This volume provides readers with a broad view on the variety of issues related to the educational research and practices in the field of Creativity in Mathematics and Mathematical Giftedness. The book explores (a) the relationship between creativity and giftedness; (b) empirical work with high ability (or gifted) students in the classroom and its implications for teaching mathematics; (c) interdisciplinary work which views creativity as a complex phenomena that cannot be understood from within the borders of disciplines, i.e., to present research and theorists from disciplines such as neuroscience and complexity theory; and (d) findings from psychology that pertain the creatively gifted students. As a whole, this volume brings together perspectives from mathematics educators, psychologists, neuroscientists, and teachers to present a collection of empirical, theoretical and philosophical works that address the complexity of mathematical creativity and giftedness, its origins, nature, nurture and ways forward. In keeping with the spirit of the series, the anthology substantially builds on previous ZDM volumes on interdisciplinarity (2009), creativity and giftedness (2013).

For everybody teaching chemistry or becoming a chemistry teacher, the authors provide a practice-oriented overview with numerous examples from current chemical education, including experiments, models and exercises as well as relevant results from research on learning and teaching. With their proven concept, the authors cover classical topics of chemical education as well as modern topics such as every-day-life chemistry, student's misconceptions, the use of media or the challenges of motivation. This is the completely revised and updated English edition of a highly successful German title.

Studies in Japanese Bilingualism helps dissolve the myth of Japanese homogeneity by explaining the history of this construct and offering twelve empirical studies on different facets of language contact in Japan, including Ainu revitalisation, Korean language maintenance, creative use of Ryukyuan languages in Okinawa, English immersion, and language use by Nikkei immigrants, Chinese "War Orphans" and bicultural children, as well as codeswitching and language attrition in Japanese contexts.

This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent analysis of research trends in science education indicates that investigation of the nature of science continues to be one of the most prevalent topics in academic publications.

"Advances in Nature of Science Research" explores teaching and assessing the nature of science as a means of addressing and solving problems in conceptual change, developing positive attitudes toward science, promoting thinking habits, advancing inquiry skills and preparing citizens literate in science and technology.The book brings together prominent scholars in the field to share their cutting-edge knowledge about the place of the nature of science in science teaching and learning contexts. The chapters explore theoretical frameworks, new directions and changing practices from intervention studies, discourse analyses, classroom-based investigations, anthropological observations, and design-based research. "

Religion and schooling has become a controversial issue across Europe. But we know little about how these tensions are experienced by children and their families. This groundbreaking book draws on an innovative, comparative study to examine how religious and/or secular beliefs are formed at school and in the family in five countries with very different educational systems (Belgium, Germany, Ireland, Malta, and Scotland). New information on how schools and families influence the development of children's religious identities is presented by placing the experiences of primary school children at the centre of the research, yielding fresh insights into their perspectives on religion and schooling. The book adopts a multidisciplinary perspective, thus providing a more holistic perspective on the processes at play. Importantly, it offers insights into key policy issues concerning the place of religion in the school system, illuminating current debates around religion and multiculturalism across Europe.

This edited collection examines how international studies fits into the current liberal arts curriculum and possible ways it will be adapted for the next century. The essays seek to link ethical principles to critical skills in international studies, point to trends in current programs, and create a model program. In addition, extensive case studies from American colleges and universities that are at the forefront of the international studies movement are provided. This is a major work of importance to those planning, teaching, and administrating international studies at academic institutions.

Beverly Naidus shares her passion and strategies for teaching socially engaged art, offering, as well, a short history of the field and the candid views of more than thirty colleagues. A provocative, personal look at the motivations and challenges of teaching socially engaged arts, Arts for Change overturns conventional arts pedagogy with an activist's passion for creating art that matters. How can polarized groups work together to solve social and environmental problems? How can art be used to raise consciousness? Using candid examination of her own university teaching career as well as broader social and historical perspectives, Beverly Naidus answers these questions, guiding the reader through a progression of steps to help students observe the world around them and craft artistic responses to what they see. Interviews with over 30 arts education colleagues provide additional strategies for successfully engaging students in what, to them, is most meaningful.

This book discusses mathematics learners in transition and their practices in different contexts; the institutional and socio-cultural framing of the transition processes involved; and the communication and negotiation of mathematical meanings during transition. Providing both empirical studies and significant theoretical reflections, it will appeal to researchers and postgraduate students in mathematics education, cultural psychology, multicultural education, immigrant and indigenous education.

This book brings together a collection of research-based papers on current issues in early childhood mathematics education that were presented in the Topic Study Group 1 (TSG 1) at the 13th International Congress on Mathematical Education (ICME-13), held at the University of Hamburg in 2016. It will help readers understand a range of key issues that early childhood mathematics educators encounter today. Research on early childhood mathematics education has grown in recent years, due in part to the well-documented, positive relation between children's early mathematical knowledge and their later mathematics learning, and to the considerable emphasis many countries are now placing on preschool education. The book addresses a number of central questions, including: What is mathematical structural development and how can we promote it in early childhood? How can multimodality and embodiment contribute to early mathematics learning and to acquiring a better understanding of young children's mathematical development? How can children's informal mathematics-related experiences affect instruction and children's learning in different mathematics content areas? What is the role of tools, including technology and picture books, in supporting early mathematics learning? What are the challenges in early childhood mathematics education for teachers' education and professional development?

This is a research-based book that deals with a broad range of issues about mathematics teacher education. It examines teacher education programs from different societies and cultures as it develops an international perspective on mathematics teacher education. Practical situations that are associated with related theories are studied critically. It is intended for teacher educators, mathematics educators, graduate students in mathematics education, and mathematics teachers.

