Search

Perspectives and research on play for children with disabilities. Collected Papers. This book includes eight chapters reflecting various approaches towards the theme of play for children with disabilities that characterised the work of the members of the COST Action TD1309 “LUDI–Play for Children with Disabilities”: barriers and facilitators to play, guidelines on accessibility and usability of toys and technologies, literature reviews and parents'and studies on educators'perspectives on play are presented. Alongside these multifaceted points of view, some theoretical aspects emerged as a common background: the ICF-CY theoretical perspective, the vision of “play for the sake of play” and play as a fundamental right. ABSTRACTING & INDEXING Perspectives and research on play for children with disabilities is covered by the following services: Baidu Scholar CNKI Scholar (China National Knowledge Infrastructure) Dimensions ExLibris Google Books Google Scholar Naviga ReadCube Semantic Scholar TDOne (TDNet) WorldCat (OCLC) X-MOL

Much is made of the test scores, earning power, and innovative contributions of highly intelligent kids, but we rarely ask what it's actually like to be'gifted.'In a culture obsessed with exceptionalism, sorting by intelligence has become an educational norm, leading thousands of American students to be ushered through (or noticeably left out of) advanced academic programs. Stereotypes and generalizations about these students--from the socially inept genius to the high-strung overachiever-have filled the gap in data about who they are apart from what they achieve. At a time of educational upheaval and rapidly declining youth mental health, former gifted kids--particularly women and nonbinary people also wrestling with questions of identity, inequality, and parenthood--are reckoning with the'gifted'label. This work offers personal accounts from diverse voices, each one considered a'gifted kid'in their youth, and considers questions of identity, inequality, poverty, racism, and more. Essays address the dangers of praising achievements over efforts, imposter syndrome, intelligence as identity, and why even the smartest among us often feel like failures, among many other topics.

Reflexionskompetenz kann als wichtige Voraussetzung für die Professionalisierung von Lehrkräften erachtet werden. Weder sind die Förderung noch der Einfluss von Reflexionskompetenz auf Unterrichtsplanungen im Fach Chemie ausreichend erforscht. Um diesem Desiderat zu begegnen, wurde ein universitäres Seminar konzipiert und evaluiert. Wesentliche Ziele waren die Untersuchung möglicher Fördermaßnahmen zur Ausbildung der Reflexionskompetenz sowie die Klärung des Zusammenhangs zur Entwicklung des Fachwissens, des fachdidaktischen Wissens und der Selbstwirksamkeitserwartung von Chemielehramtsstudierenden. Im Rahmen eines Pre-Post-Follow Up Kontrollgruppendesigns wurden Unterrichtskonzepte entwickelt und diese an drei Schülertagen erprobt. Im Anschluss wurden jeweils die Videos der Stunden schriftlich reflektiert. Die zwei Interventionsgruppen (mit/ohne ergänzendem externen Feedback) konnten ihre überarbeiteten Konzepte wiederholt erproben, während die Kontrollgruppe lediglich hospitierte. Die Entwicklung der Reflexionskompetenz wurde mithilfe eines Wissenstests und eines Kodiermanuals anhand der schriftlichen Unterrichtsreflexionen erfasst. Während die Reflexionskompetenz in beiden Interventionsgruppen signifikant gesteigert werden konnte, wurden Zusammenhänge mit dem fachdidaktischen Wissen und dem Lernerfolg der Schülerinnen und Schüler nur teilweise gefunden. Allgemein scheint die Fördermaßnahme Feedback einen eher geringen Einfluss auf die Ausbildung der Reflexionskompetenz im untersuchten Themenfeld zu haben.

