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.

This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and "telling the story", justice-oriented science education researchers will feel more supported in their own journeys. Being a scholar and teacher that sees science education as a space for justice, and thinking/being different, entry into this disciplinary field often comes with tense moments and personal difficulties. The chapter authors of this book break into many painful, awkward, and seemingly nebulous topics, including the intersectional nuances of what it means to be a researcher in the contexts of epistemic rigidness, white supremacy, and neoliberal restructuring. Of course these contexts become different depending on how teachers, students, and researchers are constituted within them (as racialized/sexed/gendered/disposable/valued subjects). We hope that within these narratives readers will identify with similar struggles in terms of what it means to desire to "do good in the world", while facing subtle and not-so-subtle institutional, personal cultural, and political challenges.

This book is intended to support faculty in designing and conducting case teaching. The book is a practical 'how to' guide for faculty setting up and delivering a case based class. It can be used by instructors of all levels as it discusses issues such as class culture, teaching pace, grading, board usage etc.

Music and arts education have a long-standing orientation of seeking a practice where everyone interacts and communicates in, and through artistic activities. However, an overspecialized and professionalized stance in arts education diminishes the spirit of playing music together, and leaves little room for creativity during teaching and learning activities. In order to gain a richer and deeper knowledge of music and the arts, interaction and the meaning of creative and humanely kyosei interactions between and among individuals, groups, and institutions must be emphasized. Cases on Kyosei Practice in Music Education is an essential reference source that discusses the meaning and significance of music making as a human and social practice, as well as reflecting creative inquiry into practical aspects of music and arts teaching. Featuring research on topics such as multicultural music, community music, and sociological perspectives, this book is ideally designed for P-12 educators, pre-service and in-service teachers, administrators, principles, music instructors, administrators, caregivers, and researchers.

The objective of this edited volume is to shed light upon K-12 perspectives of various school stakeholders in the current unique context of increasing political polarization and heightened teacher and student activism. It is grounded in academic freedom case law and the majority of opinion of the Supreme Court in the Tinker v. Des Moines Independent Community School District (1969) that held that certain forms of expression are protected by the First Amendment. Justice Fortas wrote in the majority opinion that "it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." This volume is timely and instructive, as protections afforded by the First Amendment are a topic of enduring concern, with such freedoms requiring vigilant advocacy and protection from each generation. Paulo Freire stated, "Citizenship is not obtained by chance: It is a construction that, never finished, demands we fight for it" (1998, p. 90). There is confusion and much debate in and outside of schools about how and when these and other rights described in the First Amendment may or may not be limited, and the time is now to clarify the place of such rights in public education. At the Schoolhouse Gate is divided into three sections: Foundations, Case Studies of Rights in Schools, and Choices to Act. The "Foundations" section presents the case law pertaining to the rights of both teachers and students, setting the tone for what presently is permissible and chronicling the ongoing struggle with defining rights and responsibilities in schools. In "Case Studies of Rights in Schools," various authors examine teacher and student interactions with rights and responsibilities in schools, including the interest of students in participating with their teachers in the democratic experiment of schooling, the promise of student-led conferences, a new teacher's success with democratizing her classroom, and student views of news and technology. "Choices to Act" includes a portrait of teacher activism during the Oklahoma Walkout, a general counsel's advice to teachers for availing themselves of their rights, a story of a civic education curriculum generating student agency, and vignettes of two public high school students who took action in their schools and communities.

This book explores emerging practices in distance education that have been facilitated by the development of educational technology. The volume examines core themes in distance education including online education at scale, embodiment in online environments, connectivity in online education and the personalisation of learning experiences within online education. The first section of the book examines online teaching tools, and explores how they are being used to enhance and promote student learning. The second looks at some of the broader challenges encountered by online teachers and those responsible for designing online learning material. While this volume will be of significant interest to distance learning universities and colleges, it will also be a valuable resource to traditional Higher Education Institutions, who are increasingly searching for innovative ways to reach and teach their students. This edited collection will be of value to scholars of online education as well as practitioners and policy makers looking to enrich their notions of online pedagogy.

Games, Ideas and Activities for Primary PSHE provides a wealth of ready-made lesson ideas to supplement and support the teaching of PSHE in a fun and appealing way. The learning objectives identified with each activity will help primary school teachers of all levels of experience integrate the activities into their planning. This book promotes creativity and innovation by introducing new ways of thinking about and planning your PSHE lessons. Ahandy compendium of ideas, games and activities to be used in lessons to help meet the objectives for KS1&2 PSHE, Games, Ideas and Activities for Primary PSHE provides: - 150 ideas, games or activities that cover the KS1&2 learning objectives - Easy to follow instructions which allow you to quickly understand what to do - Ideas that encourage and empower children to think about their own actions in the context of PSHE - Cross curriculum links to other subjects - Few additional resources and little preparation needed - easy to fit into a busy timetable Instant ideas to brighten up your classroom!

