Science Education: A Global Perspective is 'global' both in content and authorship. Its 17 chapters by an assemblage of seasoned and knowledgeable science educators from many parts of the world seek to bring to the fore current developments in science education and their implications. The book thus covers a wide range of topics in science education from various national and international perspectives. These include the nature of science, science and religion, evolution, curriculum and pedagogy, context-based teaching and learning, science and national development, socially-responsible science education, equitable access for women and girls in science and technology education, and the benefits of science education research. It ends on an optimistic note by looking at science education in 50 years' time with a recommendation, among others, for stakeholders to take the responsibility of preparing children towards a blossoming science education sector in an anticipated future world. This book is suitable for use by discerning researchers, teachers, undergraduate and postgraduate students in science education, and policy makers at all levels of education. Other educationalists and personnel in science and technology vocations will also find it interesting and useful as the reader-motivated approach has guided the presentation of ideas. Science Education: A Global Perspective is a rich compendium of the components of science education in context, practice, and delivery. Dr Bulent Cavas, Professor of Science Education, Dokuz Eylul Univerity, Buca-Izmir, Turkey/President-Elect, International Council of Associations for Science Education (ICASE) This book will be of immense relevance for current and future global strides in training and research in science education. Surinder K. Ghai, Chairman, Sterling Publishers Pvt. Ltd., New Delhi, India This book provides a refreshing insight into the current status and future direction of science education. It will be very useful to researchers, those pursuing undergraduate and post-graduate courses in science education, and all other personnel involved in the policy and practice of science education. Dr. Bennoit Sossou, Director/Country Representative, UNESCO Regional Office in Abuja, Nigeria

This book presents a literature review of and a state-of-the-art glimpse into current research on affect-related aspects of teaching and learning in and beyond mathematics classrooms. Then, research presented at the MAVI 25 Conference, which took place in Intra (Italy) in June 2019, is grouped in thematic strands that capture cutting-edge issues related to affective components of learning and teaching mathematics. The concluding chapter summarises the main messages and sketches future directions for research on affect in mathematics education. The book is intended for researchers in mathematics education and especially graduate students and PhD candidates who are interested in emotions, attitudes, motivations, beliefs, needs and values in mathematics education.

This volume addresses critical challenges and issues facing foreign language departments in colleges and universities across the U.S. It presents the insights of individuals who have built or are in the process of building foreign language curricula during a major transition period in postsecondary institutions.

The authors of this volume come from various language departments and institutional experience from across the U. S., including private and public postsecondary foreign language teachers, researchers and administrators. The chapters address issues and provide templates for curricular change at all learning levels.

The five sections of this book explore: Changing Perceptions about Foreign Language Learning; The Case for a Multi-literacy FL Curriculum in Concept and Assessment Praxis; Curricular Transformations: Historical Hurdles and Faculty Heuristics; Rethinking the Graduate Curriculum; Foreign Languages' Integration into the Interdisciplinary University.

This thought-provoking and timely volume addresses the question of how historic and current disciplinary, institutional and political conditions affect curricular transformation in collegiate foreign language programs. Responding to the issues raised in the 2007 MLA Report, this collection of nine essays presents a diversity of curricular models and approaches from different theoretical perspectives focusing on the integration of language and content. The book will undoubtedly be of great interest to a broad audience, such as foreign language educators, curriculum designers, administrators, graduate students and researchers. Nelleke Van Deusen-Scholl, Yale College, CT, USA."

This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples' cultural content in higher education. In partnership with communities across Australia, Aotearoa New Zealand, Canada and the United States, contributors reflect on diverse projects and activities, offer rich and engaging first-hand accounts of student, community and staff experiences, share recommendations for arts-based service learning projects and outline future directions in the field.

This book analyzes curriculum studies in Turkey from the perspective of three paradigms-religion, science, and ideology-since the early 19th century. Using Islam as a guiding point, Turkish curriculum theory later evolved to become the classical curriculum theory. In this book, the author presents a historical account of the long, complex, and contested evolution of the Turkish curriculum, as shaped by the intellectual and international forces of the day. This interplay is designed to inform international curriculum studies across national borders.