Seit den Anfängen der Entwicklung des Flipped Classrooms (FC) in den frühen 2000er Jahren hat sich das Konzept weltweit an Universitäten verbreitet und hält zunehmend Einzug in die Schulen. Trotz großer Beliebtheit und häufiger Implementation bleibt die empirische Forschungslage, insbesondere in Bezug auf die Implementation in Schulen, unzureichend. Diese Arbeit bietet einen Überblick über das Forschungsfeld des FCs, kontrastiert bisherige Definitionen und stellt Vor- und Nachteile einander gegenüber. Mittels zweier empirischer Untersuchungen wird die Wirksamkeit des FC-Ansatzes in Bezug auf kognitive und affektive Merkmale mit Hilfe eines Multi-Method-Verfahrens untersucht. In einer Erhebung im Themengebiet Kernphysik (N,=,103) konnte anhand von quantitativen Daten eine signifikante Steigerung der wahrgenommenen Unterstützung durch Dozentinnen und Dozenten sowie eine positive Wirkung auf affektive Merkmale nachgewiesen werden. Gestützt durch qualitative Daten konnte gezeigt werden, dass Lehramtsstudierende der Physik im besonderen Maße vom Konzept profitierten. In einer kontrollierten Studie (N,=,131) in der 9. Klasse des Gymnasiums konnten keine signifikanten lehrkonzeptabhängigen Unterschiede in der Leistung der Teilnehmenden im Themengebiet Radioaktivität festgestellt werden, dafür hinsichtlich affektiver Merkmale wie der physikbezogenen Motivation. Der FC wirkt sich somit insgesamt auf affektive Lernermerkmale positiv aus. Dadurch bietet der FC in Schule und Hochschule die Möglichkeit, das Interesse und die Motivation der Lernenden zu steigern.

Classical Recording: A Practical Guide in the Decca Tradition is the authoritative guide to all aspects of recording acoustic classical music. Offering detailed descriptions, diagrams, and photographs of fundamental recording techniques such as the Decca tree, this book offers a comprehensive overview of the essential skills involved in successfully producing a classical recording. Written by engineers with years of experience working for Decca and Abbey Road Studios and as freelancers, Classical Recording equips the student, the interested amateur, and the practising professional with the required knowledge and confidence to tackle everything from solo piano to opera.

Globalization has not only changed our society, it has also had a profound effect on education. Many schools deal with student populations that due to migration have become increasingly multilingual. Politically, few would argue against the importance of multilingualism; rather, it is promoted to the fullest. However, in practical terms the challenges associated with teaching and educational policies have increased manifold as a result of the linguistic diversity among student bodies. Reading is certainly regarded as a key learning skill, however, the question arises as to how the students'life-world multilingualism is taken into consideration. Furthermore, being considered part of teachers'professional competence, teachers'mental processes and perceptions (beliefs) have been the focus in several different academic fields. Previous research suggests that there are significant links between teachers'beliefs and practices. This thesis explores the aforementioned aspects in greater detail, with the overall aim to gain a deeper understanding of teachers'beliefs and strategies when teaching reading in multilingual settings. Using a cross-disciplinary, qualitative research approach, the empirical inquiry is based on case studies within different, linguistically diverse settings. The case studies include classroom observations as well as teacher interviews in German, Swedish and Chilean grade 4 classrooms.

Data are a crucial ingredient in any successful education system, but building and sustaining a data system are challenging tasks. Many countries around the world have spent significant resources but still struggle to accomplish a functioning Education Management Information System (EMIS). On the other hand, countries that have created successful systems are harnessing the power of data to improve education outcomes. Increasingly, EMISs are moving away from using data narrowly for counting students and schools. Instead, they use data to drive system-wide innovations, accountability, professionalization, and, most important, quality and learning. This broader use of data also benefits classroom instruction and support at schools. An effective data system ensures that education cycles, from preschool to tertiary, are aligned and that the education system is monitored so it can achieve its ultimate goal—producing graduates able to successfully transition into the labor market and contribute to the overall national economy. Data for Learning: Building a Smart Education Data System and its forthcoming companion volume shed light on challenges in building a data system and provide actionable direction on how to navigate the complex issues associated with education data for better learning outcomes and beyond. Data for Learning details the key ingredients of successful data systems, including tangible examples, common pitfalls, and good practices. It is a resource for policy makers working to craft the vision and strategic road map of an EMIS, as well as a handbook to assist teams and decision makers in avoiding common mistakes. It is designed to provide the “how-to†? and to guide countries at various stages of EMIS deployment. A forthcoming companion volume will focus on digging deeper into the practical applications of education data systems by various user groups in different settings.

