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This book presents high-quality, peer-reviewed papers from the International Conference in Information Technology & Education (ICITED 2023), to be held at the Nilton Lins University, Manaus, Brazil, during June 29–30, 2023. The book covers a specific field of knowledge. This intends to cover not only two fields of knowledge—Education and Technology—but also the interaction among them and the impact/result in the job market and organizations. It covers the research and pedagogic component of Education and Information Technologies but also the connection with Society, addressing the three pillars of higher education. The book addresses impact of pandemic on education and use of technology in education. Finally, it also encourages companies to present their professional cases which will be discussed. These can constitute real examples of how companies are overcoming their challenges with the uncertainty of the market.

Making decisions is one of the main activities of the teacher's work. Considered or apparently unconsidered, these decisions significantly affect the lives of all who work in classrooms, both children and the teachers themselves. Originally published in 1979, the aim of this collection of papers was to achieve greater understanding of classroom decision-making and its consequences, to identify and map existing knowledge, and to indicate where it might be augmented.The contributors were researchers and teachers from schools, universities and colleges at the time, and they examine the process of teacher decision-making from sociological, psychological, economic and other perspectives. The book includes a detailed analysis of life in the classroom from a phenomenological perspective, explorations based on micro-economic techniques, and structural perspectives on the role of the teacher in the school. The concluding papers examine the possibilities for social change, given the constraints on the work of the teacher.

This book presents high-quality, peer-reviewed papers from the International Conference in Information Technology & Education (ICITED 2021), to be held at the ESPM – Higher School of Advertising and Marketing, Sao Paulo, Brazil, between the 15th and the 17th of July 2021. The book covers a specific field of knowledge. This intends to cover not only two fields of knowledge – Education and Technology – but also the interaction among them and the impact/result in the job market and organizations. It covers the research and pedagogic component of Education and Information Technologies but also the connection with society, addressing the three pillars of higher education. The book addresses impact of pandemic on education and use of technology in education. Finally, it also encourages companies to present their professional cases which is discussed. These can constitute real examples of how companies are overcoming their challenges with the uncertainty of the market.

With the purpose of exploring the critical possibilities offered by the global crisis of coronavirus pandemic, this volume presents the collected works of scholars, educators and practitioners worldwide, bringing to the readers a broad array of perspectives on how COVID-19 inspires us to rethink, redefine, and make sense of the theoretical and pedagogical approaches that can be applied in various educational contexts. Part One of the book provides an insightful exploration of the technology-mediated innovations used in English language learning and teaching. Part Two reflects on the online learning experiences of students, as well as the teachers'strategies to cope with changes as the COVID-19 pandemic unleashed unprecedented disruptions in class. Part Three looks into a range of case studies regarding the digital divide, cross-border schooling, cyberbullying, and cross-disciplinary skill training in the post-pandemic workplace, highlighting the importance of creating a positivelearning environment. Part Four draws on the observations and experiences of frontline teachers, to examine ways to optimize the digital learning experiences of students in and outside the classroom. This volume will be a useful reference for scholars in Education, Communication, Applied Linguistics, Social Work, and Positive Psychology.

This book presents a machine-generated review on various works related to pedagogy and space, especially relevant to the context of the Global South, from selected papers published by Springer Nature, then organized with an editor-written introduction to each chapter. It maps conceptual engagements on space across disciplines, synthesizing emerging pedagogies, cultural movements, and spatial politics. By foregrounding spatial questions in pedagogy, it approaches pedagogy as a social and cultural practice, beyond the confines of institutionalized spaces, attempting to blur the boundaries between scholarship and activism. It is a reference point for understanding curriculum designs and developments, sustainable, multicultural, inclusive, and eco-conscious educational practices, and community engagement models in education. It initiates deliberations on various ways in which academicians, practitioners, geographers, cartographers, students, community actors, and activists as a collective can rethink pedagogical practices in distinct ways to make contemporary education inclusive and relevant for the context and time. The auto-summaries have been generated by a recursive clustering algorithm via the Dimensions Auto-summarizer by Digital Science. The editors of this book selected which SN content should be auto-summarized and decided its order of appearance. Please be aware that these are extractive auto-summaries, which consist of original sentences, but are not representative of its original paper, since we do not show the full length of the publication. Please note that only published SN content is represented here, and that machine-generated books are still at an experimental stage.

