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.""

Lesson play is a novel construct in research and teachers' professional development in mathematics education. Lesson play refers to a lesson or part of a lesson presented in dialogue form-inspired in part by Lakatos's evocative Proofs and Refutations-featuring imagined interactions between a teacher and her/his students. We have been using and refining our use of this tool for a number of years and using it in a variety of situations involving mathematics thinking and learning. The goal of this proposed book is to offer a comprehensive survey of the affordances of the tool, the results of our studies-particularly in the area of pre-service teacher education, and the reasons that the tool offers such productive possibilities for both researchers and teacher educators.

This volume gathers recent research findings in the field of foreign language (FL) teaching in Romanian higher education dwelling on both methodology and students' learning outcomes. The book satisfies the need for an up-to-date overview of FL teaching in Romanian universities in the European context as well as from a global international perspective. This book confers visibility to Romanian foreign language scholars' research and it opens new paths for debate and collaboration worldwide. The scholars included in this volume have extensive expertise in the field of foreign language teaching and research in higher education which is supported by their international recognition as specialists in their specific areas. The contributing authors approach their respective chapters relying on both qualitative and quantitative research. Their experience and conclusions will prove helpful for any foreign language professional working in tertiary education.

The provocative contributions to Opening the Research Text reflect current interest in the political and cultural underpinnings of mathematics education. With 22 contributors including both established researchers and newcomers, this innovative research-oriented volume challenges traditional theories and "comforting narratives" of pedagogy through realistic, non-linear scenarios reflecting the ambiguities and power relationships of the classroom. By alternating research chapters with inventive responses (including poetry, concept mapping, graphic novel, and collage), the editors present theoretical as well as practice-based possibilities in areas as diverse as arts-based inquiry and social justice pedagogy, all in relation to mathematics education. These multiple calls to action will inspire readers to:

• Rethink the accessibility and impact of their classroom work.
• Consider the value of poststructuralist strategies to curriculum theory.
• Explore alternate research paradigms in mathematics education.
• Trace the intersections of power, economics and mathematics.
• Critically examine the discourse of school mathematics and policy documents.
• Engage in self-study, writing their own stories of insight and in(ter)vention.

Opening the Research Text asks teachers, researchers and scholars to add to the dialogue that is transforming the mathematics education field, and leads new educators toward insights into their careers and the students and communities they serve. Additionally, the book can be a primary graduate or supplementary undergraduate text in education ormathematics education.

Often called ""sight words"" because readers need to know them at a glance, high-frequency words can prove challenging for students. This resource offers dozens of practice pages that give older struggling readers multiple opportunities to review and really learn common tricky words--such as which, listen, enough, and answer--that aren't easily decodable and don't follow the usual sound-spelling relationships. When students can identify high-frequency words quickly and accurately, their reading fluency increases, and their reading comprehension improves. With repeated practice, students develop automatic recognition of dozens and dozens of words and become more fluent readers. For use with Grades 3-6.

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.

New aspects of human resource management and organizational behavior have emerged in recent years. As such, it has become imperative to facilitate proper educational initiatives for professionals entering these fields. Teaching Human Resources and Organizational Behavior at the College Level is an essential reference source for the latest empirical research on emerging teaching strategies for business-oriented frameworks. Featuring coverage on a broad range of topics and perspectives such as talent development, curriculum development, and career competencies, this book is ideally designed for students, practitioners, and managers seeking current research on learning methodologies and conceptual developments in human resources management.

Two maths coaches who have spearheaded the transition to remote learning in their district have distilled their experience of what works into a guide for teaching maths from a distance. Filled with ready-to-use strategies, this QRG in the new set of Strategies for Distance Learning Guides is organised by 4 priorities: mathematical identity growth mindset reasoning and problem-solving engaging activities Samantha Bennet and Alaina Barkley show how to incorporate routines into online learning that support these priorities, from connecting with students, to supporting their learning with games and problem-solving tasks, to assessing their work. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

Technologic and virtual development is growing, creating an environment of online gaming that can be used as an effective and motivational instrument for math didactics in education. Simulation and Gaming for Mathematical Education: Epistemology and Teaching Strategies provides leading research on ways for various learning environments to be created referring to math didactics through redefinition and reassessment of teaching experiences. A defining collection of field advancements, this publication gradually leads readers through the steps of planning innovative strategies in math education.

