New Perspectives on Young Children's Moral Education explores how to approach young children's moral education in a world of uncertainty and change. What is moral education? How do young children learn to act and interact appropriately? How do we enable children to recognise that how they act and interact matters? How can character, virtues and value help young children internalise qualities associated with living 'a good life'? Challenging many current assumptions about ethics and education, Tony Eaude suggests that a moral dimension runs through every aspect of life and that ethics involves learning to act and interact appropriately, based on an 'ethic of care' and enduring qualities and attributes, to equip children to resist strong external pressures. Drawing accessibly on research in neuroscience and psychology, he discusses how young children learn, highlighting the role of emotion, culture, example, habituation and feedback. Small actions can help to develop agency, empathy and thoughtfulness and a sense of moral identity, with an increasing emphasis on self-regulation, a vocabulary of ethics and intrinsic motivation. Eaude explores how character, virtues and values can help young children and adults to recognize and internalize qualities associated with living 'a good life'. He identifies how adults and learning environments can support these processes and shows why an inclusive approach is needed, rather than focusing on these topics only in particular settings, programmes or lessons. Recognising pitfalls and dilemmas, Eaude argues that an approach based on virtue ethics and an apprenticeship model is suitable in school and other settings, both religious and otherwise, internationally.

This book constitutes a valuable manual for young and seasoned business researchers alike, and provides a comprehensive summary for the whole research journey. It is a must-read for all researchers who need to understand the basics of business research, from identifying research topics, to planning and organizing the research process, and selecting the most appropriate methodology for the topic at hand. This book also provides insights on how to avoid common pitfalls in business research and outlines the research skills needed to write a fine piece of research. In order to capture the innovative element of research, the book also highlights methods for thinking outside the box. It also stresses the importance of respecting ethics while conducting business research. Lastly, it presents important cases and provides hands-on training for preparing survey tools. Readers looking to master business research won't want to miss out on this unique and insightful book.

This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning. Drawing on a sociocultural perspective, it explores the context of the professional experience, preservice teachers as learners of English language teaching, and the activity of learning to teach English language in connection with interrelated contextual and personal issues: contextual issues such as policies, curricula, university-school partnerships, and mentoring relations are investigated in relation to personal issues such as the beliefs, expectations, prior educational experiences, previous teaching experiences, and cultural-linguistic backgrounds of preservice teachers. In turn, the book addresses professional learning issues, including professional identity development, emotional experiences, and pedagogical learning, in depth. The book delves into the qualitative "fine-grained" aspects of the professional experience while also making valuable conceptual contributions through a sociocultural analysis of the professional learning experience, which can also be applied to research in other teacher education contexts. The findings presented here hold practical implications for English language teacher education in terms of developing a knowledge base for English language teaching and an effective model of professional experience to prepare English language teachers for working in today's expanded, diverse and dynamic neoliberal contexts.

This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

This reference is a survey of the major issues in teacher education today in a representative group of 21 countries around the world. This volume gives an overview of current problems and policies, approaches and trends, and future outlooks for deans of schools, colleges, and departments of education; directors of teacher education programs; government officials involved in education; and teachers and students engaged in comparative education and teacher training. The country studies are written, with one exception, by native scholars and experts.

This international handbook assesses recruitment conditions, pre-service teacher education policy, governance and quality control issues, research needs, professionalism and the activities of teacher educators, inservice education services, and the development of native and indigenous teacher training in developing countries. This reference opens up new lines of research in worldwide trends, problems, and new directions needed in the future. The appendix provides a comparative table of statistics relating to factors in teacher education, and a bibliographic essay presents key research materials for further study.

Despite hopeful-though problematic-proclamations about the end of racism after the election of our first African-American President, we are witnessing a backlash and renewed racism at this point in American and global history. Put simply, Critical Whiteness Studies (CWS) has as much exigency now as ever. Critical Whiteness Studies is an interdisciplinary project-with scholars from legal studies, literature and rhetorical studies, film and visual studies, class and feminist theorists, etc.-that contributes to critical race theory. Scholars tend to posit whiteness as an ideological, political, legal, and social fiction that places so-called whites in a position of hegemony over other non-dominant groups. The project, then, functions to unmask and interrogate these fictions. As part of critical multi-cultural and race theory, the project is anti-oppressive. Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom. Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.

The plight of the new teacher has changed little during the last 30 years. Neophytes still confront the same conflicting demands--to foster students' academic development while controlling their behavior, often in crowded classrooms in ill-equipped and poorly administered schools. Thanks to five books, Isenberg (a 30-year veteran of urban classroom teaching) found solace and support. The five books are Up The Down Staircase, Teacher, How Children Fail, To Sir With Love, and 36 Children. As teaching narratives, these best-selling writings of classroom teachers are a precious legacy of wisdom, inspiration, and experience. Going By The Book is the first published account of the role of teaching narratives in the ongoing professional development of a working teacher. It also serves to illustrate the importance of shared stories in maintaining the will to endure in the teaching profession.

