You The chapter will include such aspects as “more listening than looking,” “adapting the orienting questions to fit the emerging answers,” and “having the patience not to rush a report until the insights have coalesced, in spite of pressures to publish.” It will be tied in with some explicit discussion of the sometimes-uncomfortable-but-always necessary partnership of empirical and interpretive research methods and attitudes. 12. Signe Kastberg < skastber@purdue.edu> Constructing Visions of Quality in Mathematics Education Research Producing quality research in mathematics education is a joyful and challenging pursuit. Changes you experience in your life, ideas, and collaborators can result in intellectual and emotional variation. Such changes produce an exciting dynamic environment that can make visions of quality elusive. Other researchers’ views may often seem more thoughtful and coherent than your own. Yet quality mathematics education research comes as a result of collaborations with your views of others’ ideas rather than being subsumed by them. In an effort to produce quality research in mathematics education managing evolving perspectives of who you are, who you want to be, in the context of what you want to know, and the ideas of others, informs your thoughts and their creation. In this chapter, I discuss two factors involved in producing quality research in mathematics education: navigating the role of the self and engaging with others. These factors have the potential to motivate patience and persistence in a quest for quality, while also informing creativity and meaning making. Section 3: Publishing Quality Research in Mathematics Education 13. Keith Leatham ^ The Role of Theoretical Frameworks in Research Dissemination Based on my experience as a reviewer and, in particular, as a member of an editorial panel, I discuss six principles related to the role of theoretical frameworks in research dissemination. My purpose in articulating and sharing these principles is to help us all think about how we can better communicate the theoretical framing of our work to those who will read it. 14. Sandra Crespo and Jinfa Cai ^ Writing as Communicating with Reviewers / Strategies for Anticipating and Addressing Skeptical Reviewers Scientific studies in general and mathematics education research in particular do not contribute to a larger body of knowledge until they are widely disseminated and subjected to professional scrutiny by peers. This chapter will discuss the processes of this collaborative and public critique. In particular this chapter will discuss how reviewers are selected as well as what reviewers usually are looking for when they review a manuscript. Common issues that reviewers raise about unsuccessful manuscripts can be characterized as (a) distrust of the claims and evidence, (b) unclear about the contributions to the field, and (c) surprise that relevant literature is not cited. After illustrating these issues, I share strategies that prospective authors can use to anticipate and address these issues when preparing or revising their manuscripts. 15. Lyn English ^ Removing Obstacles to Quality Research Publishing My aim would be to point out pitfalls early career researchers can face in developing quality journal articles and book chapters, and offer suggestions for avoiding these obstacles. I envision targeting the following aspects: · Choosing an appropriate journal: Here, I would mention the different genres in mathematics education publications, with a focus on research journals, professional journals, and book chapters (including different requirements of some Handbooks); · Selecting and transforming components of a dissertation into manuscripts for publication in a journal and as a book chapter; · The roles of core aspects of a research journal publication: Aspects to be covered would include literature review, theoretical framework, research questions, methodology, results, discussion, and conclusions/limitations. 16. Peter Liledahl ^ How to Write Up Research for Publication I will lay out a clear description of the different parts of an article, what each part's purpose is, and how they weave together. Along the way I will discuss common errors that authors make that either befuddle the reader, encourage rejection, or both. 17. Merrilyn Goos ^ Publishing for international impact in mathematics education research journals The conduct and dissemination of mathematics education research is an international concern. Yet new researchers in our field often struggle to frame and communicate their research so that it is relevant and accessible to an international audience. This chapter will share an international journal editor’s expectations for publishable manuscripts, elaborating in particular on what is required to show that the manuscript makes an original and significant contribution to knowledge. The chapter will explore ways in which researchers can situate their work within a broader international landscape without losing sight of the local context that motivates the study. 