In the fast-changing field of education, the incorporation of game-based learning has been increasing in order to promote more successful learning instruction. Improving the interaction between learning outcomes and motivation in games (both digital and analog) and promoting best practices for the integration of games in instructional settings are imperative for supporting student academic achievement. Global Perspectives on Gameful and Playful Teaching and Learning is a collection of innovative research on the methods and applications that explore the cognitive and psychological aspects underpinning successful educational video games. While highlighting topics including nontraditional exercise, mobile computing, and interactive technologies, this book is ideally designed for teachers, curriculum developers, instructional designers, course designers, IT consultants, educational software developers, principals, school administrators, academicians, researchers, and students seeking current research on the design and integration of game-based learning environments.

In the words of K. Patricia Cross, how do undergraduate programs simultaneously serve all students, as well as each and every student? Responding to the challenge of realizing this educational ideal, this book explores guiding assumptions and instructional strategies for individualizing instruction to support and extend the learning of diverse students. Assumptions and strategies are provided by experienced teachers from undergraduate institutions throughout the country, representing eight discipline areas. Discipline areas include literature, composition, mathematics, chemistry, physics, educational psychology, accounting, and an interdisciplinary freshman year course.

Chapters by contributing teachers are framed by four introductory chapters that establish the meaning of individualizing instruction, the nature of classroom learning, and provide a framework and set of general guidelines for individualizing instruction. Individualizing instruction is positioned at the intersection of two main premises: Talent Development as the most appropriate model of excellence for undergraduate education; and the reality of individual differences among undergraduate students, beyond demographic categories and learning-style taxonomies. Accepting these two premises, efforts by undergraduate teachers to work with students to create effective alternative learning/teaching paths leading to common curricular outcomes and standards becomes a critical factor in moving towards educational excellence.

Business education and business research has often been criticized by the business community, which claims that much of it is mainly directed at the establishment of teachers and researchers themselves, instead of distributing their knowledge to the business community. It may seem that many universities and other research institutions have turned into mere knowledge manufacturers', where the emphasis is more on the output volume than on quality of relevance, with little or no consideration for the end users.

As universities and corporations attempt to prepare management to be alert to future changes, improved and even brand new teaching methodologies are required. The main focus of the present volume is on the distribution and selection of new knowledge. How can business educators deliver new knowledge to students and the business community more rapidly than before? How should we define the core business curriculum when new knowledge becomes old knowledge?

The Advances in Research on Teaching series was established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. These include not only the behaviors of teachers that can be observed in the classroom, but also the planning, thinking, and decision making that occur before, during, and after interaction with students.

The volume focuses on community development and school reform and the challenges of school administration in highly porous systems.

What does best practice in online education look like? How can educators make use of the affordances offered by online environments to bring out the best in the children they teach? These questions are answered in this new textbook, written with experienced teachers, novice educators and teacher educators in mind. Meskill and Anthony offer a wealth of examples of what successful online teaching looks like, and provide a rich source of practical, conversation-based strategies for optimizing online learning. This book will inspire anyone teaching or planning to teach fully online, or in a blended or hybrid format, by demonstrating how well constructed online conversations constitute powerful teaching.

This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless "cookbook" activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.

This book uses the set of relations announced by teachers' and students' readings of literary fictions as a commonplace location to interpret the experience of curriculum. In addition to illuminating the complexity of schooled readings of literature, Private Readings in Public provides insightful and provocative interpretations of the intertwined, overlapping, and ever-evolving intertextual relations that comprise events of curriculum. It will be of interest to those who wish to expand their understanding of the way in which interpretations of shared reading can become a literary anthropology where the identities of readers, writers, and teachers are continually re-invented during processes of reading, writing, and teaching.