Looking for Learning: Loose Parts won "Highly Commended" in the Creative Play Awards 2019 for Teaching Resources. Looks for Learning: Loose Parts is a full-colour, practical guide to inspire child-led learning that's linked to to current policy and the EYFS framework. As each child progresses through their learning journey, Early Years practitioners are expected to identify and understand what learning is taking place in every activity that a child is involved in. Laura England, creator of Little Miss Early Years, uses her wealth of experience as an Early Years teacher to explore the learning that takes place when a child is tinkering with loose parts, including tinker trays filled with nuts and bolts, pompoms and play dough to combine, construct and investigate with. Loose parts are natural or synthetic materials and resources that have no pre-planned use; they can be moved, combined with other resources, lined up, deconstructed and constructed again. They can capture a child's imagination, curiosity and creativity as they play with and manipulate them. This dip-in-and-out book is linked to the Characteristics of Effective Learning and presents case studies, real-life images and practical pointers to explore their use. With tips for setting up the environment to the adult's role in this child-led play, Looking For Learning: Loose Parts is ideal for all Early Years practitioners searching for accessible ideas for using loose parts in their settings. Looking for Learning books are the number one tool for identifying learning opportunities in child-led play. All four books are packed full of tried-and-tested ideas for indoor and outdoor activities, helpful hints and tips and full-colour photographs. Written by Laura England, known as Little Miss Early Years, these are a must-have for any nursery or pre-school.

This book is an interdisciplinary text exploring the learning and educative potentials of cities and their spaces, including urban and suburban contexts, at all stages of life. Drawing on the insights of researchers from diverse fields, such as education, architecture, history, visual sociology, applied linguistics and sensory studies, this collection of papers develops and demonstrates the connection between experience, in all its dimensions, and informal learning in the city. The chapters discuss various sensory domains of experience, considering visual, embodied, and even sexual dimensions in relation to what and how learning operates, and the contributors reflect on their learning and inquiring experiences in the city, with special reference to topics such as narrativity, 'race' and ethnicity, equity, urban literacy, re-generation, participation, representation and oral histories.

Looking for Learning: Provocations is a full-colour, practical guide to inspire child-led learning that's linked to current policy and the EYFS framework. As each child progresses through their learning journey, Early Years practitioners are expected to identify and understand what learning is taking place in every activity that a child is involved in. Laura England, creator of Little Miss Early Years, uses her wealth of experience as an Early Years teacher to explore the learning that takes place when a child's play has been inspired by a provocation, including mirrors to investigate symmetry, cardboard boxes to understand shapes, and sticks and pebbles to construct their own designs. Provocations invite learning, interest and creativity as they allow children to explore, think and use their imaginations. This dip-in-and-out book is linked to the Characteristics of Effective Learning and presents case studies, real-life images and practical pointers to explore their use. With tips for setting up the environment to the adult's role in this child-led play, Looking for Learning: Provocations is ideal for all Early Years practitioners searching for accessible ideas for using provocations in their settings. Looking for Learning books are the number one tool for identifying learning opportunities in child-led play. All four books are packed full of tried-and-tested ideas for indoor and outdoor activities, helpful hints and tips and full-colour photographs. Written by Laura England, known as Little Miss Early Years, these are a must-have for any nursery or pre-school.

This textbook for in-service and pre-service training uses the "reflective teaching" approach as popularized by Andrew Pollard. The book is written to coincide with the introduction of Further Education National Training Organisation (FENTO) standards - every tutor will have to demonstrate that s/he can meet these standards. Covering both further and adult education, the textbook is written in a variety of styles to suit different kinds of readers: each chapter contains narrative/description of typical issues and incidents, theoretical explanation, practical advice (with checklists) and questions. It is designed to suit both course adoption and individual learning.

A study of teaching, learning and motivation in a multicultural context. It is divided into sections on: theoretical and methodological perspectives - issues and applications; multicultural perspectives on teaching and teacher education; and success and failure in multicultural settings.