18. Gwen Lloyd ^ Revising and Resubmitting—Building on Rejection I would draw on my observations from my editorial roles in mathematics education journals (JMTE, JRME) and in the broader field of education (RER, JTE), although I would use examples and illustrations specific to research manuscripts in mathematics education. I would include guidance about: · how to read and understand decision letters, the vast majority of which are not “accepts”; · what to do with a rejected manuscript; · how to read and learn from peer reviews; · how to revise a manuscript (substantially, rather than superficially); · how to write a productive response to the editor's and reviewers’ comments; and · how to see a manuscript through the revision process to acceptance. In the course of providing guidance, I would try to help authors understand the editor’s (and reviewers’) perspective and goals for the journals and the field. 19. Robert Q. Berry ^ Critical Mathematics Education Scholars: Publishing your Work when Mathematics Education does not see your Work as Mathematics Education Many of the journals considered as top-tier in mathematics education do not have long histories of reporting research that foregrounds issues of race, gender, identity, agency, and critical issues in mathematics education. Too often emerging critical mathematics education scholars are positioned as navigating narrow spaces of what senior colleagues, reviewers, and many in the field define as mathematics education. So, it would be a case of applying too narrow of a standard to judge scholars doing particular kinds of work on whether they publish only in the “top” mathematics education journals. It is quite often the case that other journals (not mathematics education) are spaces to publish critical work because they offer the opportunity to reach a broader and different audience or because the impact of an article appearing in these journals is likely to be greater. This chapter is a reflection of my journey as a critical mathematics education scholar navigating spaces to publish my work in top-tier mathematics education journals as well as publishing in spaces open to issues of race, gender, identity, and agency. The chapter offers a lens to emerging scholars on how one might navigate the space between mathematics education and critical scholarship.
£44.99
Springer Nature Switzerland AG Image Schemas and Concept Invention: Cognitive, Logical, and Linguistic Investigations
Book SynopsisIn this book the author's theoretical framework builds on linguistic and psychological research, arguing that similar image-schematic notions should be grouped together into interconnected family hierarchies, with complexity increasing with regard to the addition of spatial and conceptual primitives. She introduces an image schema logic as a language to model image schemas, and she shows how the semantic content of image schemas can be used to improve computational concept invention. The book will be of value to researchers in artificial intelligence, cognitive science, psychology, and creativity.Table of ContentsCreating Concepts: Considerations from Psychology and Artificial Intelligence.- Image Schemas: Spatiotemporal Relationships Used as Conceptual Building Blocks.- Formal Structure: Image Schemas as Families of Theories.- Introducing ISLFOL: A Logical Language for Image Schemas.- Modelling Conceptualisations: Combining Image Schemas to Model Event Conceptualisations.- Generating Concepts: How Image Schemas Can Help Guide Computational.- Conceptual Blending.- Defining Concepts: Experiment on the Role of Image Schemas in Object Conceptualisation.- Identifying Image Schemas: Experiment Towards Automatic Image Schema Extraction.- Discussion and Conclusions.
£80.99
Springer Nature Switzerland AG Contexts for Music Learning and Participation:
Book SynopsisThis book sets out a contemporary perspective on music education, highlighting complex intersections between informal, non-formal and formal practices and contexts. At a time when the boundaries between music learning and participation are increasingly blurred, this volume is distinctive in challenging a ‘siloed’ approach to understanding the diverse international music education landscape. Instead, the book proposes a multi-layered continuum of practices that can be applied across a range of formal, informal or non-formal concepts to support the development of musical possible selves. It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal. Table of ContentsChapter 1. Introduction.- Chapter 2. Shaping musical possible selves in the Early Years.- Chapter 3. Emergent musical possible selves in primary school.- Chapter 4. Secondary schools and their role to play in musical possible selves.- Chapter 5. The role of further and higher education in shaping musical possible selves.- Chapter 6. Musical possible selves in extra-curricular ensembles and instrumental and vocal tuition.- Chapter 7. Lifelong musical possible selves: Adult music learning and participation.- Chapter 8. Supporting musical possible selves in programmes with social aims.- Chapter 9. The emergence of musical possible selves through musical learning in the home.- Chapter 10. Peer learning and the construction of musical possible selves.- Chapter 11. Musical possible selves and self-directed music learning across the lifespan.- Chapter 12. Developing musical possible selves through learning with technology and social media.