There is a growing need for knowledge and practical ideas about the preparation of teachers for English language learners (ELLs), a growing segment of the K-12 population in the United States. This book is for teachers, administrators, and teacher educators looking for innovative ways to prepare teachers for ELLs and will position teachers to empower these students. This volume will appeal mostly to those preparing teachers in contexts that have not have historically had large numbers of ELLs, but have had a high rate of recent growth (e.g., Midwestern U.S.). This work is the combination of teacher preparation and ELL issues. This volume is unique in tackling pre-service and in service teacher preparation. Additionally, the chapters collectively aim to go beyond merely equipping teachers to meet the needs of ELLs, but to reach a level of effectiveness with the outcome of equity. The book highlights the knowledge, skills, and beliefs of teachers about ELLs. Part I addresses teacher perceptions of, and beliefs about, ELLs and teacher preparation specifically addressing what they should know in terms of students' perspectives. Chapters attend to the experiences and beliefs of immigrant teachers about their roles, the role of service learning in teacher preparation, and the potential of understanding home literacy practices to change teacher beliefs about ELLs. Part II focuses on skills necessary to teach ELLs-writing skills teachers can draw on to inform their teaching practices, technological skills teachers need to develop, and skills related to focusing on the Common Core State Standards for English language arts and mathematics. Each chapter explicitly addresses implications for teacher education or professional development.

This collection of articles describing different aspects of the developments taking place in today's workplace and how they affect business education provides truly global coverage of innovation in the field.

This book advocates for an alternative to the hierarchical positioning of leaders. It proposes to value leadership practices which emerge from collective concerns about learning and the realisation that collegial interactions offer opportunities for rich explorations of pedagogy and new understandings to be developed. The book draws upon illustrative examples from a longitudinal study of early career teachers, entitled "Teachers of Promise: Aspirations and realities". It explores matters of personal ambition, support from significant others, and barriers to teacher leadership. It shows that these vary from context to context and individual to individual. Examples highlight the ways in which each teacher's experience has been enabled and constrained by different considerations. In combination, the examples offered demonstrate the need for the teaching profession to be more systematic in identifying and supporting talented teachers who could be the leaders of learning for tomorrow. The book shows that individuals themselves need to have an openness to consider how they might become more effective teachers through their engagement in leadership work. This, it suggests, involves developing a different conception of leadership to counter the prevailing view that leadership is typically positional and defined by its distance from classroom teaching. The more promising portrayal is to link teacher leadership explicitly with learning.

The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students' intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.

This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.

This book uses a mixed-method approach to address the topic of personal epistemology among Chinese engineering doctoral students from U.S. institutions.--It presents a broad view of the epistemological development among Chinese engineering students from five U.S. Midwestern doctoral programs. Meanwhile, it provides practical examples from students' academic experiences to showcase their thinking development and behavioral patterns. It allows readers to gain an understanding of Chinese engineering students' academic lives in U.S. institutions through a cognitive theoretical lens. It also highlights a number of factors that can potentially facilitate adult students' cognitive development, and extends the discussion on the benefits of study-abroad and cross-cultural education to the epistemological domain.

For more than 20 years, Lucy West has been studying mathematical classroom discourse. She believes that teachers need to understand what their students are thinking as they grapple with rich mathematical tasks and that the best way to do so is through talking and listening. In this video-rich edition of Adding Talk to the Equation, she invites teachers into real-life classrooms where all students stay in the game, stay motivated about learning, and ultimately deepen their understanding. Designed for math teachers and coaches in grades 1-8, this self-study guide, now available as a paperback with extensive online classroom video, showcases elementary and middle school classrooms where teachers inspire even the most reluctant students to share their ideas. Through the stories of skilled teachers, Lucy offers play-by-play commentary as they get more comfortable with new talk moves and learn to tune in and respond to students' math conversations. Although these discussions occur in math class, the strategies can be used to create a respectful, productive environment for any subject area. This video-based resource examines the importance of creating a safe learning environment; the value of thinking, reasoning, and questioning; the role of active, accountable listening; and the necessity of giving all students a 'you can do this' message. Lucy also emphasizes that slowing down, even in the face of time constraints, is crucial for creating a classroom where all students feel they have something to contribute. This guide includes transcripts of the case studies, with insightful commentary from Lucy that gives you a window into her thinking and the complexities of the work she is doing with teachers, as well as her reflections on missed opportunities.

