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Books > Social sciences > Education > Teaching skills & techniques
This book brings together strategies and innovations that educators
from diverse educational contexts have conceptualized and
implemented to cater to differences in academic ability, as well as
in other domains such as psychosocial contexts and developmental
needs. The emergence of IT and new technologies have altered the
educational landscape and opened a multitude of opportunities for
diverse modes of instruction catering to diverse student
populations. The book addresses the gap in the literature with
evidence-based reports of innovative strategies and approaches that
are grounded in educational research. It identifies student
differences in terms of academic ability and also, with regard to
their cultural and social background, their developmental and
psycho-emotional needs. It examines how new technologies are used
in instructional approaches and how these innovative strategies
diversify learner experiences. The book is a valuable resource to
practitioners, researchers and educational administrators.
Overcoming Student Apathy: Succeeding with All Learners provides a
candid look into the hearts and minds of many of today's struggling
learners. Frustrated teachers and administrators typically stop at
labeling the symptoms shown by these students: apathetic,
unmotivated, lazy. Overcoming Student Apathy clarifies the issues,
while proposing solutions to move forward with each student. The
second edition has added three additional chapters that focus on
critical issues surrounding today's learners: a look at keystone
habits that influence student behavior, addressing standards that
frame learning and technologies that can accent learning, and
creating highly engaged learning environments to achieve success
with all. Undoubtedly apathy currently plagues many of our middle
and high school classrooms. This book starts the conversation on
how to move beyond "they just don't care" by focusing on solutions
that help to eradicate this nemesis to learning.
One of the benefits of the constantly expanding world of technology
is the new and improved technologies that allow students to not
only benefit from this integration, but to also come to prefer a
more technologically savvy instruction style. Enhancing Instruction
with Visual Media: Utilizing Video and Lecture Capture offers
unique approaches for integrating visual media into an
instructional environment by covering the impact media has on
student learning and various visual options to use in the
classroom. Professors, researchers, and instructional designers
will benefit from the practical applications and suggestions
offered through the integration of instructional videos in the
learning process.
Computers have transformed how we think, discuss and learn-as
individuals, in groups, within cultures and globally. However,
social media are problematic, fostering flaming, culture wars and
fake news. This volume presents an alternative paradigm for
computer support of group thinking, collaborative learning and
joint knowledge construction. This requires expanding concepts of
cognition to collectivities, like collaborative groups of networked
students. Theoretical Investigations explores the conditions for
group cognition, supplying a philosophical foundation for new
models of pedagogy and methods to analyze group interaction.
Twenty-five self-contained investigations document progress in
research on computer-supported collaborative learning (CSCL)-both
in Stahl's own research and during the first decade of the CSCL
journal. The volume begins with two new reflections on the vision
and theory that result from this research. Representing both
ethnomethodological and social-constructivist research paradigms,
the investigations within this volume comprise a selection of
seminal and influential articles and critical commentaries that
contribute to an understanding of concepts and themes central to
the CSCL field. The book elaborates an innovative theory of group
cognition and substantiates the pedagogical potential of CSCL.
Theoretical Investigations: Philosophical Foundations of Group
Cognition is essential as a graduate text for courses in
educational theory, instructional design, learning and networked
technologies. The investigations will also appeal to researchers
and practitioners in those areas.
If we expose students to a study of human suffering, we have a
responsibility to guide them through it. But, is this the role of
school history? Is the rationale behind teaching the Holocaust
primarily historical, moral or social? Is the Holocaust to be
taught as a historical event, with a view to developing students'
critical historical skills, or as a tool to combat continuing
prejudice and discrimination? These profound questions lie at the
heart of Lucy Russell's fascinating analysis of teaching the
Holocaust in school history. She considers how the topic of the
Holocaust is currently being taught in schools in the UK and
overseas. Drawing on interviews with educationalists, academics and
teachers, she discovers that there is, in fact, a surprising lack
of consensus regarding the purpose of, and approaches to, teaching
the Holocaust in history. Indeed the majority view is distinctly
non-historical; there is a tendency to teach the Holocaust from a
social and moral perspective and not as history. This book attempts
to explain and debate this phenomenon.
This book introduces the specifics of mathematics lesson study with
regard to regional/national particularities, discussing the
methodological and theoretical tools that can be used to pursue
research on lesson study (its forms, contents, effects etc.) from
an international perspective. Lesson study and learning study (LS)
are becoming increasingly important in teacher education, mostly in
continuous professional development, but also in prospective
teachers' education, and this interest is accompanied by a demand
for more solid theorization of the lesson study process. A number
of social, cultural, cognitive and affective issues are reflected
in the way LS develops, and the book examines the latest results of
these developments.
