The present book shares critical perspectives on the conceptualization, implementation, discourses, policies, and alternative practices of environmental education (EE) for diverse and unique groups of learners in a variety of international educational settings. Each contribution offers insights on the authors' own processes of re-imagining an education in/about/for the environment that are realized through their teaching, research and other ways of "doing" EE. Overall, environmental education has been aimed at giving people a wider appreciation of the diversity of cultural and environmental systems around them as well as the urge to overcome existing problems. In this context, universities, schools, and community-based organizations struggle to promote sustainable environmental education practices geared toward the development of ecologically literate citizens in light of surmountable challenges of hyperconsumerism, environmental depletion and socioeconomic inequality. The extent that individuals within educational systems are expected to effectively respond to-as well as benefit from-a "greener" and more just world becomes paramount with the vision and analysis of different successes and challenges embodied by EE efforts worldwide. This book fosters conversations amongst researchers, teacher educators, schoolteachers, and community leaders in order to promote new international collaborations around current and potential forms of environmental education. This book reflects many successful international projects and perspectives on the theory and praxis of environmental education. An eclectic mix of international scholars challenge environmental educators to engage issues of reconciliation of correspondences and difference across regions. In their own ways, authors stimulate critical conversations that seem pivotal for necessary re-imaginings of research and pedagogy across the grain of cultural and ecological realities, systematic barriers and reconceptualizations of environmental education. The book is most encouraging in that it works to expand the creative commons for progress in teaching, researching and doing environmental education in desperate times. - Paul Hart, Professor of Science and Environmental Education at the University of Regina (Canada), Melanson Award for outstanding contributions to environmental and outdoor education (Saskatchewan Outdoor and Environmental Education Association) and North American Association for Environmental Education (NAAEE)'s Jeske Award for Leadership and Service to the Field of EE and Outstanding Contributions to Research in EE. In an attempt to overcome simplistic and fragmented views of doing Environmental Education in both formal and informal settings, the collected authors from several countries/continents present a wealth of cultural, social, political, artistic, pedagogical, and ethical perspectives that enrich our vision on the theoretical and practical foundations of the field. A remarkable book that I suggest all environmental educators, teacher educators, policy and curricular writers read and present to their students in order to foster dialogue around innovative ways of experiencing an education about/in/for the environment. - Rute Monteiro, Professor of Science Education, Universidade do Algarve/ University of Algarve (Portugal).

This book takes a fresh look at the problem of unconstrained handwriting recognition and introduces the reader to new techniques for the recognition of written words and characters using statistical and soft computing approaches. The types of uncertainties and variations present in handwriting data are discussed in detail. The book presents several algorithms that use modified hidden Markov models and Markov random field models to simulate the handwriting data statistically and structurally in a single framework. The book explores methods that use fuzzy logic and fuzzy sets for handwriting recognition. The effectiveness of these techniques is demonstrated through extensive experimental results and real handwritten characters and words.

The best-known Primary Mathematics series in the Caribbean, updated and revised for the 21st Century. Practise and reinforce learning from the Student's Book, with fun and inspiring additional exercises. - Focus on self-directed learning, problem-solving and raising standards with a series updated by practising teachers. - Engage students and make maths more relevant with real-life situations, showing Mathematics in daily life. - Encourage students to understand and build their own learning with reinforcement exercises for all key skills and concepts.

In recent years geometry seems to have lost large parts of its former central position in mathematics teaching in most countries. However, new trends have begun to counteract this tendency. There is an increasing awareness that geometry plays a key role in mathematics and learning mathematics. Although geometry has been eclipsed in the mathematics curriculum, research in geometry has blossomed as new ideas have arisen from inside mathematics and other disciplines, including computer science. Due to reassessment of the role of geometry, mathematics educators and mathematicians face new challenges. In the present ICMI study, the whole spectrum of teaching and learning of geometry is analysed. Experts from all over the world took part in this study, which was conducted on the basis of recent international research, case studies, and reports on actual school practice. This book will be of particular interest to mathematics educators and mathematicians who are involved in the teaching of geometry at all educational levels, as well as to researchers in mathematics education.

