This book is a collection of chapters reflecting the experiences and achievements of some of the Fellows of the Indian National Academy of Engineering (INAE). The book comprises essays that look at reminiscences, eureka moments, inspirations, challenges and opportunities in the journey of an engineering professional. The chapters look at the paths successful engineering professionals take towards self-realisation, the milestones they crossed, and the goals they reached. The book contains 38 chapters on diverse topics that truly reflect the way the meaningful mind of an engineer works.

This book provides an international perspective of current work aimed at both clarifying the theoretical foundations for the use of multimodal representations as a part of effective science education pedagogy and the pragmatic application of research findings to actual classroom settings. Intended for a wide ranging audience from science education faculty members and researchers to classroom teachers, school administrators, and curriculum developers, the studies reported in this book can inform best practices in K - 12 classrooms of all science disciplines and provide models of how to improve science literacy for all students. Specific descriptions of classroom activities aimed at helping infuses the use of multimodal representations in classrooms are combined with discussion of the impact on student learning. Overarching findings from a synthesis of the various studies are presented to help assert appropriate pedagogical and instructional implications as well as to suggest further avenues of research.

This book is the fourth volume in the series devoted to gear engineering and computer-aided design, production, testing and education. It comprises fundamental and applied research contributions by scientists and gear experts from all the world and covers recent developments and historical achievements in various spheres of mechanical engineering related to different kinds of gears, transmissions, and drive systems. It gathers contributions describing the advanced approaches to research, design, testing and production of practically all common and new kinds of gears for a vast number of advanced applications. Special attention is paid to issues of higher education in the field of gears. The book is intended as a tribute to professor Veniamin Goldfarb (1941-2019), one of the world-known leaders in the field of gear research, education and production, who contributed much to the active international cooperation of gear experts and to promotion of MMS science. The introductory chapter of this book relates his research to major developments in the field of mechanisms and machine science and outlines important contributions that he made within the period of 1964-2019.

This collection of essays and reflections starts from an analysis of the purposes of foreign language teaching and argues that this should include educational objectives which are ultimately similar to those of education for citizenship. It does so by a journey through reflections on what is possible and desirable in the classroom and how language teaching has a specific role in education systems which have long had, and often still have, the purpose of encouraging young people to identify with the nation-state. Foreign language education can break through this framework to introduce a critical internationalism. In a 'globalised' and 'internationalised' world, the importance of identification with people beyond the national borders is crucial. Combined with education for citizenship, foreign language education can offer an education for 'intercultural citizenship'.

Founded on the premise that zoos are 'bilingual'-that the zoo, in the shape of its staff and exhibits, and its visitors speak distinct languages-this enlightening analysis of the informal learning that occurs in zoos examines the 'speech' of exhibits and staff as well as the discourse of visitors beginning in the earliest years. Using real-life conversations among visitors as a basis for discussion, the authors interrogate children's responses to the exhibits and by doing so develop an 'informal learning model' and a 'zoo knowledge model' that prompts suggestions for activities that classroom educators can use before, during, and after a zoo visit. Their analysis of the 'visitor voice' informs creative suggestions for how to enhance the educational experiences of young patrons. By assessing visitors' entry knowledge and their interpretations of the exhibits, the authors establish a baseline for zoos that helps them to refine their communication with visitors, for example in expanding knowledge of issues concerning biodiversity and biological conservation. The book includes practical advice for zoo and classroom educators about positive ways to prepare for zoo visits, engaging activities during visits, and follow-up work that maximizes the pedagogical benefits. It also reflects on the interplay between the developing role of zoos as facilitators of learning, and the ways in which zoos help visitors assimilate the knowledge on offer. In addition to being essential reading for educators in zoos and in the classroom, this volume is full of insights with much broader contextual relevance for getting the most out of museum visits and field trips in general.

"Rasch Analysis in the Human Sciences" helps individuals, both students and researchers, master the key concepts and resources needed to use Rasch techniques for analyzing data from assessments to measure variables such as abilities, attitudes, and personality traits. Upon completion of the text, readers will be able to confidently evaluate the strengths and weakness of existing instrumentation, compute linear person measures and item measures, interpret Wright Maps, utilize Rasch software, and understand what it means to measure in the Human Sciences.