Music listening is likely to be the predominant musical activity in which students will be engaged throughout their lives, and Music Across the Senses is an ideal resources that provides teachers with practical ideas for facilitating student music listening skill development. Written both for inservice music educators as well as collegiate music education student, Music Across the Senses shows how music educators can facilitate PK-12 students' develop listening skills using multisensory means-mapping, movement, and verbal descriptions-in general music and performance ensemble classes. The book presents multisensory strategies and tools that invite teachers to adapt them to fit their own unique music learning communities. This approach gives teachers the flexibility to choose their own musical selections, genres, and styles. Specifically, this book includes: 1) Multisensory pedagogical tools and procedures for PK-12 music listening skill development that will help transform students' internal musical impressions into external expressions; 2) Sample lesson ideas, movement sequences, and listening maps adaptable to teachers' individual teaching environments, including multi-age general music and ensemble settings; 3) a companion website that depicts teachers using these multisensory tools in real-life, PK-12 general music and ensemble classrooms; 4)suggestions for objective assessment of students' music listening development. As a whole, Music Across the Senses helps teachers enable students to learn how to devise independent strategies for listening that they can employ and enjoy long after their formal education is completed.

In keeping with the authors' belief that the hands-on word sorting approach to word study is invaluable to teachers and students alike, this volume presents prepared sorts covering the complete curriculum of word study for the letter name-alphabetic stage of spelling development. Complete with 60 blackline masters, specific teacher directions, suggestions for follow-up activities, and spell checks for ongoing assessment, this collection of sorts includes both picture and word sorts for students who are in the letter name-alphabetic stage of spelling development. The new edition includes new sorts, clearly stated generalisations for each lesson, step-by-step directions for each sort, and a new pacing chart and goal setting record form. Together, the Words Their Way core text and this supplement provide teachers with the knowledge and tools to meet the wide range of needs in today's classrooms. Samples Download the detailed table of contents. Preview sample pages from Words Their Way: Word Sorts for Letter Name-Alphabetic Spellers, Global Edition.

A goal of mine ever since becoming an educational researcher has been to help construct a sound theory to guide instructional practice. For far too long, educational practice has suffered because we have lacked firm instructional guidelines, which in my view should be based on sound psychological theory, which in turn should be based on sound neurological theory. In other words, teachers need to know how to teach and that "how-to-teach" should be based solidly on how people learn and how their brains function. As you will see in this book, my answer to the question of how people learn is that we all learn by spontaneously generating and testing ideas. Idea generating involves analogies and testing requires comparing predicted consequences with actual consequences. We learn this way because the brain is essentially an idea generating and testing machine. But there is more to it than this. The very process ofgenerating and testing ideas results not only in the construction of ideas that work (i. e. , the learning of useful declarative knowledge), but also in improved skill in learning (i. e. , the development of improved procedural knowledge).

This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students' common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. The science education literature extensively documents the findings of studies about students' misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.

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.

Encompasses the poetry requirements in National Curriculum programmes of study for Speaking and Listening, Reading and Writing. The text identifies eight ways for children to experience poetry: listening; speaking; reading; memorising; conversation; through the arts; writing; and performing. It then shows how teachers can use all these modes to develop pupils' perceptions and responses to poetry, including planning programmes and assessing outcomes.

Over the past two hundred years German education policy and practice has attracted interest in England. Policy makers have used the 'German example' both to encourage change and development and to warn against certain courses of action. This monograph provides the first major analysis of the rich material from government reports (including work by Matthew Arnold), the press, travel accounts, memoirs, scholarly publications and the archives to uncover the nature of the English fascination with education in Germany, from 1800 to the end of the twentieth century. David Phillips traces this story and uses recent work in theories of educational policy 'borrowing' to analyze the reception of the German experience and its impact on the development of English education policy.

The volume brings together an outstanding group of international scholars from the field of peace/co-existence education and education for social cohesion to build understanding of the impact of sustained educational efforts towards peace, co-existence and reconciliation in countries emerging from protracted conflict. It explores the impact of innovative long term methods of pursuing peace and reconciliation such as the creation of integrated schools and/or policy whose central aim is the celebration of diversity and rejection of prejudice in countries where prolonged interracial or interethnic conflict has scarred society.

This book, intended for mathematics education professionals and teachers of mathematics, is outstanding in that its contributions come from a broad range of countries and cultures; they are representative of different theoretical perspectives and classroom experiences. All contributors are concerned with helping teachers explore ways to develop children's mathematical understanding appropriate for the new millennium. The authors present complex ideas about mathematical understanding and provide readers with powerful classroom examples. Recommendations for changing the curriculum for young children are also suggested. The book comprehensively documents four years of development in the field. Among the emergent developments described is the importance of context to mathematical development - it is not only the physical context, but also the social context of the classroom and school that stimulate conceptual growth. The book also locates current theoretical perspectives in a broad framework. Finally the book is organized around four interconnected themes all related directly to teaching and learning mathematics.

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.

180 Days of Geography is a fun and effective daily practice workbook designed to help students learn about geography. This easy-to-use sixth grade workbook is great for at-home learning or in the classroom. The engaging standards-based activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Each week students will explore a new topic focusing on map skills, applying information and data, and connecting what they have learned. Watch students build confidence as they learn about location, place, human-environment interaction, movement, and regions with these quick independent learning activities. Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps.

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.