This edited volume is a state-of-the-art comparison of primary science education across six East-Asian regions; namely, the People's Republic of China, Republic of Korea, Republic of China, Hong Kong SAR, Japan, and Singapore. While news of educational policies, classroom teaching, assessment, and other educational innovations here often surface in the international media, this book brings together for the first time relevant information regarding educational systems and strategies in primary science in East Asia. Above all, it is a readable yet comprehensive survey-readers would have an accurate sense of what has been accomplished, what has not worked so well, and what remains to be done. Invited experts in comparative education research and/or science education also provide commentary by discussing common themes across the six regions. These types of critical synoptic reviews add much value by enabling readers to understand broad commonalities and help synthesize what must surely be a bewildering amount of very interesting albeit confusing body of facts, issues, and policies. Education in East Asia holds many lessons (both positive and negative) to offer to the rest of the world to which this volume is a timely contribution to the literature.

In 21st-century America, one of the goals of the education is to successfully prepare students for their meaningful, sustained, and robust participation in a democratic society. In the context of K-12 science education, this means educating students so that they develop into future adult citizen capable of considering and deciding on conflicting issues and policies influenced by science, technology, and sustainability issues. The challenge for science education is thus to find successful ways to integrate content, pedagogy, and citizenship education. It is important to examine curricular approaches in science classrooms since most of the science education a student receives take place in the context of a formal school science curriculum. Most curricular materials in science education allow students to engage in what is commonly referred to as an inform, verify, practice (IVF) format. Using this format, students gain access to information either through a lecture or a text, attempt to verify the presented information through lab activities, and may practice the mastered information with questions and/or problems. These curricular approaches do not explicitly integrate citizenship education to facilitate students' understandings of issues and policies shaped by science, technology, and sustainability issues. In order to bridge this gap, curricula guided by sociocultural perspectives may be a possible answer. Existing literature integrating sociocultural perspectives in the school science curriculum include context-based science, connected science, contextualized science, and/or socioscientific issues (SSI). These curricular approaches are being examined to document their effectiveness by linking social dilemmas with conceptual or technological links to science. This study integrates science education reform documents, blends sociocultural theoretical frameworks, and draws upon empirical data to contribute to the use of sociocultural theory in science education in an urban middle school setting. Current findings indicate that urban children are not experiencing much success when it comes to school science. Traditional paradigms for science education research focus on the learning of science using IVF format with little regard for the sociocultural context. In this book, the author posits that the exploration of urban students' engagement with school science using sociocultural perspectives may uncover factors that influence students learning and success in the science classrooms. The author further proposes that using curricula framed around sociocultural perspectives may develop students' understandings about the role science and technology plays in their lives, as well as well as in the larger society, thus making science more accessible and relevant for these children in urban settings. There has been no study to date that examines the impact of curricular approaches guided by a sociocultural framework (contextualized curriculum in this study) on the comprehension level and attitudes of students. The study fills that gap and holds implications for the inclusion of alternative curricular framework in urban middle school science classrooms. The author has used a mixed-methods study and draws upon both quantitative and qualitative data sources. The study design allows the reader to appreciate the perspectives of participating students and teachers on the use of contextualized curricular framework versus curricular framework guided by IVF practices in urban middle school science classrooms. This is an important book for collections in education, particularly science and K-12.

Teaching Stephen King critically examines the works of Stephen King and several ways King can be incorporated into the high school and college classroom. The section on Variations on Horror Tropes includes chapters on the vampire, the werewolf, the undead monster, and the ghost. The section on Real Life Horror includes chapters on King's school shooting novella Rage, sexual violence, and coming of age narratives. Finally, the section on Playing with Publishing includes chapters on serial publishing and The Green Mile, e-books, and graphic novels.

Upper secondary science is the bridge to science-related careers and thereby to human capital formation in science and technology. Quality rather than quantity is what counts at this level and teacher quality is a major determinant. This book looks at upper secondary science teacher quality in eighteen countries from affluent Organisation for Economic Co-operation and Development members to very poor countries. The yardsticks applied to teacher quality are academic and professional education and training, professional practice including the resource base, continuing professional development, and science teacher associations. All country case studies are written to facilitate internal cross-referencing, thereby accentuating the comparative nature of the volume. The book ends with an 'investment guide' that focuses on where and how money is best spent in relation to building up and maintaining a quality upper secondary science teaching force.

Emerging technologies have enhanced the learning capabilities and opportunities in modern school systems. To continue the effective development of such innovations, the intended users must be taken into account. End-User Considerations in Educational Technology Design is a pivotal reference source for the latest scholarly material on usability testing techniques and user-centered design methodologies in the development of technological tools for learning environments. Highlighting a range of pertinent topics such as multimedia learning, human-computer interaction, and online learning, this book is ideally designed for academics, researchers, school administrators, professionals, and practitioners interested in the design of optimized educational technologies.