Each of the 24 chapters presents a key concept using a mix of theory and application of user-friendly Rasch software. Chapters also include a beginning and ending dialogue between two typical researchers learning Rasch, "Formative Assessment Check Points," sample data files, an extensive set of application activities with answers, a one paragraph sample research article text integrating the chapter topic, quick-tips, and suggested readings.

"Rasch Analysis in the Human Sciences" will be an essential resource for anyone wishing to begin, or expand, their learning of Rasch measurement techniques, be it in the Health Sciences, Market Research, Education, or Psychology. "

Teaching English language learners has long presented challenges for teachers tasked with bringing these students to a level of language comprehension comparable to that of native speakers. These challenges and issues can lead to difficulty comprehending core academic topics for those learning the English language. Optimizing Elementary Education for English Language Learners is a critical scholarly publication that explores the importance of English as a Second Language (ESL) education as well as the challenges that can arise in striving for effective and engaging learning environments for the students involved. Featuring a broad scope of topics, such as effective lesson plans, teacher education and preparation, and the education achievement gap, this book is geared toward academicians, practitioners, and researchers seeking current research on effective teaching strategies for teachers of English language learners.

This book describes the design and implementation of a discipline-specific model of professional development: the disciplinary Teaching and Learning Center (TLC). TLC was born from a strong commitment to improving undergraduate science education through supporting the front-line educators who play an essential role in this mission. The TLC's comprehensive approach encompasses consultation, seminars and workshops, acculturation activities for new faculty members, and teaching preparatory courses as well as a certificate program for graduate students. At the University of Maryland, TLC serves biology and chemistry faculty members, postdoctoral associates, and graduate students. The Center is deeply integrated into the departmental culture, and its emphasis on pedagogical content knowledge makes its activities highly relevant to the community that it serves. The book reflects ten years of intensive work on the design and implementation of the model. Beginning with a needs assessment and continuing with ongoing evaluation, the book presents a wealth of information about how to design and implement effective professional development. In addition, it discusses the theory underlying each of the program components and provides an implementation guide for adopting or adapting the TLC model and its constituent activities at other institutions. In this book, the authors describe how they created the highly successful discipline-based Teaching and Learning Center at the University of Maryland. This is a must read for anyone interested in improving higher education. Charles Henderson, Co-Director, Center for Research on Instructional Change in Postsecondary Education, Western Michigan University This book will provide a much-needed resource for helping campus leaders and faculty development professionals create robust programs that meet the needs of science faculty. Susan Elrod, Dean, College of Science and Mathematics, Fresno State The authors provide a road map and guidance for higher education professional development in the natural science for educators at all levels. While the examples are from the sciences, the approaches are readily adaptable to all disciplines. Spencer A. Benson, Director of the Centre for Teaching and Learning Enhancement, University of Macau

In a globalized market where the emerging workforce will increasingly travel within their nations and abroad for work opportunities, it is valuable to learn about the international education system and practices, to assess the competition. For example, annual comparison of student performance is measured across math and science subjects globally. What is not well known is how geography educational systems compare around the world and how student success in this subject translates to learning in other courses or employment after graduation. The importance of geography in our personal, professional, and civic lives is transparent when one considers how finding one's way with a map, understanding of world cultures, or identifying spatial patterns of disease spread might influence the decisions we make. Written for a global audience, this is the first English publication on geography education in Japan, addressing some fundamental questions. What is the nature of the geography educational systems in Japan? How does the focus on content and skills in Japanese schools differ from that in other countries? This book includes 25 authors from diverse geography instruction and research experiences, making it an authoritative publication on Japan's geography education system. The contribution of this book to the larger geography educational community is sharing the key strengths, concerns, and future of this school subject in English, where previously most publications were in Japanese. It will be a useful source for researchers and teachers to understand Japan's evolving geography instruction in the past, present, and future. The 21 chapters are organized into themes, beginning with an overview of the geography education system in Japan, followed by chapters that deal with regional geography and fieldwork, teacher training, geography education's contributions to society, and a comparative study of geography education across multiple countries. The book ends with a vision of geography education in the future.