This book presents the selected papers of the 5th International Conference on Advance in Education and Information Technology (AEIT 2024), which was held in Nagoya, Japan, 2024 January 5-7. With a worldwide increase in technology-enhanced learning in school and industry settings, there has been a progressive increase in the implementation of new technology in education and training. Issues surrounding teaching approaches, classroom management, and the evaluation of learning effectiveness are now considered of global concern. Topics and technical areas covered include but are not limited to: Online/Virtual Laboratories, Classroom and Laboratory Integration, Managed Learning Environments (MLEs), Learning Management Systems (LMS), Collaborative Virtual Environments (CVEs), and Experiences in Educational/Serious Games. This book serves as a useful reference for early career scholars, academics, entrepreneurs and professionals who are working in the field of implementing new technology in education and training.

This volume of the series Proceedings in Engineering Mechanics - Research, Technology and Education provides selected papers presented at the 3rd International Conference on Science and Technology Education, held in Porto, Portugal, October 6-7, 2022. From the various topics covered at this conference, individual contributions have been selected for this book. These contributions focus on learning mechanisms, learning systems and assessment. The book presents the latest trends, new methods and ideas in science and technology education. An essential resource for lecturers and tutors working in this field.

Hywel Roberts and Debra Kidd's Uncharted Territories: Adventures in learning is a book of prompts, provocations and possibilities designed to nourish creativity and generate ideas that will get teachers and pupils excited about learning. In this time of high-stakes testing, growing mental health issues among young people and increasing pressure on teachers to focus on rote repetition and practice papers, we have to step back and ask:'What is the purpose of education?'If you think it is to get children through tests, then this book is probably not for you. If, however, you think it is to develop wisdom in children - the capacity to think, to apply knowledge, to empathise, to weigh up evidence, to consider consequences and to make informed choices - then this book is most definitely for you. Rooted in practice and grounded in research, Uncharted Territories invites a reassessment of what curriculum coverage can look like and provides an abundance of hooks into exploratory learning that place learners - of whatever age - knee-deep in dilemma, so that they are thinking deeply, analytically and imaginatively. These are not knowledge organisers or schemes of work; rather they are inspirational forays into imagined contexts for learning which, as fantastical as they may appear, always have the real world as their destination. Signposted by story starters and inductive questions - not to mention the beautiful illustrations which are sure to fire children's imaginations - Hywel and Debra's innovative routes to learning will help teachers stray from the beaten track of the curriculum and instil in learners a sense of purpose as they discover, manipulate and apply knowledge and skills across a range of collaborative, cross-curricular problem-solving contexts. Each chapter focuses on a different place - such as a remote castle or a mysterious cave, where the learning will be applied and challenged - and is packed with starting points and'what ifs...?'to establish rich landscapes for exploration and a wide range of opportunities for discussion and writing. To help map out the territory ahead, Hywel and Debra guide the teacher around the key learning landmarks linked to each context's overarching concepts and lines of inquiry, and point out the many different curriculum areas to which the explorations naturally lend themselves to. The authors go further by offering transferable ideas which can be adjusted to work with whatever age group, as well as a variety of context-based tasks to enable the teacher to explore how elements of, for example, literacy and/or numeracy could be incorporated in order to save curriculum time. While Uncharted Territories is a rallying call to arms for the imagination, in each of its chapters Hywel and Debra also delve into the why in order to present the teacher with a comprehensive debrief of the learning processes and the theoretical and academic underpinning. Furthermore, the authors provide a helpful listing of drama techniques and relevant books and poems that can be incorporated into the learning journeys, as well as useful advice on how to assess and evidence their outcomes. Designed for use with learners of all ages, from early years to secondary.

In the early 1980s there had been a marked increase in the application of behavioural methods in schools. However, much of this work was weak conceptually and limited in its remit. Behaviour analysis has more to offer education than ‘smarties'and time-out.Originally published in 1986, this collection of twenty papers, many of them experimental, serves to demonstrate the power of behaviour analysis in a wide variety of applications. The editors stress the importance of antecedent control, as well as consequence management strategies, and illustrate their relevance in solving problems in everyday situations at school and in the home. The Editors, whose own work is well represented in this collection, are acknowledged as leading researchers in this field.

