الصفحة 1
الصفحة 1
Northern Lights on Civic and Citizenship Education : A Cross-national Comparison of Nordic Data from ICCS
This book presents an in depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education.
New Teacher Identity and Regulative Government : The Discursive Formation of Primary Mathematics Teacher Education
This volume documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It shows how such managerialist policies cast teachers as civil servants through de-professionalising the conception of their role. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers. It shows how recent advances in psychoanalytic and post-structuralist theory enable a fresh approach to analysing teacher experience of and response to policy implementation. And more broadly, by situating education in a wider social framework, it shows how we can better formulate solutions to new problems in conceptualising education policy.
Navigating Numeracies : Home/School Numeracy Practices
The book aims to further understanding of why some pupils have low achievement in numeracy in the school context. The authors aim to achieve this by a relatively original view that focuses on numeracy as a social practice. They report on their investigations into the meanings and uses of numeracy in school and home and community contexts, using ethnographic-style approaches, including formal and informal interviews and observations. The book will be useful for policy, practice and further research into the teaching and learning of mathematics in schools. It will therefore be of interest to policy makers, teachers and practitioners, academics and practitioners in teacher education, education researchers, and parents and community leaders.
National reflections on the Netherlands didactics of mathematics : Teaching and learning in the context of realistic mathematics education
This book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, consists of 17 chapters, in which educators from the Netherlands reflect on the teaching and learning of mathematics in their country and the role of the Dutch domain-specific instruction theory of Realistic Mathematics Education.
Measuring Professional Competence for the Teaching of Mathematical Modelling : A Test Instrument
This book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model.
Mathematics teacher education in the Andean region and Paraguay : A comparative analysis of issues and challenges
This Open Access book is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in Bolivia, Ecuador, Paraguay and Peru, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives. This book brings to the international Educational Community an important collection of experiences and ideas in the Mathematics Education of four Latin-American countries in the developing Andean region and Paraguay. The dissemination of these results can promote the search for international collaborative actions in a wider scale.
Mathematics Education and Language Diversity : The 21st ICMI Study
This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies.
International reflections on the Netherlands didactics of mathematics : Visions on and experiences with realistic mathematics education
This book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects.
International Perspectives on teachers and lecturers in technical and vocational education
This book provides insight into the history and current status of teaching in technical and vocational education across a broad range of countries. It contains studies of the profiles of teachers and lecturers and their educational practices in: Germany, Brazil, Denmark, China, France, Japan, Norway, Turkey, the UK and the USA. All chapters follow a common structure making it easy for the reader to focus on specific aspects. An overarching introduction embeds the content of the book into the current global context of Technical and Vocational Education and Training.
Interdisciplinary Mathematics Education : The State of the Art and Beyond
This book is the first major publication on the topic of “Interdisciplinary Mathematics Education” It offers extensive theoretical insights, empirical research, and practitioner accounts of interdisciplinary mathematics work in STEM and beyond (e.g. in music and the arts).
Interdisciplinary mathematics education : A state of the art
This book provides an essential introduction to the state-of the-art in interdisciplinary Mathematics Education. First, it begins with an outline of the field’s relevant historical, conceptual and theoretical backgrounds, what “discipline” means and how inter-, trans-, and meta-disciplinary activities can be understood. Relevant theoretical perspectives from Marx, Foucault and Vygotsky are explained, along with key ideas in theory, e.g. boundaries, discourses, identity, and the division of labour in practice. Second, the book reviews research findings of mainly empirical studies on interdisciplinary work involving mathematics in education, in all stages of education that have become disciplined. For example, it reports that a common theme in studies in middle and high schools is assessing the motivational benefits for the learner of subsuming disciplinary motives and even practices to extra-academic problem-solving activities; this is counter-balanced by the effort needed to overcome the disciplinary boundaries in academic institutions, and in professional identities. These disciplinary boundaries are less obviously limitations in middle and primary schools, and in some vocational courses. Third and finally, it explores selected case studies that illustrate these concepts and findings, both in terms of the motivational benefits for learners and the institutional and other boundaries involved.
Inquiry-Based Learning – Undergraduate Research : The German Multidisciplinary Experience
This book provides a systematic overview of experiences with Inquiry-Based Learning (IBL) and undergraduate research (UR) in German universities, covering both research universities (Universitäten) and universities of applied sciences (Fachhochschulen). Divided into three parts, the book starts with the principles and common practices of IBL/UR at all universities. Part Two discusses the implementation of IBL/UR for twenty-one individual disciplines, ranging from architecture to theology. Part Three discusses the potential of IBL/UR in relation to several topics including diversity, digitalisation, different forms of universities, and the national job market. The book summarises the project of the German network of UR,
Inclusion, Education and Translanguaging : How to Promote Social Justice in (Teacher) Education?
This book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems.
Implementing deeper learning and 21st Century education reforms : Building an education renaissance after a global pandemic
This book is a comparative analysis of recent large scale education reforms that broadened curriculum goals to better prepare students for the 21st century. The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation.
History of Mathematics Teaching and Learning : Achievements, Problems, Prospects
This work examines the main directions of research conducted on the history of mathematics education. It devotes substantial attention to research methodologies and the connections between this field and other scholarly fields. The results of a survey about academic literature on this subject are accompanied by a discussion of what has yet to be done and problems that remain unsolved.
History Education and Conflict Transformation : Social Psychological Theories, History Teaching and Reconciliation
This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus.
Handbook of Teacher Education : Globalization, Standards and Professionalism in Times of Change
This book provides an international review of the current state of teacher education, with chapters from an international group of teacher educators. It focuses on major issues that are confronting teacher educators now and in the next decade. These include the impact of globalization on the profession of teaching, and how teacher education must deal with changing accountability requirements from governments and establish a set of minimum standards acceptable to enable a person to teach.
Games and Simulations in Teacher Education
Includes more than twenty computer games and simulations for use in teacher training. Each of these simulations is innovative and presents an opportunity for pre-service teachers to have hands-on experience in an area of need prior to teaching in the classroom. Information on the simulation origins, including theoretical underpinnings, goals, characteristics, relevant research/program evaluation results, discussion of benefits and limitations as well as dissemination, recommended use, scope of practice, etc. of each game or simulation are included. Pre-service and new teachers will gain a number of useful skills through completion of these simulations and higher education faculty and administrators will gain a plethora of research-based and effective training tools for use in their teacher training programs.
Feyerabend’s Epistemological Anarchism : How Science Works and its Importance for Science Education
argues that the traditional image of Feyerabend is erroneous and that, contrary to common belief, he was a great admirer of science. It shows how Feyerabend presented a vision of science that represented how science really works. Besides giving a theoretical framework based on Feyerabend´s philosophy of science, offers criteria that can help readers to evaluate and understand research reported in important international science education journals, with respect to Feyerabend’s epistemological anarchism. includes an evaluation of general chemistry and physics textbooks.
Enduring Bonds : The Significance of Interpersonal Relationships in Young Children’s Lives
This, the first volume in a series of edited books designed to synthesize research, theory, and practice, will focus on key interpersonal relationships affecting the young child. A distinguished group of authors will examine a wide array of relationships that affect the child today and influence the adult tomorrow—important bonds such as those between caregivers and infants; among siblings; between literate adults and the language-learning child; between the homeless and those providing support services, between principals and young students; and between recently immigrated preschoolers, teachers, and families, to name a few.