Lessons Learned from World Bank Education Management Information System Operations provides an overview of the World Bank's portfolio in the area of Education Management Information Systems (EMISs) over the course of 17 years, from 1998 to 2014. It seeks to identify overall trends and characteristics of World Bank support in this area, with the intent of informing future project preparation and analytical work. The portfolio review revealed that although several good practices were evident, operational performance of EMIS activities fell short of expectations, with widespread deficiencies that ranged from unclear definitions and understanding of the EMIS to ineffective implementation and utilization. Examples of successful activities include the development of an EMIS to manage teachers and provide access to education (for example, Afghanistan); utilization of an EMIS as a management tool (for example, Bosnia and Herzegovina); creation of an online EMIS to improve access to education data (for example, Honduras); use of an EMIS to strengthen teaching and learning (for example, Guatemala and Lithuania); and use of an EMIS as a management tool for schools (for example, Malaysia). These success stories highlight how a well-implemented EMIS can improve the performance of an education system. The challenges that have been identified as contributing to the shortcomings are related to the following: • Misalignment of activities and unrealistic EMIS goals • Institutionalization of the EMIS • Sustainability challenges resulting from inconsistent leadership • Missed integration opportunities • Private players in education • EMIS at the local level Future projects could benefit from the SABER (Systems Approach for Better Education Results)-EMIS Assessment Framework. The SABER-EMIS Framework focuses on the need for a strong enabling environment, system soundness, quality data, and effective utilization as the key factors essential for the successful implementation of an EMIS. Initial needs assessment of a country's EMIS can play a critical role i n benchmarking countries and provide a valuable foundation for the design of new projects.

From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland builds on a 2015 World Bank report that assessed Education Management Information Systems (EMISs) in the state of Maryland. That report uncovered a successful system, and this one expands on lessons learned and ways to apply them in practice. The goal of this study is to distill Maryland's good practices in education data systems and share them in a way that is useful to education stakeholders interested in harnessing the power of data to strengthen learning outcomes. This study also examines the history of education data collection and use in the United States with a focus on Maryland, including a review of federal and state legislation that has helped to shape Maryland's education data policies and systems. In the digital age, information is power. When information is effectively harnessed and aligned with student learning, it carries the potential to radically transform the delivery of education, as well as the sector as a whole. Increasingly, education systems are moving away from using education data narrowly for compliance purposes; instead, they are embracing data as a tool to drive systemwide innovation, professionalization, and, most importantly, learning. Whether to prioritize and optimize data and information systems around student learning is no longer an option; it is imperative for education systems that aim to excel and achieve strong learning outcomes. Over the past several decades, fundamental shifts have occurred in the way that education data are collected, managed, and used. Today real-time learning data inform classroom instruction; predictive analytics identify at-risk youth before they drop out of school; and data from preschool to workforce are linked to help guide education reforms. These represent just a few of the innovative ways that schools and other stakeholders across the United States are harnessing data to improve education. The state's success in establishing an enabling environment for education data systems and data utilization has built a strong foundation. Maryland effectively aligned a complex, statewide data system to deliver value. Prioritization of integration and alignment was key. The state then launched a longitudinal data system center that would drive an adaptive education system with insights that track students from pre-kindergarten to entry in the workforce. Data across the state are high quality and follow strict rules to preserve privacy and enhance security. Maryland's utilization of data also offers valuable lessons. The statewide data system supports policy makers and decision makers in planning and management, as well as teachers, students, and families in instruction and learning. Consistent across Maryland's structuring and use of data systems were a strong vision and a road map to execute that vision. Maryland's journey offers many lessons, not only for countries with advanced data systems but also for those in less developed stages. While the technology and information exist to achieve data for learning, harnessing data within the right information system and ensuring utilization are challenging endeavors. An array of factors must align—leadership, policies, processes, and resources, to name a few—to effectively harness data to support and drive strong learning outcomes.

A growing body of research suggests that the quantity and quality of structural inputs of education and healthcare services such as infrastructure, classroom and medical supplies, and even teacher and medical training are largely irrelevant if teachers and healthcare providers do not exert the requisite effort to translate these inputs into effective teaching and medical service. To exert adquate effort, providers must feel they are accountable for the quality of service they provide. Yet a sense of accountability among providers does not necessarily occur naturally, often requiring mechanisms to monitor and incentivize provider effort. The literature on improving provider accountability has under-emphasized the role of monitoring practices by school principals and chief medical officers. This study begins to fill this gap by investigating the role of within-facility accountability mechanisms in the education and health sectors of Jordan. To do this, an analysis of existing and original data from these sectors was conducted in which the association of within-facility monitoring and provider effort was quantified. The results indicate that within-facility monitoring is underutilized in both sectors and is a consistent predictor of higher provider effort.

A dyslexic child who cannot keep up with the demands of school will become frustrated, upset and often depressed. Parents can fell powerless to help their child, compounded by the fact that they often receive conflicting advice on what is best to do. In this concise and helpful handbook, Robin Temple looks at the different types of learning difficulties and the main treatments available.

