Bøger i SpringerBriefs in Education serien

This volume contributes to debates about the teaching profession by reviewing international and national reports on its status, as well as on reforms of various education systems.

This book introduces the application of knowledge management (KM) theories, practices, and tools in school organization for sustainable development.

This book reports the findings of an interpretive case study of the phenomenon of science investigation (science inquiry) from students' perspective.

This book continues the influential work of the STELLAR network which was funded by the European Commission to structure the research area of technology-enhanced learning and continues to the work on the previously developed research vision.

This ethnography asks the question, what does learning to teach mean to student teachers and to those around them in an exam-driven rural school in China?

This book allows readers to explore the inner workings of a hybrid class from the perspectives of two instructors with different pedagogical orientations, from the students' perspectives, including learning outcomes and immediately practical teaching tools.

During the last several decades, self-regulation of learning has permeated all areas of learning and development, including teaching preparation programs. Self-regulatory competences are essential for successful academic achievement and performance. This book is written for teacher candidates to believe that if they heard a call to teach, they can see in each paragraph of this book that they can do it. Teacher candidates reading this book will find themselves vicariously portrayed in the journey of the four teacher candidates described in this book. They can empathize with their struggles but will also find assurance that through self-regulation their own journeys and dreams could have great outcomes. This book is also written for teacher educators in teaching education programs so that they would realize that by transforming their curriculum in light of new findings on self-regulation, they could facilitate the training process of teacher candidates under their supervision and that self-regulation of learning and teaching matters for teacher candidates.Drawing on a rich body of research and theory on self-regulation of learning, Bembenutty, White, and Vélez present compelling case studies indicating that the capability of teacher candidates to self-regulate their attainment of educational goals depends on their exposure to self-regulated teacher educators, especially as they model, scaffold, and mentor in classroom settings. This important text gives numerous examples of how teacher educators can become role models and agents for self-regulatory change, and it will be an invaluable resource for courses in education, psychology, and human development. Barry J. Zimmerman, Professor EmeritusGraduateCenter, The City University of New YorkIn an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction.Stuart A. Karabenick, Research ProfessorUniversity of MichiganThis book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration.Ivar Bråten, ProfessorUniversity of Oslo, NorwayThis is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues.Anastasia Kitsantas, ProfessorGeorge Mason University

This book presents the current state of the art on Construction Grammar models and usage-based language learning research.

This work presents a holistic critique of South African young adult fiction and addresses issues such as change and transformation, identity politics, sexuality, and the issue of the right of white writers to represent and "write" characters of different races.

This book discusses learning and teaching with modern technology in the new knowledge society. Based on a social-constructivist approach, this book covers a wide range of new technology use examples, such as participatory media, video recording systems and 3D computer graphics.

It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region.

This book investigatesthe integration of literary writing into work based or business writing.

This book focuses on the National College Entrance Exam (NCEE), an important measurement of education quality in China, from both education economics and education policy perspectives.

This book reports the impact a four-year longitudinal study (Representations, Oral Language and Engagement in Mathematics (RoleM)) had on teachers and students from 16 schools in disadvantaged contexts.

This book discusses how to improve high school students'understanding of research methodology based on alternative interpretations of data, role of controversies, creativity andthe scientific method, in the context of the oil drop experiment.

This book highlights participatory video as an instrument for community-based adult education and focuses in particular on the role that it can play in promoting participatory culture among adult learners. In brief, participatory video refers to participant-centered video making.

This book addresses the complex issues that arise in school-university collaborative action research projects.