This volume collects most recent work on the role of technology in mathematics education. It offers fresh insight and understanding of the many ways in which technological resources can improve the teaching and learning of mathematics. The first section of the volume focuses on the question how a proposed mathematical task in a technological environment can influence the acquisition of knowledge and what elements are important to retain in the design of mathematical tasks in computing environments. The use of white smart boards, platforms as Moodle, tablets and smartphones have transformed the way we communicate both inside and outside the mathematics classroom. Therefore the second section discussed how to make efficient use of these resources in the classroom and beyond. The third section addresses how technology modifies the way information is transmitted and how mathematical education has to take into account the new ways of learning through connected networks as well as new ways of teaching. The last section is on the training of teachers in the digital era. The editors of this volume have selected papers from the proceedings of the 65th, 66th and 67th CIEAEM conference, and invited the correspondent authors to contribute to this volume by discussing one of the four important topics. The book continues a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques / International Commission for the Study and Improvement of Mathematics Education.

This book reflects the changes in technology and educational trends (cross-disciplinary learning, entrepreneurship, first-year learning programs, critical writing requirements, course assessment, among others) that have pushed theatre educators to innovate, question, and experiment with new teaching strategies. The text focuses upon a firm practice-based approach that also reflects research in the field, offering innovative and proven methods that theatre educators may use to actively engage students and encourage student success. The sixteen essays in this volume are divided into five sections: Teaching with Digital Technology, Teaching in Response to Educational Trends, Teaching New Directions in Performance, Teaching Beyond the Traditional, and Teaching Collaboratively or Across Disciplines. Study of this book will provoke readers to question both teaching methods and curricula as they consider the ever-shifting arts landscape and the potential careers for theatre graduates.

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.

Who am I?" This is the question that many adolescents ask during the turbulent middle and high school years. In Worth Writing About: Exploring Memoir with Adolescents, Jake Wizner addresses how searching for the answer to this question leads his students to reflection, to reading, and ultimately to deeper, more meaningful writing. Based on his experience teaching eighth-grade English for nearly two decades, Jake believes that a well-designed memoir unit not only aligns with the Common Core State Standards but also forges community in the classroom, encourages kids to read nonfiction, and works wonders with students who struggle with their writing -- or with their lives. Worth Writing About addresses the most common challenges teachers face when teaching memoir writing: How do you help students who say that nothing interesting has happened in their lives? How do you help students balance what is meaningful with what is too personal to share? How do you help students overcome the "I don't remember" syndrome? Jake -- who has published a young-adult novel and often shares his own writing with his students -- also delves into the craft of writing, from using mentor texts to crafting leads and memorable endings. He uses student models from his own classroom to show the deep, important work his students produce during the memoir unit. The memoir unit gets kids to write about real stuff -- the things that matter to them. In the process, Jake believes, they learn more about themselves, their relationships, the way they view the world, and how they want to move forward into the future.

Mastering Primary Design and Technology introduces the primary design and technology curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make design and technology learning irresistible. Topics covered include: * Current developments in design and technology * Design and technology as an irresistible activity * Design and technology as a practical activity * Skills to develop in design and technology * Promoting curiosity * Assessing children in design and technology * Practical issues This guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of a leading professional in primary design and technology, Gill Hope, to provide the essential guide to teaching design and technology for all trainee and qualified primary teachers.

A handy teacher's resource providing useful lists of words made from the individual letter sounds and digraphs. Ideal for dictation and blending practice in class. In addition there are initial and final consonant blends, alternative vowel spellings and tricky words lists that can be used.

This timely resource fills a gap in existing literature on mathematical modeling by presenting both theory- and evidence-based ideas for its teaching and learning. The book outlines four key professional competencies that must be developed in order to effectively and appropriately teach mathematical modeling, and in so doing it seeks to reduce the discrepancies between educational policy and educational research versus everyday teaching practice. Among the key competencies covered are: Theoretical competency for practical work. Task competency for instructional flexibility. Instructional competency for effective and quality lessons. Diagnostic competency for assessment and grading. Learning How to Teach Mathematical Modeling in School and Teacher Education is relevant to practicing and future mathematics teachers at all levels, as well as teacher educators, mathematics education researchers, and undergraduate and graduate mathematics students interested in research based methods for teaching mathematical modeling.

Exam board: AQA, Edexcel, OCR, Eduqas; SQA Level & Subject: GCSE English Literature; Nationals and Highers First teaching: September 2015 First examination: June 2017 This edition of The Strange Case of Dr Jekyll and Mr Hyde is perfect for GCSE-level students: it comes complete with the novel, plus an introduction providing context, and a glossary explaining key terms. 'He put the glass to his lips, and drank at one gulp. A cry followed; he reeled, staggered, clutched at the table and held on, staring with injected eyes, gasping with open mouth; and as I looked there came, I thought, a change...' A series of brutal incidents - a murder, the trampling of a child - leads lawyer Mr Utterson to try to find out more about the repulsive perpetrator Mr Hyde. More importantly, he begins to question how Hyde is connected to Utterson's old friend, the respectable Dr Jekyll. Robert Louis Stevenson's 1886 novel, with its concern with doubles and the 'dual nature of man', takes the reader into the darker regions of late Victorian London, as Utterson begins to unravel the mystery and confront the horror of Hyde's true identity.