In diesem Sammelband berichten Akteurinnen und Akteure aus Migrantenorganisationen, Bildungsträgern, kommunaler Verwaltung, Kammern und Forschungseinrichtungen über ihre Erfahrungen und Erkenntnisse bei der Fachkräfteentwicklung in Migrantenunternehmen. Die Impulse zur Entstehung dieses Buches gehen auf einen gleichnamigen Workshop zurück, der von der Landesarbeitsgemeinschaft Migrantenökonomie Baden-Württemberg ausgerichtet wurde und unter bundesweiter Beteiligung stattfand. Der Sammelband umfasst die dort vorgestellten Beiträge von Expertinnen und Experten, die aus ihren jeweiligen beruflichen Kontexten und Perspektiven die Aus- und Weiterbildung in Migrantenunternehmen betrachten. Die Beiträge machen deutlich, dass die Förderung der Aus- und Weiterbildung in Migrantenunternehmen sowohl hinsichtlich der Grundlagen als auch der Zielsetzungen auf neue Füße gestellt werden muss. Denn insgesamt ist ein anderer Blick auf Migrantenunternehmen erforderlich, da die an Quantität ausgerichteten Fragen der Ausbildungsbeteiligung an Bedeutung verlieren, während nunmehr in den Betrieben Herausforderungen ersichtlich werden, die stärker auf eine qualitative Dimension verweisen.

Au sommaire : Présentation : ce que l'étude de la diversité sociolinguistique apporte à l'étude de l'éducation aux langues, en langues et par les langues (Philippe BLANCHET) / La diversité linguistique à l'école. Éveil aux langues ou pédagogie'critique'du plurilinguisme? (Christine HÉLOT) / Le poids des représentations dans l'utilisation des langues par des enfants bilingues (Estela KLETT).

Recontextualized: A Framework for Teaching English with Music is a book that can benefit any English teacher looking for creative approaches to teaching reading, writing, and critical thinking. Providing theoretically-sound, classroom-tested practices, this edited collection not only offers accessible methods for including music into your lesson plans, but also provides a framework for thinking about all classroom practice involving popular culture. The framework described in Recontextualized can be easily adapted to a variety of educational standards and consists of four separate approaches, each with a different emphasis or application. Written by experienced teachers from a variety of settings across the United States, this book illustrates the myriad ways popular music can be used, analyzed, and created by students in the English classroom.

The Creative Enterprise of Mathematics Teaching Research presents the results and methodology of work of the teaching-research community of practice of the Bronx (TR Team of the Bronx). It has a twofold aim of impacting both teachers of Mathematics and researchers in Mathematics Education. This volume can be used by teachers of mathematics who want to use research to reflect upon and to improve their teaching craft, as well as by researchers who are interested in uncovering riches of classroom learning/teaching for research investigations. This book represents the results of a collaboration of instructors discussing their own instruction research, analyzed through a conceptual framework obtained via the synthesis of creativity research and educational learning theories, based upon the work of Piaget and Vygotsky. The editors see an urgent need for creative synthesis of research and teaching, an example of which is presented in the book. Two central themes of the book are the methodology of TR/NYCity model and creativity, more precisely, creativity of the Aha moment formulated by Arthur Koestler (1964) in a very profound but little known theory of bisociation exposed in his work “The Act of Creation”. Incorporation of the theory of bisociation into classroom teaching of mathematics provides the key to enable students who may struggle with mathematics to engage their own creativity, become involved in their learning process and thus reach their full potential of excellence. Creativity in teaching remedial mathematics is teaching gifted students how to access their own giftedness.

Настоящее издание является учебным пособием по чтению на английском языке для студентов 2, 3 курсов отделения «Литературное творчество».

Chinese labor during the California Gold Rush. Japanese internment. Geopolitical segregation. Racial stereotypes. Asian/American Curricular Epistemicide: From Being Excluded to Becoming a Model Minority delves into how these events and issues are portrayed—or, in some cases, ignored—in today's K—12 social studies curricula. The authors'scholarly and personal backgrounds and experiences have specially situated them to undertake this objective yet critical analysis, as they examine the constructed historical narratives of Chinese and Japanese immigration, multiculturalism, and the overall hegemonic narrative as it has been shaped by the politicization of social studies curricula. This content analysis is intended to initiate a broader conversation about the methods behind a curriculum's formation. How is historical information selected, then molded into a particular narrative for public consumption? Through the authors'insightful exploration, educators and citizens alike may better identify how influential entities and agendas shape curricula behind the scenes. The authors hope that the light they bring to bear on this topic will equip readers to conduct their own analysis and to be more aware and constructively critical of our K—12 educational system.