The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers.

A Volume in International Perspectives on Mathematics Education - Cognition, Equity & SocietySeries Editor Bharath Sriraman, The University of Montana and Lyn English, Queensland University of TechnologyOver the past two decades, the theoretical interests of mathematics educators have changed substantially-as any brief look at the titles and abstracts ofarticles shows. Largely through the work of Paul Cobb and his various collaborators, mathematics educators came to be attuned to the intricaterelationship between individual and the social configuration of which she or he is part. That is, this body of work, running alongside more traditionalconstructivist and psychological approaches, showed that what happens at the collective level in a classroom both constrains and affords opportunitiesfor what individuals do (their practices). Increasingly, researchers focused on the mediational role of sociomathematical norms and how these emergedfrom the enacted lessons.A second major shift in mathematical theorizing occurred during the past decade: there is an increasing focus on the embodied and bodilymanifestation of mathematical knowing (e.g., Lakoff & N ez, 2000). Mathematics educators now working from this perspective have come to theirposition from quite different bodies of literatures: for some, linguistic concerns and mathematics as material praxis lay at the origin for their concerns;others came to their position through the literature on the situated nature of cognition; and yet another line of thinking emerged from the work onembodiment that Humberto Maturana and Francisco Varela advanced. Whatever the historical origins of their thinking, mathematics educators takingan embodiment perspective presuppose that it is of little use to think of mathematical knowing in terms of transcendental concepts somehow recordedin the brain, but rather, that we need to conceptual knowing as mediated by the human body, which, because of its senses, is at the origin of sense.One of the question seldom asked is how the two perspectives, one that focuses on the bodily, embodied nature of mathematical cognition and theother that focuses on its social nature, can be thought together. This edited volume situates itself at the intersection of theoretical and focal concerns ofboth of these lines of work. In all chapters, the current culture both at the classroom and at the societal level comes to be expressed and providesopportunities for expressing oneself in particular ways; and these expressions always are bodily expressions of body-minds. As a collective, thechapters focus on mathematical knowledge as an aspect or attribute of mathematical performance; that is, mathematical knowing is in the doing ratherthan attributable to some mental substrate structured in particular ways as conceived by conceptual change theorists or traditional cognitivepsychologists. The collection as a whole shows readers important aspects of mathematical cognition that are produced and observable at the interfacebetween the body (both human and those of inherently material] inscriptions) and culture. Drawing on cultural-historical activity theory, the editordevelops an integrative perspective that serves as a background to a narrative that runs through and pulls together the book into an integrated whole.

Educational equity and quality are not only research issues which cut across different disciplines but are major determinants of socio-economic and human development in both industrial and developing countries. The status and role of mathematics, a subject which has long enjoyed a privileged status in school curricula worldwide due to its perceived role in science and technology, render equity and quality in mathematics education at the heart of human development. This is reflected by governments' relatively large investments in improving the quality of mathematics education and extending it to marginalized and underprivileged groups.

The purpose of Toward Equity in Quality in Mathematics Education is four-fold. First, the book examines the constructs of equity and quality and their interdependence from different perspectives. Second, it develops a conceptual framework for studying and analyzing the two constructs. Third, it examines, consolidates, and re-structures the literature on equity and quality in mathematics education. Finally, using data from TIMSS 2003, the book investigates the within and across country impact of the different equity-related factors on mathematics achievement in a sample of countries representative of worldwide geographical and cultural regions.