This book presents innovations in teaching and learning science, novel approaches to science curriculum, cultural and contextual factors in promoting science education and improving the standard and achievement of students in East Asian countries. The authors in this book discuss education reform and science curriculum changes and promotion of science and STEM education, parental roles and involvement in children's education, teacher preparation and professional development and research in science education in the context of international benchmarking tests to measure the knowledge of mathematics and science such as the Trends in Mathematics and Science Study (TIMSS) and achievement in science, mathematics and reading like Programme for International Student Assessment (PISA). Among the high achieving countries, the performance of the students in East Asian countries such as Singapore, Taiwan, Korea, Japan, Hong Kong and China (Shanghai) are notable. This book investigates the reasons why students from East Asian countries consistently claim the top places in each and every cycle of those study. It brings together prominent science educators and researchers from East Asia to share their experience and findings, reflection and vision on emerging trends, pedagogical innovations and research-informed practices in science education in the region. It provides insights into effective educational strategies and development of science education to international readers.

Educators and those who prepare teachers are facing increased scrutiny on their practice that include pressures to demonstrate their effectiveness, meet the needs of changing demographics and students, and adapt to ever-changing learning environments. Thus, there is a need for innovative pedagogies and adoption of best practices to effectively serve the needs of digital learners. The Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education is an essential research book that takes an in-depth look at the methods by which educators are prepared to address shifting demographics and technologies in the classroom and provides strategies for focusing their curricula on diverse learning types. It takes a look at the use of innovative pedagogies and effective learning spaces in teacher education programs and the decisions behind them to enhance more inquiry learning, STEM initiatives, and prove more kinds of exploratory learning for students. Covering topics such as higher education, virtual reality, and inclusive education, this book is ideally designed for teachers, administrators, academicians, instructors, and researchers.

Historians and teacher educators nationwide are now engaged in discussions about the importance of history teacher preparation. Interest within the history profession about the teaching of K-12 history has increased significantly during the past two decades, particularly since the controversy over the National Standards for History's publication. This attention is evident not only in the historical professions' various publications, but also in the federal government's multi-million dollar Teaching American History Program and the No Child Left Behind Act. Professional historians are increasingly committed to improving the teaching of history at the K-12 level through many forms of collaboration. History Education 101's thirteen essays are organized into three sections: context, practice, and new directions. The essays' contributors, tenured faculty who teach history teaching methods courses in colleges and universities throughout the United States, focus on how history education has, is, and will be taught to new K-12 teachers throughout the United States.Perhaps more than ever, it is critical for Americans to understand the role of higher education in the preparation of future middle and high school history teachers. This book provides important insights for academics in history and education departments as well as other individuals who are concerned with the status and improvement of history teaching in the schools, particularly current and future elementary and secondary teachers and administrators.

This book presents a collection of selected papers that represent the current variety of research on the teaching and learning of probability. The respective chapters address a diverse range of theoretical, empirical and practical aspects underpinning the teaching and learning of probability, curricular issues, probabilistic reasoning, misconceptions and biases, as well as their pedagogical implications. These chapters are divided into THREE main sections, dealing with: TEACHING PROBABILITY, STUDENTS' REASONING AND LEARNING AND EDUCATION OF TEACHERS. In brief, the papers presented here include research dealing with teachers and students at different levels and ages (from primary school to university) and address epistemological and curricular analysis, as well as the role of technology, simulations, language and visualisation in teaching and learning probability. As such, it offers essential information for teachers, researchers and curricular designers alike.

The purpose of this book is to highlight the work of teacher educators in the field of rural education. In this book, education faculty who work in teacher education study the ways in which one's identity impacts one's teaching and the partnerships with rural schools. Although the field of research on teacher preparation has an abundance of studies on preparing students for the challenges of urban settings, there is much less emphasis on rural education, despite the prevalence of rural schools. This book problematises notions of rural or rurality which is often considered via a deficit or a generalised model where a stereotype of one kind of rural is outlined. Developing more multi-faceted understandings of rurality is a key to attracting and retaining teachers who understand the complexities and opportunities of living and working in rural spaces.