Mathematics curriculum, which is often a focus in education reforms, has not received extensive research attention until recently. Ongoing mathematics curriculum changes in many education systems call for further research and sharing of effective curriculum policies and practices that can help lead to the improvement of school education.

This book provides a unique international perspective on diverse curriculum issues and practices in different education systems, offering a comprehensive picture of various stages along curriculum transformation from the intended to the achieved, and showing how curriculum changes in various stages contribute to mathematics teaching and learning in different educational systems and cultural contexts.

The book is organized to help readers learn not only from reading individual chapters, but also from reading across chapters and sections to explore broader themes, including: Identifying what is important in mathematics for teaching and learning in different education systems;Understanding mathematics curriculum and its changes that are valued over time in different education systems; Identifying and analyzing effective curriculum practices;Probing effective infrastructure for curriculum development and implementation.

"Mathematics Curriculum in School Education" brings new insights into curriculum policies and practices to the international community of mathematics education, with 29 chapters and four section prefaces contributed by 56 scholars from 14 different education systems. This rich collection is indispensable reading for mathematics educators, researchers, curriculum developers, and graduate students interested in learning about recent curriculum development, research, and practices in different education systems.

It will help readers to reflect on curriculum policies and practices in their own education systems, and also inspire them to identify and further explore new areas of curriculum research for improving mathematics teaching and learning.

Argumentation-arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion- has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students' critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The consensus among educators is that involving students in scientific argumentation must play a critical role in the education process itself. Recent analysis of research trends in science education indicates that argumentation is now the most prevalent research topic in the literature. This book attempts to consolidate contemporary thinking and research on the role of scientific argumentation in education.

"Perspectives on Scientific Argumentation" brings together prominent scholars in the field to share the sum of their knowledge about the place of scientific argumentation in teaching and learning. Chapters explore scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge-building and the promotion of scientific literacy. Others interrogate topics such as the importance of language, discursive practice, social interactions and culture in the classroom. The material in this book, which features intervention studies, discourse analyses, classroom-based experiments, anthropological observations, and design-based research, will inform theoretical frameworks and changing pedagogical practices as well as encourage new avenues of research."

Curriculum problems are everywhere: alert observers with a practiced eye and educated mind will find it almost impossible to read a newspaper without discovering curricular issues. The media often report about educational reforms or even about curriculum wars with opposing parties fiercely debating the aims, content and organization of learning. Few people analyze these trends and discussions from a curricular conceptual framework. In addition, people sometimes think that their curriculum approaches and problems are unique and context-specific. However, international experience shows us that we can learn a lot from curriculum issues elsewhere.
This book aims to sharpen the eyes and minds of a broader audience in identifying, understanding, addressing and reflecting upon curriculum problems. It also aims to contribute to the increased exchange, discussion and reflection on all the current curriculum problems that form such a crucial part of learning worldwide.

The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning. Each chapter in this book is written in an accessible style by an international expert in the field. Authors tackle the task of identifying, analysing and addressing the key problems, topics and issues relevant to questions about the nature, purpose and scope of values education and Lifelong Learning that are internationally generalisable and, in times of rapid change, of enduring interest to the scholar and practitioner. Authors explore the ways and means by which learners may be encouraged to become educated and grow, both as individual beings and social agents, throughout the whole of their lifespan. The book seeks to provide accounts and critical appraisal of some of the different principles, philosophies, theories, beliefs, traditions and cultures that might form the basis of, frame and furnish the setting for values education policies and programs. We look at some of the main theories behind versions of value in lifelong learning and we point to some of the key concepts and categories at work in such theories. We provide reference to and accounts of some examples of policies or proposals in various national contexts and a range of examples of good practice in policies, programs and curriculum schemes from different schools, school systems and other educating agencies, institutions and organisations around the world.