The Shanghai basic education system has garnered significant attention since its extraordinary performance in the 2009 and 2012 Programme for International Student Assessment (PISA), a global assessment of 15-year-olds'educational abilities. Among the 65 participating economies in 2012, Shanghai-China ranked first on all three major domains of PISA, i.e. mathematics, reading, and science. Shanghai also stands out for having the world's highest percentage of “resilient students†?, students from socio-economically disadvantaged backgrounds who emerge as top performers. Shanghai's PISA story has generated intense discussions and diverse speculations in field of international educational development, and numerous studies have been done in the attempt to unravel the mystery. Missing from the picture however is a more comprehensive, systematic, in-depth, and objective rendition of the policies and practices of Shanghai basic education, benchmarked against others in key dimensions. This report presents an in-depth examination of how Shanghai scored highest in the areas of reading, science, and mathematics on PISA. It documents and benchmarks key policies in basic Shanghai education, provides evidence on the extent to which these policies have been implemented in schools, and explores how these policies have affected learning outcomes. The report uses PISA 2012 data to analyze Shanghai student achievement variation and to examine the extent school variables may be associated with the variation beyond family and student background. It also uses the World Bank's Systems Approach for Better Education Results (SABER), an existing systems diagnostic and benchmarking tool, as an organizing framework and for data collection. School-based surveys and other existing research shed further light on educational impact and implementation. While the report attempts to adopt a systems approach, particular emphasis is placed on teachers, education financing, balancing autonomy and accountability, and student assessment.

Most international students need to write essays and reports for exams and coursework, but writing good academic English is one of the most demanding tasks students face. This new, fourth edition of Academic Writing: A Handbook for International Students has been completely revised to help students reach this goal. The four main parts of Academic Writing are: The writing process Elements of writing Vocabulary for writing Writing models Each part is divided into short units which contain examples, explanations and exercises, for use in the classroom or for self-study. The units are clearly organised to allow teachers and students find the help they need with writing tasks, while cross-referencing allows easy access to relevant sections. In the first part, each stage of the writing process is demonstrated and practised, from selecting suitable sources, reading, note-making and planning through to re-writing and proof-reading. The fourth edition of this popular course builds on the success of the earlier editions, and has a special focus on the vital topic of academic vocabulary in part three, Vocabulary for Writing. Part three deals with areas such as nouns and adjectives, adverbs and verbs, synonyms, prefixes and prepositions, in an academic context. More key features of the book include: All elements of writing are clearly explained, with a full glossary for reference Models provided for all types of academic texts: essays, reports, reviews and case-studies Full range of practice exercises, with answer key included Use of authentic academic texts A companion website offers further practice with a range of additional exercises Fully updated, with sections on finding electronic sources and evaluating internet material All international students wanting to maximise their academic potential will find this practical and easy-to-use book an invaluable guide to writing in English for their degree courses.

La République Démocratique du Congo constitue un vaste territoire linguistique avec une population de près de 70 millions d'habitants répartis en 400 groupes ethniques et autant de langues. À ces langues nationales il faut ajouter le français, langue de l'administration. En se basant sur des textes sélectionnés, l'auteur cherche à savoir si la performance des utilisateurs congolais est proportionnelle au nombre d'heures passées à apprendre le français. Cette étude intéresse les enseignants et professeurs de langues et didacticiens de différentes disciplines. (Textes en français et en anglais).