Towards Equity in Quality in Mathematics Education uses a multi-dimensional conceptual framework to study and analyze issues in equity and quality. The framework consists of five perspectives hypothesized as determinants of equity in quality in mathematics education: Mathematical, societal, educational, ideological, and genetic. The framework can be thought of as a pyramid with mathematics as its base and the societal, educational, ideological, and genetic perspectives as its faces. Thus, each point within this pyramid represents a unique equity in quality situation i.e. with different coordinates with respect to mathematical, societal, educational, ideological, and genetic perspectives.

Towards Equity in Quality in Mathematics Education is useful for teachers and researchers in mathematics education.

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.

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.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Fifth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of first grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Fifth Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the Fifth Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

This open access book offers a host of theoretical knowledge at the basis of new EM&Ts (namely, Interactive Connected Smart Materials, Wearables (ICS), Nanomaterials, Advanced Growing Materials, and Experimental Wood-Based Materials), as communicated through the unique design teaching method developed within the context of the European Project DATEMATS, a result of the creative workshops held by the four higher education institutions that were partners in the project, stressing the pros and cons of the method and offering ideas for further development and improvement. The modern age requires its own innovations in regards to both social and industrial progress, innovations made possible by Emerging Materials and Technologies (EM&Ts). Frameworks for designing both with and for the new materials are presented, educating designers about the opportunities offered by EM&Ts and how to take advantage of them. At the same time, the book explains how the method developed through the knowledge generated at research centers and universities can be communicated to companies across various industries that stand to gain from it, linking the assorted stakeholders, and includes a final chapter based on feedback from both students and business professionals as to the benefits of academic/industrial cooperation.  This is an open access book.

Environmental education and education for sustainable development have become features of many countries' formal education systems. To date, however, there have been few attempts to explore what such learning looks and feels like from the perspective of the learners. Based on in-depth empirical studies in school and university classrooms, this book presents rich insights into the complexities and dynamics of students' environmental learning. The authors show how careful analysis of students' environmental learning experiences can provide powerful pointers for future practice, policy and research. Environmental Learning will be a key resource for educators, teacher educators, decision-makers and researchers involved in education and sustainable development.

This book features 66 papers from the 2nd International Colloquium of Art and Design Education Research, i-CADER 2015. It illustrates the wide range of opinions and interpretations, mediums and technologies, policies and methodologies in this field. The papers, which have been reviewed by 380 experts from around the world, underline the latest trans-disciplinary research in art and design education. Coverage examines organization and sustainable issues, including: creative processes, knowledge and experience, design industrial applications, sustainable design, visual communication and new media, art education research, cultural studies, teaching and learning implications on art, traditional knowledge, and new technologies for industries. In addition, the volume also explores innovative research trends in cross-disciplinary findings, combining methodology and theory. Overall, readers are provided with an insightful analysis of the latest research and advances in art and design education.

Current conceptions of teacher training reflect key issues in professional practices. Two prevailing views seem to be in conflict, the first is that a teacher ought to be able to act as an autonomous professional, trusted to have and apply subject knowledge, through the exercise of judgement. The second conception views the teacher more as a 'deliverer' of a specific curriculum, defined centrally in various government sponsored strategies. Much has been written on the development of 'the reflective practitioner' as crucial to the first conception, and a strong critique of 'the audit culture' in education has emerged. Currently we are at a significant moment in teacher education, - a 'lighter touch' KS3 curriculum and the instigation of new standards for the award of qualified teacher status (QTS). The QTS standards are important as they are set to form the basis of standards at all levels of teaching. This book examines in depth current education and suggests why and how teachers need to develop and exercise practical knowledge and understanding; how standards assessment alone cannot support this teacher 'formation'; and what good 'formation' might be. The nature of practical knowledge is analysed, using some concepts from the work of John Dewey, in two theoretical chapters (4 and 5). The current standards-based model of teacher training in England is predominantly instrumentalist in its application of 'technical rationality' and unsuited to the formation of teachers. However, the often invoked concept of the 'reflective practitioner' is underdetermined and a conception of reflection is needed to illuminate its contribution to the development of practical judgement. The book's argument applies more widely to the debate between 'deregulators' and 'professionalisers' in other spheres of economic and social activity. In asking specific questions about teacher education, questions about the aims of education within specific conditions are raised.