This volume collects most recent work on the role of technology in mathematics education. It offers fresh insight and understanding of the many ways in which technological resources can improve the teaching and learning of mathematics. The first section of the volume focuses on the question how a proposed mathematical task in a technological environment can influence the acquisition of knowledge and what elements are important to retain in the design of mathematical tasks in computing environments. The use of white smart boards, platforms as Moodle, tablets and smartphones have transformed the way we communicate both inside and outside the mathematics classroom. Therefore the second section discussed how to make efficient use of these resources in the classroom and beyond. The third section addresses how technology modifies the way information is transmitted and how mathematical education has to take into account the new ways of learning through connected networks as well as new ways of teaching. The last section is on the training of teachers in the digital era. The editors of this volume have selected papers from the proceedings of the 65th, 66th and 67th CIEAEM conference, and invited the correspondent authors to contribute to this volume by discussing one of the four important topics. The book continues a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l'Étude et l'Amélioration de l'Enseignement des Mathématiques / International Commission for the Study and Improvement of Mathematics Education.

Educators in the UK and around the world are uniting behind the need for the profession to have access to more high-quality research and evidence to do their job more effectively. But every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? And how easily is that academic research translated into excellent practice in the classroom In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching.The result is a fascinating manual that will benefit every single teacher in every single school, in all four corners of the globe.

This textbook develops and presents a new hybrid pedagogy that integrates the best practices of both face-to-face and online teaching within community colleges and other access-oriented institutions. Focusing specifically on historically underserved students, this text demonstrates how online pedagogy offers new and different approaches to learning, engaging, collaborating, and communicating which can also be adapted for face-to-face classrooms, creating an innovative blended pedagogy that builds upon both course experiences. Recognizing that higher education is at a unique turning point as the Covid-19 pandemic and its effects become endemic, this volume offers educators ways to forge new paths forward and prepare for future crises by learning how to maximize the possibilities of both face-to-face and online learning tools and approaches.

This volume presents an introspective study of writing pedagogy, explored through the lens of theatre and performance. The chapters explore assessment and issues related to student engagement, in both in-person and online learning spaces, and consider aspects such as class design, environment, activities, and curriculum. The authors draw on educational theory and inquiry-based pedagogy as well as their own experiences to lay out a comprehensive blueprint for teaching in a student centered classroom.

This collection addresses intersections and gaps between practice, theory, and research that both connect and divide compassion and pedagogies. In foregrounding practice, it makes an important contribution to the growing call for universities and educators to adopt inclusive student-centred approaches that challenge us to fundamentally re-think what universities do. It celebrates the role of students as co-creators of knowledge, locating them at the heart of what pedagogies of compassion in higher education should feel like and look like. It examines how compassion can become both critical and strategic in order to disrupt systems and orthodoxies that are no longer fit for purpose in a post-pandemic world. The ultimate goal the book aims to address is the need for humane universities driven by compassion, rather than profit, which can help to build fairer and more socially just societies. The book extends the theoretical and practical discussions of compassion as a fundamental organizing principle in higher education. It brings fresh interdisciplinary thinking, theories and approaches including the neuroscience of compassion, classical Eastern philosophies, intersectional compassion, sustainability, and environmental stewardship. It also includes critical reflection on experiences, challenges, barriers, and enablers, across multiple levels and perspectives. These range from reflections on compassion in the classroom to compassion in the boardroom, as well as in the many other spaces and places where learning occurs. It offers a creative collection of essays on compassionate practices in higher education, and appeals to anyone who is concerned about the moral standing of the university. ‘For some time now, we have been told that universities must be viewed on the business model, but this has only discouraged faculty, students and staff. As the contributors show, however, the very idea that teaching and educational practices could be more closely linked to compassion is definitely appealing, and it gives us a more inspiring way of thinking about the university of the future.'Richard J. White, Creighton University, Omaha, NE, USA

