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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
This book provides a practical philosophy for promoting students'
sophisticated thinking from Early Childhood to PhD in ways that
explicitly interconnect across the years of education. It will help
teachers, academics and the broader learning and teaching community
to understand and implement these connections by introducing a
conceptual framework, the Models of Engaged Learning and Teaching
(MELT). By covering the nature, philosophy, practice and
implications of MELT for teachers and students alike, the book will
help teachers to facilitate students' awareness of, and increasing
responsibility for, the thinking demanded by subject and
discipline-specific learning as well as interdisciplinary learning,
whether face to face, online or in blended modes. The book will
also provide educators with ways to effectively engage with
complex, and sometimes conflicting, contemporary educational
concepts, and with a diverse variety of colleagues involved in the
learning and teaching enterprise. The book provides guidance that
allows curriculum improvement, teacher action research and
larger-scale research to be reported on from a common perspective,
bridging the gap between those readers focused on research and
those focused on teaching. The book shares valuable insights and
ways of addressing the contemporary issue of discipline-based
learning versus transdisciplinary learning, reducing the dichotomy
and enabling the two approaches to complement each other. This is
an Open Access book.
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