This book presents research contributions focussing on the introduction of contemporary physics topics - mainly, but not exclusively, quantum physics - into high school currciula. Despite the important advances and discoveries in quantum physics and relativity which have revolutionized our views of nature and our everyday lives, the presence of these topics in high school physics education is still lacking. In this book physics education researchers report on the teaching and learning of quantum physics from different perspectives and discuss the design and use of different pedagogical approaches and educational pathways. There is still much debate as to what content is appropriate at high school level as well what pedagogical approaches and strategies should be adopted to support student learning. Currently there is a greater focus on how to teach modern physics at the high school level rather than classical physics. However, teachers still lack experience and availability of appropriate teaching and learning materials to support the coherent integration of Quantum Physics in high school curricula. All of the 19 papers presented in this book discuss innovative approaches for enhancing physics education in schools.

The best way to teach democracy has been the subject of an ongoing debate for 2,500 years. Unlike most books about teaching democracy, this one spends more time on how to teach democracy than the what and why of teaching democracy. It punctures the irony of teaching democracy by lectures and superior teachers. In its place, this book provides a variety of illustrations for the teaching of democracy in an experiential and egalitarian fashion. The introduction presents a theoretical and analytical framework of democracy and democratic pedagogy. The six chapters cover topics such as structuring a democratic classroom; democratic practices that empower students; problem solving and community service that make the classroom a laboratory for democracy; and university-based programs of democratic alternatives that serve the community. The volume's treatment of community organization, students as collaborators, personal empowerment, the community of need and response, and the democratic organization expresses its preference for direct democratic participation.

This book offers a comprehensive overview of the changes in foreign language teachers' cognition and practices during a four-year innovation project at a Chinese secondary school, and explores the factors that influenced the trajectory of those changes. It makes a substantial contribution to research on educational change by offering a longitudinal observation of the facts and voices in EFL settings in China; as such, the book offers a valuable resource for scholars, teacher educators, teachers, and others interested in initiating, managing and evaluating innovations in EFL classrooms.

This book, the outcome of a conference organised in 2012 in Paris as a homage to Michele Artigue, is based on the main component of this event. However, it offers more than a mere reflection of the conference in itself, as various well-known researchers from the field have been invited to summarize the main topics where the importance of Artigue's contribution is unquestionable. Her multiple interest areas, as a researcher involved in a wider community, give to this volume its unique flavour of diversity. Michele Artigue (ICMI 2013 Felix Klein Award, CIAEM 2015 Luis Santalo Award) is without doubt one of the most influential researchers nowadays in the field of didactics of mathematics. This influence rests both on the quality of her research and on her constant contribution, since the early 1970s, to the development of the teaching and learning of mathematics. Observing her exemplary professional history, one can witness the emergence, the development, and the main issues of didactics of mathematics as a specific research field.

Holocaust education is a controversial and rapidly evolving field. This book, which critically analyses the very latest research, discusses a number of the most important debates which are emerging within it. Adopting a truly global perspective, it explores both teachers' and students' levels of Holocaust knowledge as well as their attitudes and approaches towards the subject.

Descriptive and evaluative annotations of more than 1,000 books and articles in religious education and related fields are featured in this guide. Since religious education draws necessary guidance from other disciplines, pertinent literature is canvassed from theology, philosophy, and history of education; behavioral studies of religion and education; and multidisciplinary treatments. Special care has been taken to include materials that represent the interfaith and international aspects of the field. A bibliographical essay that interprets and evaluates positions and trends is included in each category. A resource for scholars, students, historians, and researchers.

Educational theory is explored as it has influenced and provided insights for religious education. The vast literature in the theory and practice of religious education is dealt with in several categories. The section on theory explores basic issues, important positions, and major figures. The section on administration deals with planning, organization, management, and supervision. Program, curriculum, and method are considered together because they so often overlap in the literature. Since religion is a persistent concern in schools and in institutions of higher education, special sections are devoted to the issues involved and the proposals put forward. A final section covers reference works.

The Routledge Encyclopedia of Language Teaching and Learning is an authoritative handbook dealing with all aspects of this increasingly important field of study. It has been produced specifically for language teaching professionals, but can also be used as a reference work for academic studies at postgraduate level. It offers a comprehensive range of articles on contemporary language teaching and its history. Themes covered include: methods and materials assessment and testing contexts and concepts influential figures related disciplines, such as psychology, anthropology and sociolinguistics. It covers the teaching of languages, in particular Japanese, Chinese and Arabic, as well as English, French, German and Spanish. There are thirty-five overview articles dealing with issues such as communicative language teaching, early language learning, teacher education and syllabus and curriculum design. A further 160 entries focus on topics such as bilingualism, language laboratories and study abroad. Numerous shorter items look at language and cultural institutions, professional associations and acronyms. Multiple cross-references enable the user to browse from one entry to another, and there are suggestions for further reading. Written by an international team of specialists, the Routledge Encyclopedia of Language Teaching and Learning is an invaluable resource and reference manual for anyone with a professional or academic interest in the subject.