Due to advancing technologies and an evolving professional world,
various strategies for preparing and engaging students are
necessary for sufficient professional development. Methods that
integrate technologies and skillsets related to technologies are
becoming more prevalent and essential for success beyond the
classroom. The Handbook of Research on Diverse Teaching Strategies
for the Technology-Rich Classroom is an essential research
publication that explores diverse teaching strategies and their
applications to enhance and improve the design of curricula, the
development of materials, and the assessment of students' knowledge
and skills. Featuring a wide range of topics such as distance
learning, social media, and management education, this book is
ideal for educators, principals, academicians, curriculum
designers, administrators, and researchers.
From bestselling author Peter Westwood, this new edition of
Inclusive and Adaptive Teaching provides a considered approach to
meeting the ongoing challenge of inclusive teaching in the
classroom and offers a range of strategies for good practice. This
comprehensive resource promotes a fully inclusive approach to
teaching and outlines the necessary adaptations and accommodations
that are often required in order to address the needs of the very
diverse population of students now to be found in most classrooms.
Drawing on the ever-evolving practices of inclusive education and
research into learning theories, Westwood describes useful,
evidence-based strategies for adapting curriculum content, learning
activities, assessment and resource materials. Fully updated to
reflect cutting-edge international research and teaching practices,
this new edition gives additional focus to the role of digital
technology, differentiation, the teaching of STEM subjects and
support for inclusivity in higher education. Accessible chapters in
this new edition present: principles, aims and issues in providing
inclusive schooling; sound pedagogical practices for adapting
curriculum content; evidence-based methods for teaching
mixed-ability classes; ideas for designing and modifying teaching
materials; ways of implementing inclusive assessment of learning.
Each chapter contains an up-to-date list of online and print
resources easily available to teachers who wish to pursue topics in
greater depth. This is an invaluable resource for both practising
and trainee teachers and teaching assistants, as well as school
principals, school counsellors and educational psychologists.
This book tells stories of life in a ""failing"" school. These are
insider stories of the daily lives of children and educators in an
urban school during a time when accountability weighs heavy on both
teachers and students. Most educators are in favor of
accountability. The kind and amount of testing associated with the
current accountability movement, however, influence teachers' and
students' lives in a way not often apparent to parents and
politicians.
This book highlights recent developments in literacy research in
science teaching and learning from countries such as Australia,
Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway,
Singapore, Spain, South Africa, Sweden, Taiwan, and the United
States. It includes multiple topics and perspectives on the role of
literacy in enhancing science teaching and learning, such as the
struggles faced by students in science literacy learning, case
studies and evaluations of classroom-based interventions, and the
challenges encountered in the science classrooms. It offers a
critical and comprehensive investigation on numerous emerging
themes in the area of literacy and science education, including
disciplinary literacy, scientific literacy, classroom discourse,
multimodality, language and representations of science, and content
and language integrated learning (CLIL). The diversity of views and
research contexts in this volume presents a useful introductory
handbook for academics, researchers, and graduate students working
in this specialized niche area. With a wealth of instructional
ideas and innovations, it is also highly relevant for teachers and
teacher educators seeking to improve science teaching and learning
through the use of literacy.
The computer graphics (CG) industry is an attractive field for
undergraduate students, but employers often find that graduates of
CG art programmes are not proficient. The result is that many
positions are left vacant, despite large numbers of job applicants.
This book investigates how student CG artists develop proficiency.
The subject is important to the rapidly growing number of educators
in this sector, employers of graduates, and students who intend to
develop proficiency for the purpose of obtaining employment.
Educators will see why teaching software-oriented knowledge to
students does not lead to proficiency, but that the development of
problem-solving and visualisation skills do. This book follows a
narrow focus, as students develop proficiency in a cognitively
challenging task known as 'NURBS modelling'. This task was chosen
due to an observed relationship between students who succeeded in
the task, and students who successfully obtained employment after
graduation. In the study this is based on, readers will be shown
that knowledge-based explanations for the development of
proficiency do not adequately account for proficiency or expertise
in this field, where visualisation has been observed to develop
suddenly rather than over an extended period of time. This is an
unusual but not unique observation. Other studies have shown rapid
development of proficiency and expertise in certain professions,
such as among telegraph operators, composers and chess players.
Based on these observations, the book argues that threshold
concepts play a key role in the development of expertise among CG
artists.
