Bøger i Springer Texts in Education serien

This book discusses and demonstrates the types of English discourse used at academic conferences and offers guidance to prospective conference participants from multiple perspectives.

This textbook focuses on research in movement integration and the benefits of physical activity to the child's physical, cognitive, emotional, and social development. Though the textbook is specifically aimed at elementary-level teachers, secondary teachers and pre-service teachers can modify the activities to fit their lessons as well.

This Open Access book combines expertise in information literacy with expertise in education and teaching to share tips and tricks for the development of good information literacy teaching and training in universities and libraries.

This book provides a collection of applicable learning theories and their applications to science teaching. In addition, it looks at other theories, such as multiple intelligences theory, systems thinking, gender/sexuality theory and indigenous knowledge systems.

Updated and revised with more examples and expanded discussions, this second edition continues the aim of providing teachers with a solid understanding of the use and function of grammatical structures in American English.

By uniting key concepts and methods from education, psychology, statistics, econometrics, medicine, language, and forensic science, this textbook provides an interdisciplinary methodological approach to study human learning processes longitudinally. This longitudinal approach can help to acquire a better understanding of learning processes, can inform both future learning and the revision of educational content and formats, and may help to foster self-regulated learning skills.The initial section of this textbook focuses on different types of research questions as well as practice-driven questions that may refer to groups or to individual learners. This is followed by a discussion of different types of outcome variables in educational research and practice, such as pass/fail and other dichotomies, multi-category nominal choices, ordered performance categories, and different types of quantifiable (i.e., interval or ratio level of measurement) variables. For each of these typesof outcome variables, single-measurement and repeated-measurements scenarios are offered with clear examples. The book then introduces cross-sectional and longitudinal interdependence of learning-related variables through emerging network-analytic methods and in the final part the learned concepts are applied to different types of studies involving time series. The book concludes with some general guidelines to give direction to future (united) educational research and practice.This textbook is a must-have for all applied researchers, teachers and practitioners interested in (the teaching of) human learning, instructional design, assessment, life-long learning or applications of concepts and methods commonly encountered in fields such as econometrics, psychology, and sociology to educational research and practice.

This book addresses the background of classroom flipping, explores the theoretical underpinnings for why flipping works, and shares current success stories in practice.

Written by a team that represents outstanding teaching, award-winning writing, and extensive editorial experience, the book leads teacher/scholar/authors to replace the old "publish or perish" dictum with a different, growth-seeking orientation: publish and flourish.

This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices.

This book applies Rasch measurement theory to the fields of education, psychology, sociology, marketing and health outcomes in order to measure various social constructs.

This book shares the goal of the classic text How to Lie with Statistics, namely, preventing and correcting statistical misconceptions that are common among practitioners, though its focus is on the educational context. It illustrates and discusses the essentials of educational statistics that will help educational practitioners to do this part of their job properly, i.e., without making conceptual mistakes. The examples are cast in the school/classroom contexts, based on realistic rather than theoretical examples.¿The strongest aspect of the work or author¿s view is that the author can put himself in the shoes of teachers and make the work a very practical guide for teachers and school leaders. As a very experienced educator and researcher, the author knows very well about the knowledge skills that are essential for the professional development of teachers. He is able to explain the statistical and measurement concepts in plain language and with examples that are highly relevant to the target audience. In addition, the author also conveyed an important message to the target audience throughout the work¿ by pointing out the mistakes and misunderstandings of the interpretation of test scores and measurement design. The author reminds the audience about the importance of proper use of tests and test scores when teachers and school leaders make any education decisions, which has much implication on the professional integrity of teachers and school leaders.¿Dr. Joyce Kwan, The Education University of Hong Kong, Hong Kong¿This book covers all the statistical tools for analyzing educational data and provides examples to explain the ideas. Chapters 10-17 are practical data analysis in educational data that helps readers have a better understanding of the procedure to analyze the data.¿Dr. Alpha Ling, The Education University of Hong Kong, Hong Kong¿It looks like a very interesting book with attractive topics and practical problems in educational statistics. Though the topics remind me of the classic book How to Lie with Statistics, this book aims at preventing and correcting statistical misconceptions in educational context.¿Dr. Zhu Ying, National Institute of Education, Nanyang Technological University, Singapore

This book investigates inherent, structural differences in the Chinese and English writing systems which predispose learners from childhood to develop specific literacy-learning strategies, which can impair later efforts at learning foreign language literacy if the foreign language script varies significantly from the native language script.

This book is a guide to help teachers, parents, guidance counselors and other stakeholders understand the importance of intervention for gifted children and to become an advocate for those individuals who are developmentally advanced.

This book describes projects in a Mathematical "Circle," i.e., an organization that discovers and nurtures young mathematical talents through meaningful extra-curricular activities. Volume I describes how to run a Circle, and Volume III explains what actually takes place in the Circle.

This book provides an overview of how to run a Mathematical "Circle," i.e., an organization that discovers and nurtures young mathematical talents through meaningful extra-curricular activities.

This book investigates the current EFL market in East Asia, focusing on K-12, university, and cram school English education in Japan, China, and Korea. It explores prevailing educational practices by both Asian learners and teachers of English, contrasting them with Western practices, and illuminating why Western pedagogical methods have often encountered tremendous resistance from teachers, administrators, parents, and students in the East Asian classroom context. After establishing this cultural contrast of pedagogical norms, the book presents a series of practical means for adapting Western teaching practices and philosophies to better suit the learning styles of East Asian students and the cultural context and practical realities of the East Asian classroom, offering both Western teachers working in East Asia and native East Asian teachers realistic plans for turning theory into successful practice. These plans are divided by subsections, focusing on the linguistic subskills beingtaught: listening/speaking, reading, and writing. Each section includes two contrasting lesson plans to demonstrate how the educational theories and practices promoted by the author can often be implemented by making relatively simple changes to existing practices that incorporate a fuller understanding of how to actively assist students in developing new learning styles and behaviors.