Diversity in Information Technology Education: Issues and Controversies sheds light on the status of diversity in the field of IT education. It identifies a wide range of problems that educators face on a daily basis, and gives practical, applicable solutions, mainly by showcasing successful and replicable examples. The chapters in ""Diversity in Information Technology Education: Issues and Controversies"" present research and introspection on race, gender, national origin, disability and other diversity categories. The examples, success stories from retention efforts, and strategies in assessment that account for diversity, and all supplement the topics with practical examples. If an instructor is planning on infusing diversity topics into the curriculum, this book contains pertinent information on how to identify problems and face issues.

Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students' learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend this contemporary work in science teacher education. They, and the subsequent reflections on professional knowledge, are organized into four sections: content courses for preservice teachers, elementary methods courses, secondary methods courses, and preparation of future teacher educators. Respondents from various locations around the globe share their reflections on these sections. A culminating reflection of the findings of these studies is provided at the end of the book that provides an overview of what we have learned from these chapters, as well as a reflection on the role of self-study research in the future of science teacher education.

In a changing world that demands new skills, a vital concern of public education is the gap in academic performance between low- and high-achieving students. There is no excuse for the achievement gaps that persist among poor and minority students in schools today. All students can succeed at high levels, regardless of race, ethnicity and economic background. Several countries have successfully confronted inequities in achievement, demonstrating that any school can close achievement gaps regardless of the community they serve, and that all students can achieve at high levels when they are provided with the right opportunities. This book is about understanding what factors selected countries have applied to promote progress and what factors contribute to progress in the closing of achievement gaps. It is about creating opportunities for all students.
"Closing the Achievement Gap from an International Perspective: Transforming STEM for Effective Education" is written in response to rising concern for the improvement of quality education - especially in mathematics and science - provided to all students. The contributors take a systematic view of the subject, beginning with a cross-national analysis of teacher qualifications and the achievement gap that spans 50 countries. The content of the book is organized in sections describing education around the globe: North and South America, Europe, Asia, Africa and Australia. Individual chapters offer close-up analysis of efforts to close achievement gaps in the U.S. and Canada, Mexico, England, Turkey, China, South Africa and Australia among many others.The contributors provide information on the achievement gap in mathematics and science, review current research, and present strategies for fostering improvement and raising performance with a focus on school-related variables that adversely affect educational outcomes among poor and minority students. The authors of the various chapters looked at how students' data correlated with classroom practices, teacher instruction and academic programming, as part of their efforts to measure student growth. Qualitative and quantitative data are provided to provide evidence not only of the problem, but also for the solution. The book concludes with a chapter on promoting equality and equity to shrink the achievement gap worldwide."

This book focuses on constructivist theory and collaborative interdisciplinary studies, showing how constructivist theory complements interdisciplinary studies. Constructivist theory stresses how learners construct new ideas and concepts, while the interdisciplinary method requires that learners approach complex problems from multiple perspectives. The author uses the New York City College of Technology as a model to demonstrate how learning can be embedded in complex, realistic, and relevant environments. As a result, students learn to consider significant issues from a variety of viewpoints and thus negotiate their social landscape. In approaching problems that they recognize as meaningful, they take ownership of their learning and become increasingly self-aware. This scholarly book makes a theoretical contribution to its field while also offering a practical, real world example of how to successfully integrate a curriculum.

Teaching with primary sources can be overwhelming to teachers who have minimal time to teach social studies. Turn your classroom into a primary source learning environment with this easy-to-use resource that has everything you need to incorporate primary sources into today s classrooms. Primary sources provide firsthand accounts of history that will capture students curiosity about the past. Students who observe, reflect on, and question primary sources understand history at a deeper level than students who only learn about social studies through textbooks. With more than 100 digital primary sources, this book by Kathleen Vest delves deeply into a wide variety of primary sources and details how they can be used in any K 12 classroom. Model lessons for three grade ranges (K 3, 4 8, 9 12) reduce teacher prep time. With fun and engaging activities and a chapter devoted to strategies for using social media posts as primary sources in the classroom, this resource is essential for today s social studies classrooms.