This book draws on five philosophers from the continental tradition - Theodor Adorno, Hannah Arendt, Gilles Deleuze, Jacques Derrida, and Jacques Ranciere - in order to "think about thinking" and offer new and surprising answers to the question: How can we educate students to think creatively and critically? Despite their differences, all of these philosophers challenge the modern understanding of thinking, and offer original, radical perspectives on it. In very different ways, each rejects the modern approach to thinking, as well as the reduction of proper thought to rationality, situating thinking in sociohistorical reality and relating it to political action. Thinking, they argue, is not a natural, automatic activity, and the need to think has become all the more important as political reality seems to exhibit less thinking, or to even celebrate thoughtlessness. Bringing these continental conceptions of thinking to bear on the urgent need to educate young people to think against the current, this book makes a significant contribution to educational theory and political philosophy, one that is particularly relevant in today's anti-intellectual climate.

A volume in Curriculum and Teaching Dialogue Series Editors: David J. Flinders, Indiana University Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum. The purpose of AATC as originally defined in Article 1, Section 2A and Section 2B of the AATC Constitution is: To constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept, curriculum is an integral part of teaching the "what to teach" aspect). In the larger universities, faculty members identified with this field of scholarly study are typically affiliated with the departments of curriculum and instruction, teacher education, and elementary secondary education. To promote the scholarly study of teaching and curriculum. All analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged. In fulfillment of this mission, this volume addresses a range of issues across the broad fields of teaching and curriculum for all ages, grade levels, and types of programs.

Developing an Online Educational Curriculum: Techniques and Technologies acts as a guidebook for teachers and administrators as they look for support with their online education programs. It offers teaching suggestions for everything from course development to time management and community building. The book is designed to provide information to help teachers work more effectively with online tools, develop course materials for existing online courses, work with the internet as a medium of education and complete daily activities - such as evaluating assignments, lecturing and communicating with students more easily. Administrators are also given support in their efforts to recruit, train, and retain online teachers, allocate resources for online education and evaluate online materials for promotion and tenure.

This volume provides an analysis of what we know about turning around "failing" schools in the United States. It starts with an in-depth examination of the barriers that hinder action on turnaround work. The book analyses the reasons why some schools that find themselves in serious academic trouble fail in their efforts to turn themselves around. Beginning with a discussion of what may best be described as "lethal" reasons or the most powerful explanation for failed reform initiatives, which include an absence of attention to student care and support; a near absence of attention to curriculum and instruction; the firing of the wrong people. Covered in this volume are "critical" explanations for failed turnaround efforts such as failure to attend to issues of sustainability, and "significant" explanations for failed turnaround efforts such as the misuse of test data. The volume concludes by examining what can be done to overcome problems that cause failure for turnaround schools and reviewing ideas in the core technology of schooling: curriculum, instruction, and assessment. As well as exploring problems associated with the leadership and management of schools to see where improvement is possible and an analysis of opportunities found in relationships between schools and their external partners such as parents and community members.

Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.

This volume provides a multi-faceted and critical analysis of the Singapore curriculum in relation to globalization. First, it details reform initiatives established by the Singapore government to meet the challenges posed by globalization. Next, Globalization and the Singapore Curriculum presents how these reforms have been translated into programs, school subjects and operational frameworks and then examines, in turn, how well these have been implemented in schools and classrooms across the country. Through this examination, the book reveals how the initiatives, together with their curricular translation and classroom enactment, reflect on the one hand global features and tendencies and, on the other, distinct national traditions, concerns and practices. It brings to light a set of issues, problems and challenges that not only concern policymakers, educators and reformers in Singapore but also those in other countries as well. Written by curriculum scholars, policy analysts, researchers and teacher educators, Globalization and the Singapore Curriculum offers an up-to-date reference for postgraduate students, scholars and researchers in the areas of curriculum and instruction, comparative education, educational sociology, educational policy and leadership in Singapore, the Asia Pacific region and beyond. It also offers a vital contribution to the story of modern education around the globe: providing international students, scholars and researchers valuable insights into curriculum and curriculum reform for the 21st century.