This volume brings together recent research and commentary in secondary school mathematics from a breadth of contemporary Canadian and International researchers and educators. It is both representative of mathematics education generally, as well as unique to the particular geography and culture of Canada. The chapters address topics of broad applicability such as technology in learning mathematics, recent interest in social justice contexts in the learning of mathematics, as well as Indigenous education. The voices of classroom practitioners, the group ultimately responsible for implementing this new vision of mathematics teaching and learning, are not forgotten. Each section includes a chapter written by a classroom teacher, making this volume unique in its approach. We have much to learn from one another, and this volume takes the stance that the development of a united vision, supported by both research and professional dialog, provides the first step.

Finding it difficult to juggle the many challenges of the teaching profession? Bill Rogers, world-renowned expert in classroom management and teacher stress, focuses on peer-support to show you how to reduce stress levels, achieve a work-life balance and be a successful classroom teacher in The Essential Guide to Managing Teacher Stress. This is your definitive guide to coping with the stresses of the teaching profession and is designed to confront stress-causing factors in positive, supportive and practical ways. Whether it's the behaviour of a challenging class, the volume of paperwork or difficult relationships with colleagues causing you stress, Bill Rogers has the advice you need to make a difference.

Teacher autonomy can lead to either exciting or vacuous learning experiences for students. Therefore, it is of critical import that school leaders understand the complexities associated with teacher autonomy. In this book, Dr. Clay LaCoe examines how teachers view autonomy and whether or not the accountability associated with high stakes testing influences teachers' perceptions of autonomy. Researchers have tended to view teacher autonomy as a unitary concept. This book will expand the knowledge base by decomposing autonomy and deepening our understanding of how high stakes accountability affects teachers' perceptions of their own autonomy. First, a model is proposed in which autonomy is decomposed into six distinct sub-components: autonomy over curriculum, pedagogy, assessment, professional development, student discipline, and classroom environment. Second, the research examines the effects of external accountability on teacher autonomy by quantitatively and qualitatively comparing the perceptions of possessed and desired autonomy of teachers who are direct targets of external accountability to those same perceptions held by teachers who are not direct targets of external accountability. The results show that the six sub-component model of teacher autonomy provides a solid framework to understand the complex nature of teacher autonomy. The findings further indicate that, both quantitatively and qualitatively, there are no fundamental differences in how the teachers who are differentially targets of external accountability perceive their levels of possessed or desired autonomy. Although external accountability may affect the amount of autonomy teachers perceive they have or desire, thiseffect is not dependent on the level of external accountability faced by teachers. The results also show that teachers generally desire more autonomy than they perceive they already possess. The results inform school leaders about the complex nature of teacher autonomy and how leaders can leverage the power of teacher autonomy to make schools better places for children to learn and grow. Teacher Autonomy is an important book for collections in education.

Religion is suddenly perceived as high profile internationally (9/11, Israel-Palestine, London bombings). It arouses interest at the level of popular reading ("The Da Vinci Code"), critical diatribe (Dawkins), and educational controversy (Faith Schools). Against that background, there is a renewed interest in how schools can best equip boys and girls to be critically intelligent about beliefs and values. It is evident in continental Europe, in the US and in Asia. Throughout the world, Citizenship Education and Moral Education are receiving special attention, but in themselves they are incomplete, for they commonly overlook religion. This book argues the importance that public education should have as a priority not only that pupils become literate, numerate and sociate, but also 'religiate'. In this fascinating study, Professor Brian Gates sets out the grounds for the distinctive approach to Religious Education. He argues that this approach, central to which is a comprehensive network of local ecumenical councils, is a model worthy of global imitation. As part of the argument, Professor Gates examines four areas of complementary concern. The first is the logic of religion in education and the second concerns the process of religious development. Are there stages of understanding? What sense do children and young people have of God and transcendence, as of death and finitude? The third is the relationship between RE and Moral Education - their respective autonomies and mutual challenge. And the fourth is that of Collective Worship and its appropriateness or otherwise in public educational provision.

This book is to share the experiences of a praying school teacher, to impart the wisdom and knowledge learned along a long thirty-eight year journey. To inspire those in the classroom not to give up (follow your dream) and remind those considering entering the academy of teaching that it is not an occupation to be taken lightly, The book also strives to inform parents how instrumental they are in their child's education. The heart, body, minds, and soul must be invested into shaping the lives of young youth in America today. No doubt the classroom has changed over the course of these thirty years, but the goal, the aim, and mission remain the same, to light the lamp of ingenuity, inspire curiosity, nurture critical thought, and remind us all that we are brilliant, bright scholars in the eyes of the Lord. I pray that each life reading this text changes in ways beyond measure. Remember the adage each one, teach one, and knowledge will spread like fire. "Teaching Beneath His Wings" is not an autobiography, but it does have anecdotes from my life.