This volume brings the writings of Russian linguist Lev Vladimirovič Ščerba (1880–1944) to English-language readers for the first time. The collection includes key essays in which Ščerba addresses the issues of educational methodology for foreign languages, contextualised with a critical introduction and commentary, as well as an extensive bibliography of further reading. In the historical context of linguistic scholarship, Ščerba's work is closely interlinked with major developments in the field of modern language studies in Western Europe at the turn of the twentieth century as well as with the Russian educational tradition. By studying Ščerba's writing, it is possible to trace the foundational linguistic impetus for the development of this field of scholarship, as well as educational concerns that have since been integrated in the programme of modern language studies. The ideas advanced in Ščerba's texts remain directly relevant today to policy-makers, teacher trainers, methodologists, and foreign language practitioners. They should be of particular interest to readers in Anglophone countries where foreign languages remain on the periphery of all levels of education. This book will enable English language readers to engage in their own critical reflection on Ščerba's texts.

This fully updated edition of a classic text explores established approaches to teaching that are grounded in research and experience to ensure high levels of learning.Models of Teaching combines rationale and research with real-life examples and applications in the classroom, showing how teachers, professional learning communities, and school faculties can improve student attainment. The volume contains the major psychological and philosophical approaches to teaching and schooling, including thoroughly documented research on the models of teaching and their effects on student success, and offers teachers the tools to accelerate student learning. Features include: three completely new chapters covering the origins of models in teaching, explicit strategy instruction and metacognition for teaching reading comprehension, and best practices for teachers coaching other teachers, expanding instruction, and supporting school renewal; scenarios for each model to explore the concepts in action; discussions of research relevant to each model throughout the text; advice from the authors about the use of the models in teaching; support for incorporating the language arts and science standards and supporting STEM instruction. With the aim of providing a strong impact on student achievement while keeping in line with the current emphasis on standards-based education, this classic resource will be essential reading for pre-service and new teachers as well as current teaching professionals.This text is supported by extensive multimedia materials, including video demonstrations of the models in action, PowerPoint slides and an Instructor's Manual, available at www.modelsofteaching.org.

Die letzten Jahrzehnte, insbesondere die letzten drei Jahrzehnte, haben die Gemüter der kunstpädagogischen Fachwissenschaft nach der Frage einer fachspezifischen Einbindung digitaler Medientechnologien in kunstgemäße Lehr- und Lernszenarien bewegt. In der kunstpädagogischen Praxis und fachwissenschaftlichen Theorie lassen sich jedoch bislang nur weitgehend punktuelle und exemplarische Ansätze dieser Bestrebungen und keine flächendeckende Einbindung in kunstpädagogische Konzepte ausmachen. Mit der vorliegenden theoretischen und empirischen Studie wird der Frage nachgegangen, inwiefern die Kunstgemäßheit, insbesondere im Kontext der Anwendung digitaler Medientechnologien, im Wege einer Kooperation mit Künstlerpersönlichkeiten in Kombination mit außerschulischen kunstpädagogischen Lernsettings, gefördert werden und unter welchen Bedingungen der sich daraus ergebende didaktisch-methodische Dreiklang fachspezifisch-kunstgemäße kreative Denk- und Handlungsprozesse von Schüler:innen nachhaltig professionalisieren kann.

This book analyses dominant discourses of globalisation, multiculturalism and schooling. The chapters advance further the discussions on globalisation and its impact on cultural diversity and multiculturalism in a globalised world. Multicultural education, as presented in this volume, is seen in a broad context. It includes factors such as race, ethnicity, gender, socio-economic status, culture, age, and physical ability, as well as a variety of beliefs and values. Zajda has argued that globalisation represents a synthesis of technology, ideology, and organisation, specifically related to border crossings of people, global finance, trade, IT convergence, as well as cross-cultural communication. The reality of multiculturalism has been brought into stronger focus because of globalisation. Multiculturalism is more evident today because of globalisation. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation and dominant models of multicultural education, and their impact on students'engagement, and academic achievement.

