"If you want to learn how to bring the best performances out of the people who surround you, then this straightforward guidebook on human resource development provides you with the tools you need to cause positive change.People new to the field as well as industry veterans will find practical information and guidance, including how to: facilitate dynamic adult learning experiences; help people develop confidence, vigor, and zeal to meet challenges; write the best performance criteria; establish an atmosphere where learning is always promoted.All supervisors must take responsibility in helping their employees meet expectations and become successful professionals. This also applies to ministers, rabbis, imams, and other leaders who encourage people to lead more productive and satisfying lives.Regardless of whether you are a human resource professional, it's imperative that you rise to the challenge and take the necessary steps to help others rise to their potential. Learn how to do it step by step with A Mini Course in Training Design. It provides guidance on how you can become a motivational force. Through human resource development tools, you can develop qualities such as expertise, empathy, and enthusiasm that will help you to develop training methods specialized to your purpose and to your people."

This book discusses a significant area of mathematics education research in the last two decades and presents the types of semiotic theories that are employed in mathematics education. Following on the summary of significant issues presented in the Topical Survey, Semiotics in Mathematics Education, this book not only introduces readers to semiotics as the science of signs, but it also elaborates on issues that were highlighted in the Topical Survey. In addition to an introduction and a closing chapter, it presents 17 chapters based on presentations from Topic Study Group 54 at the ICME-13 (13th International Congress on Mathematical Education). The chapters are divided into four major sections, each of which has a distinct focus. After a brief introduction, each section starts with a chapter or chapters of a theoretical nature, followed by others that highlight the significance and usefulness of the relevant theory in empirical research.

Schools need to have purchase on the curriculum: why they teach the subjects beyond preparation for examinations, what they are intending to achieve with the curriculum, how well it is planned and enacted in classrooms and how they know whether it's doing what it's supposed to. Fundamental to this understanding are the conversations between subject leaders and their line managers. However, there is sometimes a mismatch between the subject specialisms of senior leaders and those they line manage. If I don't know the terrain and the importance of a particular subject, how can I talk intelligently with colleagues who are specialists? This book sets out to offer some tentative answers to these questions. Each of the national curriculum subjects is discussed with a subject leader and provides an insight into what they view as the importance of the subject, how they go about ensuring that knowledge, understanding and skills are developed over time, how they talk about the quality of the schemes in their departments and what they would welcome from senior leaders by way of support. We have chosen this way of opening up the potentially difficult terrain of expertise on one side and relative lack of expertise on the other, by providing these case studies. They are suggested as prompts rather than the last word. Informed debate is, after all, the fuel of curriculum development. And why Huh? Well, 'Huh?' may be John's first response when he walks into a Year 8 German class but, in fact, we chose 'Huh' as the title of our book as he is the Egyptian god of endlessness. As Claire Hill so eloquently comments in her chapter, "Curriculum development is an ongoing process; it's not going to be finished, ever." And we believe that 'Huh' captures a healthy and expansive way of considering curriculum conversations.

In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, "walk our talk" in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms.

This book addresses the gap in the literature concerned with global case studies of successful Digital, Mobile and Open Education. The book shares experiences from international teaching and learning projects at all levels of Education, and provides advice for future policy and investment in digital teaching and learning and Open Education projects. It also provides an expectation on the future capacity and sustainability of Open Education.

Due to the varied history of learning among disabled students, educators should ideally develop content tailored to each student's specific needs. However, in order to accomplish this, educators require easy-to-handle software and hardware for creating original content and aid for students with disabilities in their classes. Handmade Teaching Materials for Students With Disabilities provides emerging research exploring the theoretical and practical aspects of materials and technology made to help teachers in providing content and aid for students with disabilities and their applications within education. Featuring coverage on a broad range of topics such as assistive technologies, instructional practice, and teaching materials, this book is ideally designed for school teachers, pre-service teachers, academicians, researchers, and parents seeking current research on advancements in materials provided for teachers of disabled students.