This work considers the potential of photographs for orienting in a critical direction the scope, questions and interests of the disciplinary conventions of the field of educational inquiry.   Visual objects may help illuminate broader socio-historical events and logics that are deeply entwined with education yet remain marginal to or ¿outside¿ of what constitutes its domain of study.  In this work photographic images are treated as resources for re-visioning the founding disciplinary objects of educational studies by reorienting its proper objects of study, traditional archives, persistent categories, frames of reference, and accepted portals of research and inquiry.   A theoretic framing shapes the question taken up in this work, "How might an engagement with photo-archives open new horizons in the study of education from a postfoundationalist, multi-theoretic and cross-disciplinary perspective?"  The author constructs a rather unconventional vantage point to explore this question that opens on to the discursive spaces of three photographs made of three women in the years 1897, 1949, and 1966. The photographs are analysed from three theoretic approaches. First, it is indicated how each photographic image not only marks a relationship to the past, the present, and the future but to the rules and conventions of photographic practices.  These particular images give an account of what both persists and exceeds the photographic image, and permit to rewrite the bodies and lives pictured. Second, the subject matter of each photographic image while singular and local bears witness to the complex network of racial, patriarchal and colonial logics and their profound imbrication with a "technically mediated inscription."  For all their singularity the photographs cannot but evoke their relation to the deeply historical character of photography. Finally, the photographs make possible an account of broader occurrences, subterranean histories, contexts, and differently situatedexperiences that illuminate, much like the principle of montage, a sequence of overlapping events crosscutting with one another consequently throwing open the possibility of responding to and transforming the histories and archives we are given.This book 'Pedagogies of the Image' is a winner of the 2017 American Educational Studies Association Critics' Choice Award

This book encapsulates a line of research that looks at how students are positioned as ethical actors/decision makers in biology education by science policy, curriculum, and classroom resources.

This book provides a review of the effectiveness of Opportunity to Learn (OTL) operationalized as the association between OTL and student achievement.

The book shares the voices of mentors and their proteges as it illustrates how mentoring relationships form the basis for reflection, a transaction of ideas, and growth in knowledge and skills to ultimately advance the institution and field through a collaborative environment in which stakeholders thrive and are valued for their contributions.

Binet had empirically found that his idea of a test of general intelligence could be replaced by a test on "problem areas". As a result, students dramatically improved in their IQ test results. Fortunately, the rector of the school, Victor Vaney, published the results of Binet's experiments in his school.

This Open Access book is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in Colombia, Costa Rica, Dominican Republic and Venezuela, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives.In August 2012, a workshop of the Capacity and Networking Project (CANP) of the International Commission on Mathematical Instruction (ICMI) was held in Costa Rica. This CANP brought together for two weeks a group of 66 Mathematics educators, mathematicians, university administrators, and elementary and secondary teachers from Colombia, Venezuela, the Dominican Republic, Panamá and Costa Rica. The goal was to promote progress in Mathematics Education in the region; as such it was a unique experience in the region. One of the most important results of this event was the creation of the Mathematics Education Network of Central America and the Caribbean (REDUMATE). Itwas organized by persons associated with the Mathematics Education Reform Project in Costa Rica (responsible for the most outstanding and innovative curriculum reform in Latin America) and the Inter-American Committee on Mathematics Education (IACME), which is an official regional multinational organization affiliate of ICMI.This book brings to the international Educational Community an important collection of experiences and ideas in the Mathematics Education of four countries of a region within the heart of the American continent, a region that has been many times forgotten. The dissemination of these results can promote the search for international collaborative actions in a wider scale.

Analysis of the findings of the papers reveals that in-service and pre-service programs that use innovative practices such as cooperative learning, inquiry based investigation and nature of science instruction can produce positive growth in participants' science teaching efficacy beliefs.

This book explores theoretical and practical aspects of implementing mobile language learning in university classrooms for English as a Foreign Language in Japan. Chapter 1 defines mobile language learning within dimensions of e-learning and technology-assisted language learning, prior to tracing the development of mobile learning in Japan.

This book reports on a research program designed to construct the basics of a new type of literacy that teaches pupils social problem-solving at individual and collective levels.

This volume examines the specific effects that schools have on the performance of immigrant students and linguistic minority groups.