This book layouts historic and future perspectives at the introduction of technology into education systems: On the one hand, the book attempts to explain why despite numerous attempts, technology has struggled to integrate successfully into the education system for over a century; on the other hand, it explores whether this trend will persist in the foreseeable future, questioning if emerging technologies, like virtual reality or Gen-AI will ever be embraced by education systems worldwide, and introducing a hypothesis that these technologies will become inevitable so that education systems will have a little choice in adopting them. The underlying perspective is that education systems need to prepare for this new future and better start doing so now. The book encompasses three key areas: education, technology, and future studies, with a focus on how technology will shape the future of education. It begins by examining past failures of integrating technology into education, analyzing the reasons behind these setbacks. It progresses to assess the potential integration of future technologies (10-20 years from now), exploring a feasible scenario and the force implications on learning, teachers, and the system. Examining recent attempts to implement technology in education reveals numerous reasons for failure. A significant contributing factor appears to be inherent conflicts within the education system's fundamental structure. These conflicts, involving goals, curricula, organizational structure, pedagogy, and student management, prevent the system from embracing reforms or new technologies. Envisioning a future where technology will deeply'know'the students,'sense'their environment,'understand'the context and the situation,'explain'and'advise'them on the best suitable behavior or activity, the book anticipates applications in education ranging from ensuring personal safety and health to enhancing knowledge acquisition and decision-making. As the book explores the potential inevitability of technology in education, it recognizes the transformative impact on teachers and students and outlines possible desire scenario to aid in preparation, such as, personalized education to better suit student's capabilities, needs, and desires; how to motivate students to learn in an environment where all tasks can be done by machines; ethical issues; the new role of the school, the educator, and the system, etc. This book is especially suitable for teachers, educators, public officials, and anyone interested in the future of education.

This book comes at a crucial time as the USA and countries around the world wrestle with an ongoing period of democratic backsliding that shows little sign of abating. Alarmingly, study after study shows that younger people are not convinced that democracy will endure – and that a sizable number are no longer convinced that it should. Especially as changing educational and political landscapes make efforts to educate for democracy both more necessary and more fraught, contributors to this book offer innovative pedagogies and praxis grounded in political and civic theories aimed at strengthening democratic norms, practices and institutions.

There is no shortage of challenges in schools today—from bullying to gun violence and beyond—yet The Magical Place We Call School reminds us of the extraordinary things that still happen in classrooms all across America and that school truly can be a safe and happy place for learning.At a time when public discourse rages on about what students should or should not be taught, when books are being banned, when school shootings fill the news, and when families are still reeling from the impact of the Covid-19 pandemic—here comes The Magical Place We Call School. With its fresh focus on the power and perils of education, it's an intentional way of thinking that will intrigue readers everywhere. In her literary debut, school principal Dr. Kathleen Corley, a forty-year veteran in elementary education, writes knowingly and with unique humor and insight about the value of education, how kids think and learn, what they need to succeed in and out of school, and how their home life affects their performance. Plus, she tackles some of the most daunting societal issues impacting children today, from bullying to gun violence and beyond. Dr. Corley reminds us that something extraordinary still occurs in classrooms across America—not just miraculously, but by design and with tenacity. In The Magical Place We Call School, Corley shares human interest stories that shed light on what is and isn't working and provides a calm hand and a much-needed perspective from the front lines of learning. Her deep caring for the children, educators, and parents in her midst shines through, providing a true sense of what she calls “the magic of schools.” It's a book not to be missed.

Der Sammelband ist der Frage gewidmet, wie sich Forschung und Lehre zueinander verhalten. Hochschulmitarbeitende stehen vor der Herausforderung, Forschung und Lehre in einem Spannungsfeld aus Anreizsystemen, Zeitmangel und persönlichen Interessen unter einen Hut zu bringen. Dabei wird der Renommee bringenden Forschung oftmals der Vorzug gegeben, die Lehre dabei zum notwendigen Übel reduziert. Doch stehen Forschung und Lehre wirklich in einem Widerspruch? Oder ist es nicht auch möglich, dass die Forschung durch die Lehre, und die Lehre durch die Forschung profitiert, so dass zwischen beiden eine synergetische Wechselwirkung bestehen kann?