Science is a subject matter that requires learners to explore the world and develop their own abilities on the basis of that exploration. As technology broadens and deepens, science teachers need to expand their Technological Pedagogical Content Knowledge (TPACK), which determines how well they use technology to help students learn science. The book details our efforts to prepare science teachers to teach with the help of technology, examining various aspects of teacher education, professional development and teaching material preparation. It consists of three parts, which focus on: how TPACK is conceptually constructed within the field of science education, how teacher evaluation and teaching materials are developed and utilized based on the transformative model and how science teachers are prepared and supported with electronic resources based on the integrative model. The book offers a valuable resource for all those working in science education, as well as those readers who are interested in teacher education. Science teachers will come to know how simulations and animations can pedagogically support student learning. Practices for teachers' TPACK development such as learning-by-design, evaluation and measurement and teacher communities are also addressed, applied and discussed in the case of science teachers. The individual chapters will provide teacher educators and researchers from all disciplines with new insights into preparing teachers for the Digital Era.

Focusing on geoscience, this book applies a uniquely cross-disciplinary perspective to its examination of the relationship between scientific research and teaching at universities. Contributions show how the use of technology and innovative pedagogical design allows students at different stages of their university studies to develop skills and experience in geoscience research. The book offers wide-ranging insight from academics in geoscience, science education and higher education policy and pedagogy, as well as from students and industry experts.

The opening section sets the context, with a chapter on teaching and research in the contemporary university by a world-leading academic in higher education, and an essay by the editor on the case of moving from research-implicit to research-enhanced teaching. Part Two addresses the research-teaching nexus in geoscience, offering chapters entitled The Challenge of Combining Research and Teaching: A Young Geoscientist s Perspective; Teaching on the High Seas: How Field Research Enhances Teaching at All Levels; Curricula and Departmental Strategies to Link Teaching and Geoscience Research; and Geoscience Internships in the Oil and Gas Industry, among others. In Part Three, the use of technology is discussed in chapters such as Using Interactive Virtual Field Guides and Linked Data in Geoscience Teaching and Learning; and Towards Technology- and Research-enhanced Education (TREE): Electronic Feedback as a Teaching Tool in Geoscience. The Program Design section includes chapters on Introducing University Students to Authentic, Hands-on Undergraduate Geoscience Research, and the opportunity to link research and teaching in students final projects and more.

"Geoscience Research and Education: Teaching at Universities" is a useful resource for understanding the research-teaching nexus and how it has been implemented in different types of universities and in different countries. Science academics seeking to integrate research into teaching will find the book highly relevant to their work. The emphasis on using technology as a means to link research and teaching will be of great interest and practical benefit to learning technologists, science educators and university policymakers.

"Together with the companion volume Geoscience Research and Outreach: ""Schools and Public Engagement"," this book showcases the key role that geoscience research plays in a wide spectrum of educational settings.""

The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students' intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.

QuickStudy Bookletss cover the key information on some of the toughest subjects today, helping students boost their grades. The QuickStudy Physics booklet contains 144 full-color pages and includes: Mechanics, wave motion, Therodynamics, modern physics nd much more! It measures 4.25" x 7.5," small enough to fit in a pocket.

The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers' knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated form within Mathematics Pedagogical Content Knowledge. This study also demonstrated that Mathematics Pedagogical Procedural Knowledge might play a pivotal role in constructing Mathematics Pedagogical Content Knowledge. These findings are connected to results from relevant studies in terms of the significant role of teachers' knowledge in mathematics instruction.

Teaching for Spiritual Growth deals with two important questions: 1) What does it mean to be spiritually mature ? and 2) What can the church do to help people grow spiritually? These questions are explored from the perspectives of theology, developmental psychology, and educational learning theory. The book integrates the three perspectives into a unified view of the teaching-learning process based on a biblical view of persons: 1. Theology: the divine side of spiritual growth. What does the nature of God tell us about teaching spiritual maturity? 2. Psychology: how God has designed people to grow. How does human development affect the process of achieving spiritual maturity? 3. Education: the learning process that produces spiritual growth. What is the process people go through to achieve spiritual maturity? The goal is to help readers develop a philosophy of Christian education that will be applicable to a variety of ministry contexts.