This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues. School leadership has, ostensibly, a performative dimension. Teacher leaders enact leadership from a more vulnerable platform than those with administrative positions, while they try to thrive in roles which are not always clear from their pre-service preparation. Early-career teachers are often not aware of the very real hazards that can accompany their initial foray into leadership. This book encourages creative thinking about how to enact the teacher role to better embed and advocate for a supportive and just system.

This book offers a comprehensive overview of research at interface between History, Philosophy and Sociology of Science (HPSS) and Science Teaching in Ibero-America. It contributes to research on contextualization of science for students, teachers and researchers, and explains how to use different episodes of history of science or different themes of philosophy of science in regular science classes through diverse pedagogical approaches. The chapters in this book discuss a wide range of topics under different methodological, epistemological and didactic approaches, reflecting the richness of research developed in Spanish and Portuguese speaking countries, Latin America, Spain and Portugal. The book contains chapters about historical events, topics of philosophy and sociology of science, nature of science, applications of HPSS in the classroom, instructional materials for students and teacher training courses and curriculum.

Apply high-quality project-based learning strategies to create lessons and units that help students solve a variety of urgent environmental problems. Environmental science (ES) education is essential to providing students with opportunities for hands-on investigations to find solutions to complex environmental problems. But the recent COVID-19 crisis has dramatically curtailed student access to ES-focused experiences, particularly affecting students of color and those from low-income communities. At the same time, changes in pollution and air quality levels, as well as a resurgence of wildlife, have created new avenues for students to connect with the revitalized world through technology and social-emotional learning (SEL) strategies. Project-based learning (PBL), with its emphasis on inquiry and authentic challenges, can be an effective approach to teaching ES. Those new to PBL may not feel they have adequate training. Likewise, teachers who haven't taught ES may question how to incorporate it into their curriculum. This book addresses both situations, providing practical guidance for teachers, along with examples of technology-rich, learner-centered student projects covering a range of timely and cross-curricular topics such as endangered animal populations, maintenance of oceans, rebounding of bee populations and urban air quality. This book: Helps teachers design learning experiences that model authentic problems and processes practiced by scientists and engineers, to prepare students for future careers in science. Provides strategies to develop students' SEL skills and instill in them a renewed empathy for the environment as they get a glimpse of what a better, cleaner and more sustainable world can look like. Introduces facilitation techniques that redefine the teacher's traditional role as one that supports increased student agency, the development of critical thinking skills and an expanded awareness of their place in the global community. Includes a chapter that focuses on applying the principles and strategies shared in the book in an online learning environment. Addresses Next Generation Science Standards (NGSS) topics in environmental science and is aligned to the ISTE Standards for Educators. PBL is one of the best ways for students to explore complex processes and concepts, and this book will help teachers leverage this approach to empower students to take action toward a better future and world.

American science education is in trouble. As the United States continues to lag behind other nations in science achievement, the question is asked: how can we better get our students excited and inspired by science? This is the science teacher's duty. The irony of the education profession is that some of the most important aspects of it are the hardest to measure and replicate. The things that matter most can be the hardest to quantify. Some teachers can know the different learning styles, intelligences, and brain preferences of their students. They can know best practices of how to deliver instruction. They can do all these things and more, but still not convey imagination and passion for science to their students. But some science teachers do inspire. These special teachers seem to possess something the others don't, but what is it? Exceptional science teachers make us feel better about ourselves through their teaching of science, and bring us to a higher quality of life as a result, while some science teachers can be the leading researchers in their fields, yet leave us flat. What is the recipe for this unique, special teacher? And why is it so hard to explain and describe? The objective of this book is to uncover these aspects of teaching that are so hard to measure and quantify. This is achieved through interviewing people who are either current or retired teachers, or who were positively affected by a teacher, and also through case studies of exceptional teachers in order to quantify and explain the exact traits and personality quirks of these exceptional people. The contribution to the field of education this book hopes to achieve is the examination of the question; why do some teachers have that "X" factor, what, exactly is it, and how can we all have it?