One of Nijay Gupta's Best Academic New Testament Books You're finishing your first year of teaching. It's been exciting and gratifying, but there've been some wobbly episodes too. How will you carve out a space to flourish? You're feeling secure in mid-career, with some accomplishments to be proud of. But what should success really look like? You're nearing the end of your career, and sometimes apprehensive about the blank slate of retirement. What might it look like to finish well? In Mapping Your Academic Career Gary Burge speaks from decades of teaching, writing and mentoring. Along the way he has experienced and observed the challenges and tensions, the successes and failures of the academic pilgrimage. Now, with discerning wisdom and apt examples, he hosts the conversation he wishes he'd had when he started out as a college professor, identifying three cohorts or stages in the academic career and exploring the challenges, pitfalls and triumphs of each. Wherever you are in your teaching life, this is a book that will reward reading, reflection and discussion.

Between 1990 and 2010, the English language learner (ELL) population in U.S. schools grew by 80 percent. While the highest concentration of English language learners, now more commonly referred to as emergent bilinguals (EBLs) remains in the traditional immigrant destination states of California, Texas, New York, Florida, Illinois, and New Jersey, in all 50 states there are growing numbers of emergent bilinguals. Interest in these learners has encouraged research and publications, but most of this research has centered on the students themselves and the politics surrounding their education. Publications featuring the research of teacher educators preparing teachers to work with EBLs in schools are much needed. Teacher educators must know how to help inservice teachers provide effective instruction to the increasing number of linguistically diverse students in the schools.

This book provides a detailed account of the origin, development, administration, revision and subsequent research findings on the benchmarking initiative from 1996-2016. It presents an overall assessment of the initiative's impact on major stakeholders, predictions regarding the way forward, and implications for other countries, especially in South East Asia. In addition, the book discusses what the larger global community can learn from Hong Kong's two-decade experience of conceptualizing and implementing minimum standard language requirements for teachers.

The preparation of school-based agriculture teachers has been a part of public education for over 100 years. However, there is a lack of texts available that address the components of teacher education in agriculture including teacher preparation and related activities. Further study that goes beyond concepts to include practice and applications is required in order to further develop educators in this sector. Preparing Agriculture and Agriscience Educators for the Classroom provides an up-to-date consideration of the best practices for developing and enhancing a complete teacher preparation program and highlights and showcases concepts and applications. It is a mainstay for teacher education and teacher preparation in agriculture and is applicable anywhere in the world where teaching agriculture exists. Covering a range of topics such as field experiences and student learning, this reference work is ideal for researchers, scholars, practitioners, academicians, administrators, instructors, and students.

This is the first volume addressing the importance of teaching quality of life theory and methodology in different domains: social sciences, philosophy, sociology, political science, marketing, education, urbanism, statistics, economics, online learning, public health, sports, and constraint contexts in terms of their relationship with the Capability Approach. The chapters are written by important authors from Europe, North America, Asia, Latin America, Africa and Oceania, and present the syllabus and references of courses, making this volume important and necessary to university professors, students as well as teachers in general.

Teacher preparation programs in the United States and around the world have finally begun to address this deficiency in their programs. The realization that technology is a powerful driving force in education coupled with a renewed emphasis on teacher preparation by governments have resulted in some dramatic changes in teacher preparation programs. I believe that we have just begun to see changes in teacher preparation and that the pace of change will continue to accelerate. This volume covers some of the more exciting developments in the field, including the emergence of wireless computing in the classroom and the preparation of teachers in an online environment. In short, I am optimistic. For those of you who are also in the field, I think you will agree. For those who are just entering the field, this book is a great place to start as you change education. Finally, while this book is the last book of the three part series that we at CAIT conceptualized with Charalambos Vrasidas and Gene Glass, it is also the beginning of a new relationship. We are excited to join with a new partner, CARDET, to present this book. Over many years in the education and R&D field, I have come to realize the value of partnerships and relationships. I want to thank both Charalambos and Gene for making this series a reality and such a success. We are looking forward to working with them and CARDET in the near future.

Unsure about where to do your placement? Scared about what might await you? Keen to make the most of every moment? Whether thinking about teaching abroad, working in your local school or supporting learning in an art gallery, this accessible and empowering guide will take you through the placement process and provide all the information you need to make the most of your experience. Case study extracts from past students on a diverse range of placements give a flavour for what it's really like to go on placement. Summaries and key points ensure you can find the information you re looking for quickly and reflective questions encourage you to think about and learn from your experiences. The supporting companion website provides links to placement opportunities, ideas to get you started and a complete set of student case studies. A guide for lecturers looking to support students on placement is also available online. The essential guide for all students thinking about going on an educational placement.

This is a unique resource for those wishing to address the affective domain as they research and solve problems in chemistry education. Contributions by world-leading experts cover both fundamental considerations and practical case studies. This work fills a gap in the literature of chemistry education, which so far has focussed mainly on the cognitive domain. The affective domain refers to feelings-based constructs such as attitudes, values, beliefs, opinions, emotions, interests, motivation, and a degree of acceptance or rejection. It can affect students' interest in science topics and their motivation to persevere in learning science concepts.