Seit der Wende hin zur Kompetenzorientierung wurden Stimmen laut, die bezweifeln, dass der heutige Kompetenzbegriff alle Bereiche eines umfassenden Bildungsverständnisses abdecken könne. Bildung dürfe nicht nur als Vorbereitung für eine (Leistungs-)Gesellschaft verstanden werden. Gemäss ihrem Doppelcharakter müsse Bildung auch das zweckfreie Ziel der Persönlichkeitsentwicklung und der Selbstbestimmung anstreben. Mit dieser Untersuchung wird geklärt, inwieweit der heutige Kompetenzbegriff einem mehrdimensionalen Bildungsverständnis gerecht wird und inwiefern einer Erweiterung bedarf. Mittels einer phänomenologisch-anthropologischen Analyse wird ein personenorientiertes Kompetenzverständnis und daran anschließend ein komplementäres Fördermodel erarbeitet. Die Phänomenologie von Edith Stein ist dabei leitend und lässt sich innerhalb einer phänomenologischen Erziehungswissenschaft einordnen. Es wird ein Weg aufgezeigt, wie gesellschaftliche Bildungserwartungen mit Persönlichkeitsbildung verbunden werden können.

This book proposes a new and central teaching concept'we are all makers'and innovates the geographical teaching modes and methodology. Geography teaching, especially how to teach geographical thinking, is important and related to the development of the discipline. In this field, the exploration of new teaching methods in non-English speaking countries and regions still needs to grow. Based on the author's experience of teaching geographical thinking and human (cultural) geography for more than ten years, the book links geographical thinking to the realistic cases with new social media tools such as WeChat APP and blog. Under the guidance of these new methods, such as poem, emotional, couplet game, keywords, blog-based teaching, and the like, students are transformed from passive recipients of knowledge to active learners and even creators in the end. The book, which focuses on and pioneers new teaching methodology or methods, is used as a reference by scholars, researchers, practitioners, and readers specialized in fields such as geography, education, and pedagogy.

Ob Personen mit atypischen Verläufen durch das schulische Bildungssystem unterschiedlich hohe Bildungserträge von Personen mit typischen Bildungsverläufen erzielen, untersucht das vorliegende Buch für verschiedene Bildungs- und Lebensetappen anhand multivariater Vergleiche für nichtmonetäre und monetäre Ertragsvariablen. Hierzu werden Bildungsverläufe von mehr als 41.000 Personen aus drei Startkohorten des Nationalen Bildungspanels aufbereitet und typisiert. Dies verschafft eine repräsentative Datenbasis für die Quantifizierung atypischer schulischer Bildungsverläufe in der Sekundarstufe sowie bei Studienstart und nach Beginn der Erwerbstätigkeit. Die Analysen identifizieren statistisch bedeutsame Divergenzen in nichtmonetären und monetären Erträgen mit kurz-, mittel- und langfristigem Abstand zu atypischen Wechseln während des schulischen Bildungsverlaufs. Kurz- und mittelfristig zeigen sich Einflüsse auf die Lebenszufriedenheit und erreichte Abschlüsse. Monetäre Unterschiede sind für Personen mit atypischen Verläufen auch langfristig nachweisbar, wie z. B. für ihren erreichten beruflichen Status.

This book confronts the continually evolving nature of biomedical science education by providing a robust account of learning pedagogies and best practice for scholars and researchers in the field.Rather than considering subdisciplines of biomedical science education separately, the volume takes a holistic approach and considers the complexities of teaching biomedical science as a whole, providing a nuanced overview of how a particular practice fits in such a course overall, as well as providing support for development within the reader's own subdiscipline. Ultimately, this holistic approach allows for expansive discussion of relevant pedagogical approaches that will directly inform innovations in the contemporary teaching of biomedical science education.Novel in approach and underpinned by the latest in research innovations, this book will appeal to scholars, researchers and postgraduate students in the fields of medical education, higher education, and curriculum studies. Policy makers involved with health education and promotion as well as educational research will also benefit from the volume.

This edited volume builds upon a rich literature base on quality, equity, and education for all. It focuses on enrolment patterns in education and includes extensive, micro-level analytical data to support their findings. The chapters include evidence-based analytical methods with three global regions and eleven country case studies that contribute to the United Nation's Sustainable Development Goal 4 (SDG 4) Quality Education for All by 2030. The book offers valuable and practical learning materials for policymakers, field practitioners, researchers and research students specializing in comparative education, international educational development, and international cooperation.