The focus of the book is on different ways of knowing: the western scientific way (reductionist, dualistic and materialist) versus the indigenous approach (holistic, non-dualistic, and spiritual). It discusses both science and medicine in the context of the challenges experienced in introducing science and medicine into Africa through imperialism, colonization, and globalization. It looks at selected indigenous African paradigms, the dominant western paradigms, and the practitioners that represent these practices. The book deals with questions concerning compatibility and incompatibility of different ways of knowing and delves into epistemological stances, and the assumptions underlying these epistemologies. The volume investigates whether, and how a person can accommodate different epistemologies, and the nature of such accommodations.

Collins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 1-6 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary. Follow a family as they go on a shopping trip to the supermarket together in this non-fiction book. Pink A/Band 1A offers emergent readers very simple, highly predictable texts and provides direct support through illustrations. The focus sounds in this book are: /s/ /a/ /t/ /p/ /i/ /n/ /m/ /d/ Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall. Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.

A manual for teaching Young Adult Literature, this textbook presents perspectives and methods on how to organize and teach literature in engaging and inclusive ways that meet specific educational and programmatic goals. Each chapter is written by an expert and offers a rich and nuanced approach to teaching YA Literature through a distinct lens. The effective and creative ways to construct a course explored in this book include multimodal, historical, social justice, place-based approaches, and more. The broad spectrum of topics covered in the text gives pre-service teachers and students a toolbox to select and apply methods of their choosing that support effective reading and writing instruction in their own contexts, motivate students, and foster meaningful conversations in the classroom. Chapters feature consistent sections for theory and practice, course structure, suggestions for activities and assessments, and takeaways for further discussion to facilitate easy implementation in the classroom. This book is an essential text for pre-service teachers of English as well as professors and scholars of Young Adult Literature.

Contributors to the book teach a wide array of grade levels (K through college) and subject areas (e.g., English, social studies, math, science and health), and the quick writes included in the book are ideal for use in a variety of classroom subjects and settings. We believe that the book will find an extremely receptive audience among K-12 teachers, teacher educators preparing future teachers, and teachers and trainers of trainers involved in inservice programs and summer writing institutes. Many published resources offer lists of writing topics for classroom use; however, they lack the pedagogical approach that informs the quick write concept. Although one published quick write resource offers literary prompts for grades 5-12, we know of no other book that provides such varied examples of this particular strategy, particularly our inclusion of a wide variety of "stimuli" (versus the common and sole use of literary texts), and their use for a wide array of content areas (versus the usual and sole focus of English/Language Arts).

This book explores pedagogical approaches used by informal science educators and botanic garden educators in particular, when teaching science to visiting students (7-12 years old). More specifically, it draws on the sociocultural perspective of learning, and highlights the importance of discourse in learning processes. It examines the interactions between four botanic garden educators (BGEs) and their students, focusing on how the students' contributions to the talk are followed up on by the BGEs. Moreover, it includes an investigation into which kinds of teaching behaviours on the part of BGEs can best support learning.

This book focuses on how to improve the teaching and learning of primary level mathematics education within resource-constrained contexts. It builds on two large numeracy projects within South Africa which speak to broader, global concerns and highlight how research and development not only enables one to meet ethical imperatives but also explore how further interventions can be developed. Teacher and research communities must work together to create mutually beneficial relationships and establish a cohesive understanding of the requirements of primary mathematics education.

New Directions in Teaching English: Reimagining Teaching, Teacher Education and Research attempts to create a comprehensive vision of critical and culturally relevant English teaching at the dawn of the 21st century. This book is multi-voiced. It includes perspectives from classroom teachers, teacher educators, and researchers in language and literacy, positioned to respond to recent changes in national conversations about literacy, learning, and assessment. These variously situated authors also recognize the rapidly changing demographics in schools, the changing nature of literacy in the digital age, and the increasing demands for literacy in the workplace. This book is critical. At all times education is a political act, and schools are embedded within a sociocultural reality that benefits some at the expense of others. Therefore the approach advocated through many of the chapters is one of critical literacy, where English students gain reading and writing skills and proficiency with digital technologies that allow them to become more able, discerning, and empowered consumers and producers of texts.

Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material: * A brand new chapter on current socio-dynamic and complex systems perspectives * New approaches to motivating students based on the L2 Motivational Self System * Illustrative summaries of qualitative and mixed methods studies * Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.

Now more than ever, educators are being held accountable by taxpayers, students, parents, government officials and the business community for supportable documentation of educational results. Data management has become everyone's job and everyone's concern. But the egression of data has exposed a raw nerve. The lack of comfort that many educators have in working with data poses a great challenge as school districts make the transition from a data rich to an information rich environment. How to Become Data Literate is the solution. It is clear that educators need the ability to formulate and answer questions using data as part of evidence-based thinking, selecting and using appropriate data tools, interpreting information from data, evaluating evidence-based differences, using data to solve real problems and communicating solutions. This book is intended to be a user-friendly, educator's primer. It will leave the reader with the confident attitude that "I can do this." In the long run, it is intended to underscore the magnificence of data. Decisions based on excellent data produce meaningful action strategies that benefit students, parents, staff, and the community at large.