In this book, readers will learn practical tips and strategies to teach music appreciation online. As online education is a growing field, an increasing number of teachers trained in traditional/live methods find themselves now teaching online and potentially without mentors to assist them. Students are also changing, seeking highly engaged, relevant, and interactive learning opportunities that connect to their lives. Here, readers will find helpful guidance in planning curriculum, integrating multimedia assets, designing forum discussions, developing assignments, preparing rubrics, engaging in forum discussions, preparing, managing, and teaching, the course, providing feedback and grading, and following up with struggling and challenging students. The book can serve as a resource to those already teaching music appreciation online or as a comprehensive guide to those new to the field. Additionally, it may serve as a resource to instructors in other disciplines who seek to shift live-courses to the online format, as well as music appreciation instructors who would like to integrate digital or online components into traditional face-to-face courses. The book is organized into five major sections, designed to guide the novice online educator in depth while also appealing to the seasoned veteran through the ability to review each section as a stand-alone resource. Although some readers will desire to read from cover to cover, they will also be able to move in a non-linear manner from chapter to chapter, using chapters in modular form, in order to benefit from the sections that most apply to them at any given time.

This volume follows the publication of Rasch Analysis in the Human Sciences. This new book presents additional topics not discussed in the previous volume. It examines key topics such as partial credit analysis of data, common person linking, computing equating constants, investigating discrimination, evaluating dimensionality, how to better utilize Wright Maps, how to design tests and surveys using Rasch theory, and many more. The book includes activities which can be used to practice the theme of each chapter and to test the reader's understanding of Rasch techniques. Beginning and ending with a conversation between two students, each chapter provides clear step-by-step instructions as to how to conduct an analysis using the chapter theme. The chapters emphasize applications for the beginner learning Rasch and provide guidance for composing a write-up of an analysis for a presentation, paper, thesis or report. This book explores in detail many important yet often rarely discussed topics in Rasch. With its easy-to-read language and engaging format it reaches a wide audience of scientists, clinicians, students, researchers and psychometricians, providing a valuable toolkit for practical users of Rasch analysis. - Dr. Eva Fenwick, Clinical Research Fellow, Singapore Eye Research Institute (SERI) Assistant Professor, Duke-NUS Medical School, Singapore It is an easy to read book and provides immediate guidance for those wishing to conduct a Rasch analysis. The "conversations" between students in each chapter provides a welcome introduction to each topic. - Prof. Maik Walpuski, University Duisburg-Essen, Germany The lessons learned in their first book are extended by providing insightful demonstrations of some of the more complex concepts and techniques used in applying Rasch models. - Dr. Michael R. Peabody, National Association of Boards of Pharmacy, Illinois, USA I am amazed with the ability of these authors to communicate complicated knowledge, and the ability to make this highly complicated knowledge accessible to new learners guiding every step of the way. Through this book we get important knowledge about techniques and the different areas of use for Rasch methods in the human sciences This is truly an important book for students and researchers. - Prof. Charlotte Ringsmose, Aalborg University, Denmark

Based on educational theory, and on recognized music teaching methods, Theory and Practice of Technology-Based Music Instruction develops a framework for examining music teaching that uses technology to introduce, reinforce, and assess skills and concepts. The framework guides in-depth discussions about theoretical and philosophical foundations of technology-based music instruction (TBMI), materials for teaching, teaching behaviors, and assessment of student work, teacher work, and fit of technology into the music program. The book includes examples of TBMI lessons from real teachers, and analyses of the successful and developing parts of these lessons. Also included are Profiles of Practice: firsthand accounts of music teachers using technology in their classrooms based on the author's observations, and the teachers' own reflections on their work. Because TBMI is situated in the world of public education, issues of accountability and standards are addressed. Also included are recommendations for professional development in technology based music instruction. Finally, the text looks to the future to discuss emerging technologies, alternative ensembles, and social issues that may impact technology based music instruction in years to come.