Mission Statement: The book series, entitled ""Research in Curriculum and Instruction"", will focus on a) considerations of curriculum practices at school, district, state, and federal levels, b) relationship of curriculum practices to curriculum theories and societal issues, c) concerns derived from curriculum policy analyses and from analyses of various curriculum advocacies, and d) insights derived from investigations into curriculum history. Although the series will emphasize the American curriculum scene, aspects of curriculum practice and theory embedded in non-US countries will not be overlooked. Furthermore, this series will not restrict its concern to general curriculum matters, but it will draw explicit attention to curriculum issues relating to the several curriculum subjects. The series' primary concern will be to illuminate practice and issues toward informed and improved curriculum practice. This volume will contain selected papers presented at meetings of the Society for the Study of curriculum History across the past decade plus several specially commissioned papers from senior scholars in the field. Professor Field was the Society's President for some time during that period. Papers will treat dimensions of the development of the American school curriculum, both elementary and secondary.

The new millennium presents us with unexpected events that challenge us to think and act in fundamentally different ways. Meeting these challenges requires not only the creation of knowledge but the development of wisdom.""This book draws together forty years of scholarship and practice, along with original research, to catalyze our expertise in learning about what we don't know. "As evident from the perspective of the learner," a pattern of four distinctive phases of experience--a specific sequence of cognitive, affective, and relationship features--can generate an enhanced perspective out of confusion and lead to wisdom in action.

This book analyzes and critiques media education in the university and offers tools for developing a more critical direction. Media education should not be regarded as a job-track, but as an area of inquiry that integrates theory and practice. Media literacy and especially an awareness of the myths and misconceptions that mass media perpetrate should be part of the general education for all college students. Sholle and Denski present the premises of critical pedagogical theory as a framework for re-orienting media studies programs and the discussion of the role of the media in forming important social self-images.

This book explores art practice and learning as processes that break new ground, through which new perceptions of self and world emerge. Examining art practice in educational settings where emphasis is placed upon a pragmatics of the 'suddenly possible', Atkinson looks at the issues of ethics, aesthetics, and politics of learning and teaching. These learning encounters drive students beyond the security of established patterns of learning into new and modified modes of thinking, feeling, seeing, and making.

The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge. So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book. Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.

This book consists of a collection of selected papers presented at the TARC International Conference 2016 held from 17 to 18 October, 2016. It offers a tool for empowering schools and teachers as a way forward for transforming education.

Teach the Way the Brain Learns discusses organizing learning experiences under themes. Once the brain has stored basic concepts in the curriculum, the storing-by-association system of the brain attaches new information to those basic concepts, building new ones as students have learning experiences that involve them in integrated subject matter. Thematic teaching has been around for quite a while, stemming from John Dewey and 'learning by doing.' Teachers need to return to it in view of the effects of narrowed curricula resulting from nationwide emphasis on testing and on rating schools based on student achievement. This book provides ways for teachers to link subjects and areas of learning for various teaching situations and takes readers from simple correlation through using published thematic units now available and on to developing their own interdisciplinary themes or in team efforts with other colleagues.

This book explores poetry and pedagogy in practice across the lifespan. Poetry is directly linked to improved literacy, creativity, personal development, emotional intelligence, complex analytical thinking and social interaction: all skills that are crucial in contemporary educational systems. However, a narrow focus on STEM subjects at the expense of the humanities has led educators to deprioritize poetry and to overlook its interdisciplinary, multi-modal potential. The editors and contributors argue that poetry is not a luxury, but a way to stimulate linguistic experiences that are formally rich and cognitively challenging. To learn through poetry is not just to access information differently, but also to forge new and different connections that can serve as reflective tools for lifelong learning. This interdisciplinary book will be of value to teachers and students of poetry, as well as scholars interested in literacy across the disciplines.