This book covers a broad range of innovations in education, such as
flipped classrooms, the educational use of social media, mobile
learning, educational resources and massive open online courses, as
well as theoretical discussions and practical applications in the
use of augmented reality and educational technology to improve
student engagement and pave the way for students' future studies
and careers. The case studies and practical applications presented
here illustrate the effectiveness of new modes of education in
which the latest technologies and innovations are widely used in
the global context. Accordingly, the book can help develop readers'
awareness of the potential these innovations hold, thus expanding
their expertise and stimulating critical thinking as to how new
technologies have made learning and teaching easier in various
educational settings.
Winner of the AAACE Cyril O. Houle Award This book constructs a
deepening, interdisciplinary understanding of adult learning and
imaginatively reframes its transformative aspects. The authors
explore the tension at the heart of current understanding of
'transformative' adult learning: that while it can be framed as
both easy and imperative, personal transformation is in fact rooted
in the context in which we live, our stories and relationships. At
its core, transformation is never easy - nor always desirable - and
the authors thus draw on interdisciplinary and auto/biographical
inquiry to explore what it means to change our presuppositions and
frames of meaning that guide our thinking. Using their linguistic,
gendered, academic and cultural differences, the authors illuminate
how the social, contextual, cultural, cognitive and psychological
dimensions of transformation intertwine. In doing so, they
emphasise the importance of transformation as a contingent struggle
for meaning and recognition, social justice, fraternity, and the
pursuit of truth. This engaging book will be of interest to
students and scholars of transformative learning and education.
Happiness Factories explores the ideas, concepts and arguments
behind an expanded focus in physical education beyond just the
physical. It attempts to discuss the value and benefits of
identifying other aspects - whether we call these 'holistic
strands', 'character traits', 'life skills' or something else -
that we can introduce into our curriculum design to identify other
areas that our subject potentially touches on and influences.
Taking the reflections and thoughts of PE educators, leaders and
academics from across the world, Happiness Factories will seek to
offer reflections and practical ideas for adapting PE provision to
widen the impact for all pupils, regardless of their specific
contexts and the book argues that a physically rich, dynamic and
context-driven curriculum approach will expand opportunities for
success for all, in turn inspiring future generations of PE pupils
to strive for greater engagement, understanding and progression in
all aspects of PE. Happiness Factories is the story of the author's
career in PE, reflecting on the lessons he has learned, with the
successes (and failures) along the way. It presents an alternative
view of what modern, meaningful PE can look like and encourages all
PE teachers, regardless of their unique context, to reflect on
their own practice and the emphasis of the provision they give to
their pupils.
A major investment in professional development is necessary to
ensure the fundamental success of instructors in
technology-integrated classrooms and in online courses. However,
while traditional models of professional development rely on
face-to-face instruction, online methods are also gaining
traction-viable means for faculty development.Virtual Mentoring for
Teachers: Online Professional Development Practices offers
peer-reviewed essays and research reports contributed by an array
of scholars and practitioners in the field of instructional
technology and online education. It is organized around two primary
themes: professional development models for faculty in online
environments and understanding e-Learning and best practices in
teaching and learning in online environments. The objective of this
scholarship is to highlight research-based online professional
development programs and best practices models that have been shown
to enhance effective teaching and learning in a variety of
environments.
This book builds on current and emerging research in distance
learning, e-learning and blended learning. Specifically, it tests
the boundaries of what is known by examining and discussing recent
research and development in teaching and learning based on these
modalities, with a focus on lifelong mathematics learning and
teaching. The book is organized in four sections: The first section
focuses on the incorporation of new technologies into mathematics
classrooms through the construction or use of digital teaching and
learning platforms. The second section presents a wide range of
perspectives on the study and implementation of different tutoring
systems and/or computer assisted math instruction. The third
section presents four new innovations in mathematics learning
and/or mathematics teacher education that involve the development
of novel interfaces' for communicating mathematical ideas and
analyzing student thinking and student work. Finally, the fourth
section presents the latest work on the construction and
implementation of new MOOCs and rich media platforms developed to
carry out specialized mathematics teacher education.
This book explores new trends and developments in mathematics
education research related to proof and proving, the implications
of these trends and developments for theory and practice, and
directions for future research. With contributions from researchers
working in twelve different countries, the book brings also an
international perspective to the discussion and debate of the state
of the art in this important area. The book is organized around the
following four themes, which reflect the breadth of issues
addressed in the book: * Theme 1: Epistemological issues related to
proof and proving; * Theme 2: Classroom-based issues related to
proof and proving; * Theme 3: Cognitive and curricular issues
related to proof and proving; and * Theme 4: Issues related to the
use of examples in proof and proving. Under each theme there are
four main chapters and a concluding chapter offering a commentary
on the theme overall.
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