Recent research suggests that good relationships between parents and their children's providers or teachers could lead to positive outcomes for children and families. Positive, mutually respectful, and collaborative relationships between families and schools and education providers and teachers contribute to young children's school readiness, increase positive family engagement in children's programs, and strengthen home-program connection, a critical factor to children's school success. Bridging Family-Teacher Relationships for ELL and Immigrant Students is a comprehensive reference source that focuses on research-based pedagogical practices for teaching young English language learners (ELL) and immigrants. It specifically looks at strategies across the curriculum including social-emotional development, parent involvement, language development, and more. While highlighting major themes that include academic engagement and achievement among ELL and immigrant children, factors affecting partnerships with schools and home, the impact of home environments on school readiness, and student performance, this book shares pedagogical practices across different subjects that use partnerships with families of ELL/immigrants. It is intended for classroom teachers (early childhood and K-12), parents, faculty, school administrators, academicians, professionals, researchers, and students interested in family-teacher relationships.

The body matters, in practice. How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notion of the professional practitioner as crucially embodied? Beyond that, what of conceiving of the professional practice field itself as a living corporate body? How is the body implicated in understanding and researching professional practice, learning and education? Body/Practice is an extensive volume dedicated to exploring these and related questions, philosophically and empirically. It constitutes a rare but much needed reframing of scholarship relating to professional practice and its relation with professional learning and professional education more generally. It takes bodies seriously, developing theoretical frameworks, offering detailed analyses from empirical studies, and opening up questions of representation. The book is organized into four parts: I. 'Introducing the Body in Professional Practice, Learning and Education'; II. 'Thinking with the Body in Professional Practice'; III. 'The Body in Question in Health Professional Education and Practice'; IV. 'Concluding Reflections'. It brings together researchers from a range of disciplinary and professional practice fields, including particular reference to Health and Education. Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond.

A comprehensive picture of prominent perspectives on technology literacy for teachers and practices in preparing teachers to become technologically literate. The articles address such issues as the theoretical foundations of teacher technology knowledge, and the role of technology in teaching.

The Covid-19 pandemic has been a learning experience for all in one way or other, especially for those who are engaged in teaching-learning through online and blended learning techniques and tools. This learning experience adds value and a new dimension to the practices and methods already adopted towards achieving sustainable development goal (SDG) 4 of the 17 sustainable development goals formulated by UNESCO. SDG 4 is designed for higher education and highlights the overview, importance, and ways of achieving sustainable goals in higher education. This book discusses and enumerates best practices in the assessment of student learning outcomes, the mapping of student learning outcomes with learning objectives, and the development of employability skills in young minds in order to achieve SDG 4 for universities globally. The book is ideal for students, researchers, practitioners, policymakers, and other stakeholders who are involved in higher education.

The work of the Kyoto School represents one of the few streams of philosophy that originate in Japan. Following the cultural renaissance of the Meiji Restoration after Japan's period of closure to the outside world (1600-1868), this distinctly Japanese thought found expression especially in the work of Kitaro Nishida, Keiji Nishitani and Hajime Tanabe. Above all this is a philosophy of experience, of human becoming, and of transformation. In pursuit of these themes it brings an inheritance of Western philosophy that encompasses William James, Hume, Kant and Husserl, as well as the psychology of Wilhelm Wundt, into conjunction with Eastern thought and practice. Yet the legacy and continuing reception of the Kyoto School have not been easy, in part because of the coincidence of its prominence with the rise of Japanese fascism. In light of this, then, the School's ongoing relationship to the thought of Heidegger has an added salience. And yet this remains a rich philosophical line of thought with remarkable salience for educational practice.

The present collection focuses on the Kyoto School in three unique ways. First, it concentrates on the School's distinctive account of human becoming. Second, it examines the way that, in the work of its principal exponents, diverse traditions of thought in philosophy and education are encountered and fused. Third, and with a broader canvas, it considers why the rich implications of the Kyoto School for for philosophy and education have not been more widely appreciated, and it seeks to remedy this.

The first part of the book introduces the historical and philosophical background of the Kyoto School, illustrating its importance especially for aesthetic education, while the second part looks beyond this to explore the convergence of relevant streams of philosophy, East and West, ranging from the Noh play and Buddhist practices to American transcendentalism and post-structuralism.