This volume provides new insights on creativity while focusing on innovative methodological approaches in research and practice of integrating technological tools and environments in mathematics teaching and learning. This work is being built on the discussions at the mini-symposium on Creativity and Technology at the International Conference on Mathematical Creativity and Giftedness (ICMCG) in Denver, USA (2014), and other contributions to the topic. The book emphasizes a diversity of views, a variety of contexts, angles and cultures of thought, as well as mathematical and educational practices. The authors of each chapter explore the potential of technology to foster creative and divergent mathematical thinking, problem solving and problem posing, creative use of dynamic, multimodal and interactive software by teachers and learners, as well as other digital media and tools while widening and enriching transdisciplinary and interdisciplinary connections in mathematics classroom. Along with ground-breaking innovative approaches, the book aims to provide researchers and practitioners with new paths for diversification of opportunities for all students to become more creative and innovative mathematics learners. A framework for dynamic learning conditions of leveraging mathematical creativity with technology is an outcome of the book as well.

Although cultural issues have a powerful influence on the failure and success of mentoring programs and relationships, there is scant research on this area and little in the way of guidelines that practitioners can use to help assure mentoring success. This book seeks to expand our knowledge and understanding of this topic and to foster the use of this information to enhance practice and research. The book is unique in a number of ways and will be an important resource for all those engaged in mentoring endeavors and for those conducting research in this area. First, it presents research findings on the cultural impact of mentoring at the individual relational level, at the organizational level, and within the structures of the society. Secondly, the chapters describe mentoring from an international perspective including programs from Africa, Australia, Canada, Finland, India, Ireland, Korea, Scotland, Sweden and the United States. Third, the book is research based and yet, can be easily applied to practice. Chapters provide information on lessons learned and also include reflective questions to enable the reader to delve more deeply into the constructs and findings in order to apply them to their own practice and research. This makes the book an ideal resource for training mentors and mentees, for designing mentoring programs, for teaching about mentoring, and for establishing and maintaining mentoring relationships. It also will be of value to those who are engaged in conducting research on how to create and maintain successful mentoring relationships and programs.

A Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K-12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America's future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs. The book is designed with K-12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs' academic success.

Do your students suppose that 1/3 is greater than 1/2, since 3 is greater than 2? Do they believe that having "halves" means having two, and only two, congruent "pieces" of a whole? What tasks can you offer-what questions can you ask-to determine what your students know or don't know-and move them forward in their thinking? This book focuses on the specialised pedagogical content knowledge that you need to teach fractions effectively in grades 3-5. The authors demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with fractions-not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts. Explore rich, research-based strategies and tasks that show how students are reasoning about and making sense of fractions. Use the opportunities that these and similar tasks provide to build on their understanding while identifying and correcting misunderstandings that may be keeping them from taking the next steps in learning.

This book is the third in a four volume series that focuses on research-based teaching and learning practices that promote social justice and equity in higher education. In this volume, we focus on the application of the scholarship of teaching and learning in higher education outside of the classroom to maximize the effectiveness of student affairs programming. Specifically, authors focus on the application of SoTL in higher education outside of the classroom (e.g., faculty development, leadership, student involvement, student affairs) in ways that promote greater equity and inclusion in higher education. Each chapter includes a description of how higher education may traditionally marginalize students from underrepresented groups, outlines a research-based plan to improve student experiences, and provides a program or activity plan to implement the recommendations from each chapter.

Throughout its 4,000-year history, Korea has created a vibrant and unique culture. Unfortunately, many believe it developed solely due to China's influence, thus leaving no room for an independent history and culture. This is simply wrong.

"The New History of Korean Civilization" explores the existence of a distinctive Korean culture established by the Korean people and separate from its Chinese and Japanese counterparts. Author Chai-Shin Yu, distinguished professor of Korean studies, surveys the history of cultural life in Korea and provides a detailed account of this country's remarkable heritage.

From the prehistoric age through the rise of the Chos n Dynasty and up to the creation of the Republic of Korea, this concise history traces the development of history, politics, philosophy, religion, literature, and art. Chai-Shin Yu shows how Korean culture also played a vital role in the formation of Japanese culture.