£104.49
Springer Nature Switzerland AG Pedagogical Explorations in a Posthuman Age:
Book SynopsisThis book problematizes the role of education in an increasingly mediatized world through the lenses of creativity, new media, and consumerism. At the core of the issue, the author argues, creativity in art education is being co-opted to serve the purposes of current economic trends towards designer capitalism. Using an East meets West approach, jagodzinski draws on Deleuze and Guattarian philosophy to explore visual and popular culture in Korean society, addressing the tensions that exist between designer education and art that explores the human condition. In doing so, he challenges art educators to envision a new paradigm for education which questions established media ontologies and incorporates new ways to confront the crisis of the Anthropocene.Table of Contents1. Introduction: The Paradoxes and Worries in Contemporary TimesPart I - When West-East Meet2. Inflexions of Deleuze/Guattari: For A New Ontology of Media When West-East Meet3. Korean Visual and Popular Culture: An Outsider's View4. Exploring Korean Visual and Pop Culture5. Kim Ki-duk's Cinema of Imperceptibility: Playing the SensesPart II - Aesthetics of Designer Capitalism6. Aesthetic Wars: Between the Creative Industries and Nomadology7. Art/Education: In the Service of Designer Capitalism8. Reconsidering Visual Cultural Studies: Interrogating Representation9. The Challenge for Art/Education: The Digitalized World of New MediaPart III - The End of the World: Posthuman Consequences10. Art/Education at the 'End of the World'11. Thinking 'the End of Times': The Significance of Bioart/BioArt for Art/Education12. Between the Nonhuman and Inhuman: The Challenge of the Posthuman for Art/Education in the 21st Century
£85.49
Springer Nature Switzerland AG Examining Ethics in Contemporary Science Education Research: Being Responsive and Responsible
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£80.99
Springer Nature Switzerland AG Academia from the Inside: Pedagogies for Self and
Book SynopsisThis book invites readers to explore how fourteen different experts in their respective fields create deeper meaning in their profession and work with students through thinking, in multiple ways, about the self who teaches, the self who learns, and the ways in which these selves interact within the academy. Essays in this book explore the “inside” of academia through three themes: Pursuing Authenticity, Creating Creative Community, and Humanizing Education. Contributors reflect on their own lived experiences in the academy and on pedagogies that they have created for their students. Embodied education, the theoretical framework of this book, draws on ideas of educators Parker Palmer from the West and Dr. Chinmay Pandya from the East, emerging through contributors’ collaborative work. In embodied education, teachers and learners share experiences that lead to self-understanding and together find ways to humanize spaces in academia.Table of ContentsPart I: Reflections on the Self Who Teaches1. Live Divided No More: Humanizing Education through Self-Care and Community-Building2. A “World in Between”: A Reflection on Teaching and Learning3. Risking Being Yourself: Owning Your Identity Within the Academic Framework4. Embracing Otherness in the Self that Teaches5. Cultivating Humanity in All Too Human Institutions6. Law Professor and Law Student: An Exploration of Being a Whole LawyerPart II: Pedagogies for the Self Who Learns7. “‘Going Out Into the World to Find Wonders’: Nature as a Source of Regeneration’”8. Holding the Space: Being Curious as a Teacher Educator with Pre-service about Self-Care9. Who Am I?: Relational Pedagogies for Fostering Creativity and Reflective Practice10. Dancing with the Other: Aesthetic Experience and Ethical Responsiveness11. An Interview with Dr. Chinmay Pandya: Uncovering the Science of Mantra for Self-Knowledge and Healing
£53.99
