Bøger i Springer International Handbooks of Education serien

This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts.

Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline.

This handbook provides a compilation of research in Childhoodnature and brings together existing research themes and seminal authors in the field alongside new cutting-edge research authored by world-class researchers drawing on cross-cultural and international research data. The underlying objectives of the handbook are two-fold: . Opening up spaces for Childhoodnature researchers; . Consolidating Childhoodnature research into one collection that informs education. The use of the new concept 'Childhoodnature' reflects the editors' and authors' underpinning belief, and the latest innovative concepts in the field, that as children are nature this should be redefined in this integrating concept. The handbook will, therefore, critique and reject an anthropocentric view of nature. As such it will disrupt existing ways of considering children and nature and reject the view that humans are superior to nature. The work will include a Childhoodnature Companion featuring works by children and young people which will effectively enable children and young people to not only undertake their own research, but also author and represent it alongside this Research Handbook on Childhoodnature.

This book explores the complexities of community colleges and global counterparts by focusing on critical analysis of governance, leadership, and mission.

One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity.

Recent years have generated a huge increase in the number of research and scholarly works concerned with teachers and teaching, and this effort has generated new and important insights that are crucial for understanding education today.

Recent changes in the world effected by the transformations of information technology, globalisation, and the move towards a knowledge economy over the last thirty years have been as radical and fundamental as the changes resulting from the invention of the wheel and the printing press. We are now living in a new age in which the demands are so complex, so multifarious and so rapidly changing that the only way in which we shall be able to survive them is by committing to a process of individual, communal, and global learning throughout the lifespan of all of us. A number of international bodies and agencies have taken cognisance of these transformations and the demands they impose upon societies and communities of the twenty-first century and have developed and articulated policies intended to enable all citizens of the world in the twenty-first century to face these challenges. It is now a declared policy of many governments and international agencies that the only vehicle for such preparation is `education, education, education', and that preparing for the knowledge economy and the learning society of the future has to be a lifelong undertaking, an investment in the future that is not restricted merely to the domain of economic advancement but also to those of social inclusion and personal growth. Realising this, policy-makers across the international arena are grappling with the need to move from systems that emphasise education and training to the radically more unworked construct of lifelong learning. In this volume the editors and authors analyse, criticise, and rework the ideas, principles, and theories underpinning policies and programs of lifelong learning, re-interpreting them in the light of examples of `best practice' found in a range of educating institutions around the world. We believe that students of educational change and community development will find it useful and helpful to have available in this volumesome of the most up-to-date thinking on the chief concepts, theories, and values of increasing policy interest in lifelong learning, together with a review of some significant examples of the different forms, focuses, and nexuses of thought and practice on this topic. All this enables us to offer some policy recommendations and practical suggestions as to ways forward in the endeavour to make lifelong learning a reality for all.

One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity.

Analyse, criticise, and rework the ideas, principles, and theories underpinning policies and programs of lifelong learning, re-interpreting them in the light of examples of 'best practice' found in a range of educating institutions around the world.

The International Handbook of Virtual Learning Environments was developed to explore Virtual Learning Environments (VLE's), and their relationships with digital, in real life and virtual worlds. The book is divided into four sections: Foundations of Virtual Learning Environments; and Challenges for Virtual Learning Environments.

In 1950 the 'Commission Internationale pour I 'Etude et l' Amelioration de l'Enseignement des Mathematiques' (CIEAEM) was formed and twenty years ago another active group, the 'International Group for the Psychology of Mathematics Education' (PME), began at the third ICME at Karlsruhe in 1976.

During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum.

Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline.

This book celebrates the promises of social justice, and provides the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the education.

This book provides a central, authoritative source of reference on the most essential topics of higher education. Chapters in the first volume cover central themes in the study of higher education, while contributors to the second volume focuses on contemporary higher education issues within specific countries or regions.

Wingate The Evaluation Center, Western Michigan University, Ml, USA Educational evaluation encompasses a wide array of activities, including student assessment, measurement, testing, program evaluation, school personnel evalua tion, school accreditation, and curriculum evaluation.

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This book provides a central, authoritative source of reference on the most essential topics of higher education. Chapters in the first volume cover central themes in the study of higher education, while contributors to the second volume focuses on contemporary higher education issues within specific countries or regions.

Aims to present sources of information about educational research in the Asia-Pacific region. This book presents problems and issues facing education in the region and findings of research conducted within the region that contribute to the resolution of these problems and issues. It seeks to conceptualize the problems in content area under review.

The two volumes that comprise the second edition of this book offer a totally new and updated collection of the most critical and cutting-edge ideas in educational change, both at the theoretical and practical levels.

The major focus of this Handbook is the design and potential of IT-based student learning environments. Offering the latest research in IT and the learning process, distance learning, and emerging technologies for education, these chapters address the critical issue of the potential for IT to improve K-12 education.

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