Written for the purpose of introducing the roots of Korean culture to Westerners and second-generation Koreans living in the West, "The New History of Korean Civilization" is a bold addition to the historiography of Korea.

This book provides a diverse look at various aspects of preparing informal science educators. Much has been published about the importance of preparing formal classroom educators, but little has been written about the importance, need, and best practices for training professionals who teach in aquariums, camps, parks, museums, etc. The reader will find that as a collective the chapters of the book are well-related and paint a clear picture that there are varying ways to approach informal educator preparation, but all are important. The volume is divided into five topics: Defining Informal Science Education, Professional Development, Designing Programs, Zone of Reflexivity: The Space Between Formal and Informal Educators, and Public Communication. The authors have written chapters for practitioners, researchers and those who are interested in assessment and evaluation, formal and informal educator preparation, gender equity, place-based education, professional development, program design, reflective practice, and science communication. Readers will draw meaning and usefulness from the array of professional perspectives and be stimulated to begin a quest to scaffold programs and professional development around the frameworks described in this book.

We all share responsibility for vitalizing American education. As Myles Friedman makes clear, many of the changes needed are beyond the ability of educators to implement alone. They need supportive coalitions among government, community, and business leaders and agencies to force change. The purpose of the book is to present a prescription for interesting students in school so that they will want to attend and learn; developing law-abiding, productive citizens who are able to keep our nation at the forefront through innovation; and enabling students to find personal satisfaction while making social contributions. The emphasis is on changing what and how students are taught, rather than on changing the organization or politics of education. Friedman asserts that it is the instruction students receive in the classroom that determines their potential much more than the structure of the educational system or the politics that govern it. We all share responsibility for vitalizing American education. As Myles Friedman makes clear, many of the changes needed are beyond the ability of educators to implement alone. They need supportive coalitions among government, community, and business leaders and agencies to force change. The purpose of this book is to present a prescription for interesting students in school so that they will want to attend and learn; developing law-abiding, productive citizens who are able to keep our nation at the forefront through innovation; and enabling students to find personal satisfaction while making social contributions. The emphasis is on changing what and how students are taught, rather than on changing the organization or politics of education. Friedman asserts that it is the instruction students receive in the class that determines their potential much more than the structure of the educational system or the politics that govern the system. Teaching students how to control outcomes is the thesis that permeates the book. People must learn to control outcomes if they are to benefit themselves or society. They must be able to control outcomes well enough to take care of themselves, become gainfully employed, and to get what they want from life--whatever that may be. This important book is for professionals, academic, and community leaders responsible for improving education.

Throughout the world, teacher education is once more in the spotlight. This book focuses on recent trends and experiences in England and Wales, where external pressures have caused tension between the technician model of teacher education, in which teachers learn primarily on the job alongside colleagues, and traditional forms of teacher education based in higher education institutions. This tension superficially replicates an old dichotomy between practice and theory. The contributors to this volume reflect on ideas and attempts to integrate theory and practice. Key questions and themes recur: the balance and relationship between work done in school on the job and work away from the workplace, such as in universities; teacher education as a partnership activity; and the need to critically examine the institutional, cultural, and historical context in which they work.

Mobile technologies influence the way that we interact with the world, the way that we live. We use them for communication, entertainment, information and research. In education settings, there has been substantial investment in mobile devices, often without a concomitant investment in developing pedagogy and practices. With mobile technologies evolving rapidly, and the number of educational apps growing, there is a need for research into how they facilitate mathematics learning. Such research is of particular importance regarding how such devices may be used to open up new ways of envisaging mathematics and mathematics education, and to help develop conceptual rather than procedural or declarative knowledge. This volume draws upon international research and reports on a range of research projects that have incorporated mobile technologies for mathematics education. It presents research on the use of mobile technologies, such as iPads, iPods, iPhones, Androids, and Tablets, across a diverse range of cultures, year levels and contexts. It examines the ways in which mobile technologies, including apps, might influence students' engagement, cognition, collaboration and attitudes, through the reshaping of the learning experience. In addition, the book presents appropriate ways to integrate mobile technologies into teaching and learning programmes. It is a significant reference book for those involved with teaching mathematics or using mobile technologies in education, while also offering insights and examples that are applicable to the use of digital technologies in education generally.