Sharing Nature with Children sold more than half a million copies and sparked a worldwide revolution in nature education. Now that classic has been rewritten, with added new activities—and combined with Sharing Nature with Children II (a treasury of some of Joseph's best-loved nature games for children and adults) in one complete volume: Sharing Nature.Upon its release, Sharing Nature quickly received six prestigious awards: Winner, Silver Nautilus Award in the Animals & Nature categoryWinner, Grand Prize: Indie Book Awards in the Non-Fiction category Winner, Indie Book Award in the Science/Nature/Environment categoryWinner, Indie Book Award in the Parenting/Family categoryWinner, Silver Evergreen Medal in the Nature Conservation categoryWinner, Green Book Festival Award in the How-To categoryShortlisted, 2016 Green Earth Book Award in the Young Adult Nonfiction categoryFinalist, 2016 INDIEFAB Book of the Year Award in the Nature categoryNot just a book, this is a powerful approach to nature education. Fans of the original work will be excited by this new version of their beloved nature handbook, which incorporates the author's latest insights. (Cornell drew upon a wealth of experience to significantly revise and expand this book.) New readers—including outdoor enthusiasts of all types and nature-based schools and instructors—will be enthralled by this phenomenal teaching tool. Essential, easy to use, Sharing Nature is nature awareness made simple. It makes experiencing nature fun. An extraordinary resource for anyone who would like to get in touch with the land, trees, and mountains. This book is a treasure trove of games and activities that tap into our natural curiosity, imagination, and wonder. Give a friend or a child an experience of Nature and wildlife that he will remember the rest of his life.Sharing Nature takes readers beyond their intellects and into their hearts, where true understanding and appreciation take place. The wildly popular nature activities in this book arouse a sense of mystery, and engender quiet attention, observation, and the possibility of revelation.New nature games—and old favorites—and Cornell's typically insightful commentary makes this new and quintessential version of this special classic even more valuable to nature enthusiasts worldwide. In page after page of innovative activities, Cornell's unique blend of knowledge and warmth creates a contagious atmosphere for learning. Enjoy the color interior with 250 photos offering comprehensive easy-to-follow instructions.The Sharing Nature movement has expanded to countries all over the globe. Cornell and his work have been recommended by the Boy Scouts of America, the American Camping Association, the National Audubon Society, Japan's national school system, and many others.Cornell also introduces his remarkable technique of Flow Learning, showing how to match nature activities to the interest and energy levels of participants and children, and to organize them in a way that works, placing them in thematic sequence to ensure a genuinely uplifting experience.

A Practical Guide to Teaching Mathematics in the Secondary School offers straightforward advice, inspiration and support for mathematics teachers whether in training or newly qualified. Based on the best research and practice available, it offers a wide range of tried and tested approaches that succeed in secondary classrooms. Each chapter contains a wealth of tasks and ideas that allow teachers to reflect on the approaches and make plans for using them in their own classrooms, and offers ideas for lesson plans, learning activities and suggested further reading and development. Illustrated throughout with case studies and practical insights from classroom observations and experience, this book covers key aspects of mathematics teaching, including: managing the class and learning environment; teaching the topics of mathematics; encouraging mathematical thinking; choosing and using resources; using multi-media technology; assessing work in mathematics. A Practical Guide to Teaching Mathematics in the Secondary School is an essential companion to the core textbook Learning to Teach Mathematics in the Secondary School. Written by expert professionals, it supports you in your development of imaginative and effective lessons on a variety of curriculum topics in different teaching situations.

ITIL Service Design provides guidance on the production and maintenance of IT policies, architectures and documents for the design of appropriate and innovative IT infrastructure services solutions and processes.Key features:Written by authors of the main core guidance titlesProvides a handy overview of the five core titlesEach Key Element Guide shares the same structureQuality assured and endorsed by itSMF International.

This rewritten, expanded and updated 7th edition of the long-running bestseller Research Methods in Education encompasses the whole range of methods currently employed by educational research at all stages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references. Chapters new to this edition cover: Causation, critical educational research, evaluation and the politics of research, including material on cross-cultural research, mixed methods and participatory research Choosing and planning a research project, including material on sampling, research questions, literature reviews and ethical issues Meta-analysis, research syntheses and systematic reviews Virtual worlds and internet research Using and analysing visual media and data in educational research Organizing and presenting qualitative data, content analysis, coding and computer analysis, themes, narratives, conversations and discourses, grounded theory Understanding and choosing statistical tests, descriptive and inferential statistics, multi-dimensional measurement and factor analysis Research Methods in Education is essential reading for both the professional researcher and students of education at undergraduate and postgraduate level, who need to understand how to plan, conduct, analyse and use research. The textbook is accompanied by a website: www.routledge.com/textbooks/cohen7e. PowerPoint slides for every chapter contain an outline of the chapter structure followed by a thorough summary of the key points, ideal for both lecturers and students.? Within the book a variety of internet resources are referred to and these references have been included here, with links to the websites.? A wide range of supplementary documents are available for many chapters, providing additional guidance and examples.? They range from guidelines for the contents of a research proposal with a worked example, to screen-print manuals for using SPSS and QSR N6 NUD•IST (exportable to N-Vivo) plus data files.