For Biology GCSE and Science (Double Award) GCSE Higher tier Welsh language edition Create confident, literate and well-prepared students with skills-focused, topic-specific workbooks. Our Student Workbooks build students' understanding, developing the confidence and exam skills they need, whilst providing ready prepared lesson solutions. - Supplements key resources such as textbooks to adapt easily to existing schemes of work - Offers time-saving and economical lesson solutions for both specialist and non-specialist teachers - Provides flexible resource material to reinforce and apply topic understanding throughout the course, as classwork or extension tasks, or for revision - Creates opportunities for self-directed learning and assessment with answers to tasks and activities supplied online - Prepares students to meet the demands of the specification by practising exam technique and developing their literacy skills

This book is a guide to current research and debate in the field of literacies practice and education. It provides both an historical and lifespan view of the field as well as an overview of research methodologies with first-hand examples from a range of researchers involved in literacy research.

Reinforce and review pupils' knowledge throughout the Progress in Geography: Key Stage 3 course with this write-in Workbook. - Extend learning beyond lessons: every double-page spread in the Student Book has a corresponding Workbook page about the lesson content - Check and consolidate understanding: Workbook activities ensure that pupils have grasped the key concepts and skills in each lesson - Set meaningful homework tasks: the Workbook exercises are perfect for independent study, enabling students to continue learning at home

A rethinking of teaching methodology in history classrooms As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association.

This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless "cookbook" activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.

Encompassing feminism, masculinities and queer theory, and drawing on film, literature, language, creative writing and digital technologies, these essays, from scholars experienced in teaching gender theory in university English programmes, offer inventive and student-focused strategies for teaching gender in the twenty-first century classroom.

This book seeks to narrow the current gap between educational research and classroom practice in the teaching of physics. It makes a detailed analysis of research findings derived from experiments involving pupils, students and teachers in the field. Clear guidelines are laid down for the development and evaluation of sequences, drawing attention to "critical details" of the practice of teaching that may spell success or failure for the project. It is intended for researchers in science teaching, teacher trainers and teachers of physics.

Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is Whose interests are being served by current science education practices and policies?' The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.

Mathematics is a subject held in high esteem around the world, yet the teaching and learning of mathematics is rarely viewed as good enough and many find the subject difficult to comprehend, or engage with. In Manufacturing the Mathematical Child, Anna Llewellyn asks some difficult questions in order to determine why this is the case and to question who it is that we allow to succeed at mathematics, particularly within the context of neoliberalism, where education is a product of the market. By looking at the various sites of production, Llewellyn examines the ways that key discursive spaces produce very different expectations of what it means to do mathematics and demonstrates that these place various homogenised expectations upon children. Arguing that these are not natural, but instead a reproduction of discursive norms, the book demonstrates why some people fit these standardized ways of being and others do not. Using England as a case study and referring to other international contexts, Llewellyn argues that there is a functionality found within certain educational policy discourses, and a romantic attachment to the natural child found within educational research, neither of which can match what happens in the messy classroom. As a result, it becomes evident that exclusion from mathematics is inevitable for many children. Original and exciting, this book will be of great interest to academics, researchers and postgraduate students within the fields of mathematics education, childhood studies, policy studies, and Foucauldian or post-structural analysis.

The author captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms: code-switching, mediation, and transparency. She provides a sharp analysis and strong theoretical grounding, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings and offers a direct challenge to dominant research on communication in mathematics classrooms.

Feel confident in full coverage of the curriculum requirements with an atlas specially created to cover Social Studies, Geography and History. - Encourage awareness of the whole Caribbean region with a 44-page Caribbean section, containing detailed maps of all independent countries and major dependent territories from The Bahamas to Trinidad, and including Belize and Guyana. - Engage students in topical issues with a world mapping section, including features on world climate, the environment and population. - Introduce a solid foundation in geographical knowledge with world facts and figures for all nations. - Secure strong geographical skills with a feature on map reading and how to use an atlas. - Ensure ease-of-use with a 4-page index showing letter-figure grid references to place names found on the maps.

Make teaching and learning mathematics relevant and enjoyable with the best-known Primary mathematics series in the Caribbean updated and revised for the 21st Century by practising teachers, with a new focus on self-directed learning, problem-solving and raising standards. - Ensure all requirements of primary schools in all Caribbean territories from kindergarten to primary school exit examination level are covered. - Engage students and make maths more relevant with real-life situations used throughout the book, including the front cover, showing Mathematics in action. - Reinforce knowledge and encourage progression with Assessment Bank, available separately to compliment the topics covered in this series. - Encourage students to understand and build their own learning with all key skills and concepts clearly introduced in sequence, demonstrating links between mathematical strands and other curriculum subjects.