This book explores the promising practices for teaching linguistically and culturally diverse international students within post-secondary educational institutions. In particular, we plan to focus on the student's voice with this book. First, it explores the promising practices for teaching culturally and diverse international students. Second, it presents the student voice as it relates to student satisfaction and student perceptions of learning. It will do this by examining differences at the academic discipline level, in-person vs. online/open environments, and academic level. It also addresses student supervision of international graduate students, writing support, and related support services needed by international students. The book will also address differences between international students who come from various educational systems. It should lead to a more complete understanding as to what teaching practices work best, and what international students prefer in the way of instructional practices, along with instructor characteristics. This book will be valuable for faculty members who teach courses regarding diversity, international and comparative education related to post-secondary instruction, faculty who teach pre-service education, educational developers who are looking at how best to support faculty development as it relates to teaching international students, academic administrators who are exploring the development of academic programs focused on the needs of prospective international students, professional associations and governmental bodies who are responsible for assessing the academic quality of international student-focused academic programs, and more.

This book project poses a major challenge to Japanese science education researchers in order to disseminate research findings on and to work towards maintaining the strength and nature of Japanese science education. It also presents a unique opportunity to initiate change and/or develop science education research in Japan. It provides some historical reasons essential to Japanese students' success in international science tests such as TIMSS and PISA. Also, it helps to tap the potential of younger generation of science education researchers by introducing them to methods and designs in the research practice.

Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volume provides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing "sense" to 21st century early childhood education, with "sense" as related to modalities (sight, hearing), and "sense" in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making. The volume's explicit focus on children's visual texts ("art") facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children's "sense-making" of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness. This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to "make meaning;" and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.

"In this masterful work George Gray calls the church to live out the most natural expression of her love and obedience to the Master. Grounded in careful exegesis, comprehensive, and sensitive to the complexities of modern life, Gray examines the Gospels as a script that reveals not only how Jesus shaped the first disciples, but how we must carry on making disciples in His name."

-David B. Capes, Thomas Nelson Research Professor, Houston Baptist University

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Discipleship is not about teaching someone to pray and read his or her Bible; it is about learning how Jesus wants us to pray and read our Bibles. Discipleship is not about the doctrine of the Church, but the doctrine of Jesus Christ, the head of the Church. It is not about attending a church service, but attending to the Lord Jesus's view of what it means to be the church.

In "Discipleship from Jesus's Perspective," author George Gray presents a guide for becoming a disciple the way Jesus intended, that discipleship means adhering to His expressed will. Gray carefully examines Jesus's pivotal statements regarding discipleship and unearths the key principles that transform the art of making a disciple from a subjective guessing game to an objective and definitive master plan.

Including purposeful questions and exercises, "Discipleship from Jesus's Perspective" provides practical steps for following the master plan and applying the commands to everyday life to become a true disciple of Jesus.

The book introduces techniques to improve the effectiveness of serious games in relation to cognition and motivation. These techniques include ways to improve motivation, collaboration, reflection, and the integration of gameplay into various contexts. The contributing authors expand upon this broad range of techniques, show recent empirical research on each of these techniques that discuss their promise and effectiveness, then present general implications or guidelines that the techniques bring forth. They then suggest how serious games can be improved by implementing the respective technique into a particular game.

This book examines the theoretical underpinning of the concept of personalised education and explores the question: What is personalised education in the contemporary higher education sector and how is it implemented? A broad, sophisticated definition of personalised learning has the potential to serve as a basis for more effective educational practices. The term 'personalised education' is, and continues to be, one with a variety of definitions. The authors' definition both incorporates earlier concepts of personalised education and critically reassesses them. The book then adds a further dimension: personalised instruction in electronically mediated environments, where the goal is to achieve learning towards mastery individually with the help of differentiated and individualised electronic learning platforms. This book assesses the various arguments concerning personalised education, examining each through the lens of educational theory and pedagogy and subsequently positing a number of qualitative characteristics of personalised education that have the potential to influence policy and practices in the higher education sector.