Many observers consider Fe y Alegría a successful organization, but very few rigorous evaluations have been conducted. This volume is devoted to an assessment of the performance and selected aspects of the management and pedagogical practices of Fe y Alegría, a federation of Jesuit schools serving approximately one million children in 20 countries, mostly in Latin America. The available quantitative evidence suggests that the federation’s schools often do reach the poor, and that students in Fe y Alegría schools tend to perform as well on test scores, if not slightly better than comparable students in other schools. Qualitative data and case studies suggest that the factors that lead to good performance are complex and related not only to the types of “inputs” or resources used by the schools in the education process, but also to the management of these resources, and the ability to implement and test innovative programs. Other factors that support this argument include the capacity and flexibility to implement and test innovative programs that take into account the local realities. This volume will be of interest to researchers, policy makers and practitioners working in service provision through public-private partnerships and especially by faith-based organizations.

A powerful, value- and research-based, practical set of tools, ideas, and strategies to equip those on the journey towards schools that truly do link equity and excellence.'- Professor Michael Peterson, Wayne State University'Fills a need to provide a practical yet structured, logical and clear approach for preservice and inservice teachers to establish inclusive practices in their classrooms and schools.'- Associate Professor Chris Forlin, Edith Cowan University'This book gives [teachers] the means to change practice based on sound theoretical evidence--it is the sort of book which you might want to dip into regularly.'- Katie Kerslake, in Support for LearningIncluding students with differing learning needs in regular classrooms is an ongoing challenge. This text draws on research on sound inclusive practice to provide a practical guide to working with primary and secondary students who require additional support for learning.The authors outline the principles behind educational diversity and inclusive practice, and discuss the range of different needs teachers can encounter in an inclusive classroom. They explain the practical issues involved in assessment, planning, and implementing inclusive curriculum and pedagogy. They also offer strategies for promoting positive social relationships. The emphasis is on ensuring that all students receive worthwhile educational experiences while learning together.This second edition has been fully revised to reflect current research and changes in the field. It more explicitly emphasises a process approach to school inclusion, applicable to all students, rather than a focus on labels and categories often assigned to those with different learning needs. It includes enhanced coverage of professional collaboration, assessment for learning, and professional learning communities as a means of providing more successful inclusion.

The introduction of Chartered Teacher status in Scotland has created the need for a text that helps teachers to undertake the practice-based elements of that Standard. Aspiring Chartered Teachers also need materials that support them in making sense of the requirement to display professional influence and contribute to their profession. The editors and contributors to this volume provide theoretical and practical tools to enable teachers to develop their classroom practice within the current context of Scottish education - where improving teaching and learning is no longer simply construed as an individual endeavour. The focus is on the development of evidence-informed practice through the use of reflexive and enquiry based approaches to improving the learning of pupils in schools.The book draws on the work of teachers both in their own classrooms and also as members of collaborative professional enquiry groups. The book is intended for teachers, Continuing Professional Development providers, including school leaders and managers, and those academics interested in the professional development of experienced practitioners. Its purpose is to provide teachers with an overview of both the processes and the experience of developing the practice of teaching which is both theoretically sound and practicable. Since it is focused on transforming the classroom practice of teachers as a basis for improving school performance this book will have an international appeal in all countries where the development and recognition of'expert teachers'is a priority.

Carroll and Wilson have taken their successful Acts of Teaching into the 21st Century with this totally revised second edition. While maintaining the best of Acts, Acts II moves the paradigm into the global age. Comprehensive, innovative, and practical, and with forewords by two of the most noted scholars in the field, Janet Emig and Edmund J. Farrell, this text offers educators a powerful approach to teaching writing. Rather than repetitive exercises, it focuses on engagement and interaction so students grapple with words and experiences to make meaning.In Acts II the writing process and assessment gain a new dimension. Recent research supports its content and strategies while cognitive development and neurological theories, early literacy, inquiry, and writing as a mode of learning across all disciplines and grade levels have been invigorated. Topics include students, shifts and skills for the global age, the writing process, and assessment, three chapters on how to teach grammar within the writing process, collaboration, post writing, and publishing. This book meets the needs of anyone writing or teaching writing. Grades PreK-12.

À partir des résultats de recherche, cet ouvrage propose des pistes d'interventions multidimensionnelles visant à modifier les croyances aussi bien des spécialistes de l'enseignement que des élèves à l'égard des mathématiques, des sciences et des technologies.

The first of its kind since the 1980s, this book provides authoritative definitions for more than 2,600 terms that apply to educational research, practice, and theory. The overall focus is on the most critical terms in education as used by current practitioners, yet references to significant historical events in education are also included.Each of the definitions is 25-250 words and has been written by a knowledgeable practitioner or researcher in the field. Included are acronyms and initialisms commonly used in the field, names and descriptions of relevant organizations, and important legal decisions relating to education. An extensive bibliography provides useful sources for further research. This reference work will be valuable for professionals in the K-12 setting, students of education, and educators and researchers in colleges of education. Librarians at academic, public, and school libraries will find the dictionary immensely useful in interpreting education terminology.

Une réflexion sur ce que les technologies de l'information et de la communication (TIC) apportent à l'apprentissage, sous l'angle des interactions humaines plutôt que sous celui du rapport personne-machine.

Cet ouvrage collectif est une tentative de réponse à une question venue de l'intérieur du système éducatif : Est-ce que les possibilités offertes par Internet, principale structure de la communication de ce début de XXIe siècle, concernent le système scolaire, de quelle façon, et pour quelles fins?

This volume of essays from leading British, North American and Australasian contributors looks at the issues of the convergence of distance and conventional education. The term'convergence'refers to the breaking down of barriers between open and distance learning and conventional institutions, and the creation of more and more institutions working across a range of modes. Such convergence has been driven by a number of factors, including the new technologies for teaching and learning, the impact of lifelong learning policies, the entry of larger than ever numbers of adult part-time students into tertiary education, and the demands of both employers and individuals for professional and work-related education throughout their working lives.The fourteen chapters engage critically with a range of aspects of convergence, including:• how well is open and distance learning carried out by conventional institutions for which it may continue for a lengthy period to be seen as of secondary importance?• to what extent will open and distance learning be more effectively carried out by conventional institutions able to offer a variety of modes to a wide range of learners?• how well will the variety of learners be served by systems that are converging?• what are the managerial issues at institutional level where converging systems are being developed?

This book begins by reviewing the many accusations that have been hurled at educational research over the years—statements claiming that its methods are flawed, that it is devalued by users, and that it has very little impact on policy. Such claims concern issues of fact, but, surprisingly, studies have not appeared that would support or challenge them. The authors then describe such a study and report its findings. They provide a conceptual model for thinking about the problem, review prior materials that are related to their topic, and provide details of their study that was based on interviews with 120 school principals in the United States and Australia. These interviews generated quantitative as well as qualitative data, and substantive chapters of the book provide access to both—the former often summarized in the form of graphs and other visual materials, the latter presented as extensive quotes using principals'own words.Major topics assessed during the study included: principals'reports about exposure to sources where research knowledge is portrayed; principals'attitudes concerning research knowledge and innovation in schools; the breadth and depth of research knowledge principals volunteer to talk about; principals'familiarity with preselected research topics; and the ways in which research knowledge is used in principals'schools. Findings from the study provide a direct challenge to repeated claims about the supposedly feckless character of educational research and its weak impact. In addition, they provide insights about conditions leading to greater use of research knowledge among principals and their schools, as well as how the use of that knowledge may vary depending on national context.

Qu'est-ce qui caractérise une pensée critique et créative? En quoi le développement d'habiletés métacognitives peut-il influencer une démarche d'apprentissage? Quel est le rôle des compétences argumentatives dans le développement d'une pensée réflexive? La pensée critique et créative, les compétences argumentatives et les habiletés métacognitives sont décrites à partir de différents contextes de recherche ou d'approches pédagogiques diversifiées telles que l'approche philosophique, l'éducation à la démocratie, l'intégration des technologies de l'information et de la communication, le développe.

Small isolated country schools were the major educational institution in rural America for more than two hundred fifty years until they were replaced by consolidated schools by the second half of the twentieth century. Country School Memories uses the techniques of oral history to capture ehe insights of forty-seven individuals who had participated in the one-room school experience as teachers or students during the period from 1900-1955. Beginning with an overview of rural education during the twentieth century, the authors analyze the distinctive pedagogy of rural schoolteachers, the character of the teachers, and the culture of the schools. They discuss the school consolidation movement that ended the reign of one-room schoolhouses and draw conclusions about lessons that can be learned by contemporary educators from old-time schools.

This book, addressed to learning aspects, emphasizes on reality as a social production, on the individual's construction of meanings on a rational basis, on the emergent and negotiated character of interaction, and on how understandings are based on symbols such as mood and laughter.

This book examines the transformations in women's work and education and assesses their effects on women from different social and cultural backgrounds.John L. Rury is Associate Professor in the School for New Learning at DePaul University.

Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives: • to identify and define the theoretical, research, and model foundations for ID, and • to bridge the gap between ID foundations and application. Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.