Computational Thinking erfährt vor dem Hintergrund des technologischen Fortschrittes und der zunehmenden Automatisierung von Prozessen durch Algorithmen eine steigende Relevanz. Es umfasst ein breites Spektrum an Kompetenzen, die für eine erfolgreiche Teilhabe an der heutigen technisierten Gesellschaft von Bedeutung sind. In dieser Arbeit wird erstmals der Zusammenhang zwischen Kompetenzen im Bereich ‚Computational Thinking‘ und Aspekten des Problemlösens von Achtklässlerinnen und Achtklässlern unter Berücksichtigung individueller Merkmale, wie Geschlecht, soziale Herkunft, Migrationshintergrund und Selbstwirksamkeit im Bereich,Computational Thinking‘ und des schulischen Kontextes mittels Mehrebenenstrukturgleichungsmodellierung untersucht. Die Datengrundlage bilden Kompetenztests und Fragebögen für Schülerinnen und Schüler sowie Lehrkräfte, wobei sowohl Primär- als auch Sekundäranalysen durchgeführt werden. Die Datenbasis bildet die IEA-Studie ICILS 2018 (International Computer and Information Literacy Study), in der erstmals im Rahmen eines internationalen Zusatzmoduls Ergebnisse zum Kompetenzbereich ‚Computational Thinking‘ von Achtklässlerinnen und Achtklässlern präsentiert wurden.

Der Sammelband gibt einen breiten Überblick über Serious Games und gamifizierte Lernelemente in der schulischen Bildung sowie über die Erfahrungen und den nachhaltigen Lernerfolg dieser Formate. Ein besonderer Fokus liegt auf der Verknüpfung von theoretischen, methodischen und praktischen Aspekten des Einsatzes von Serious Games und Gamification. Dabei werden auch die Anforderungen und Herausforderungen solcher digitalen Tools für Lehrerinnen und Lehrer aufgezeigt.

This book analyses discourses of the use of engagement and motivation in schools globally. It focuses on the overall impact of engagement on teachers, students'motivation, students'well-being, and standards. It examines the role of engagement and motivation impacting teachers and students in the classroom, and the overall impact of inclusive classroom models to improve their performance in the classroom. The book analyses topics such as cultural identities and engagement, students'personalities and their impact on learning, the role of intelligence in learning, social learning, engagement in collaborative groups, and teachers'role in promoting engagement in the classroom. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students'engaging learning environments, and their academic achievement.

Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students'learning in effective and powerful ways.For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers'independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This proceedings volume presents outstanding advances, with a multidisciplinary perspective, in the technological ecosystems that support Knowledge Society building and development. With its learning technology-based focus using a transversal approach, TEEM is divided into thematic and highly cohesive tracks, each of which is oriented to a specific community of interest, including researchers, professionals and students. Informatics and Education are the central issues in the conference tracks, including broad-scope research areas, such as Educational Assessment and Orientation, Human-Computer Interaction, eLearning, Computers in Education, Communication Media and Education, Medicine and Education, Learning Analytics, Engineering Education, Robotics in Education, Mechatronics, Diversity in Education, Gamification and Games for Learning.

Während das Bild vom Kind im Kontext frühpädagogischer Konzeptpapiere und den Diskursen um Qualität und professionelle Haltung immer wieder als wichtiger Ausgangspunkt pädagogischen Handelns vorausgesetzt wird, finden sich keine empirischen Arbeiten, die sich mit dem Bild vom Kind pädagogischer Fachkräfte befassen. An diesem Desiderat ansetzend widmet sich die vorliegende Studie dem Bild vom Kind pädagogischer Fachkräfte der Kindertagesbetreuung. Ausgehend von einer praxeologischen Gegenstandskonstruktion, teilnarrativen Interviews und einem qualitativ-rekonstruktiven Interpretationszugang wird das Bild vom Kind akteursbezogen und mehrdimensional rekonstruiert.

This book delves into the crucial role of assertiveness in shaping effective educational and pedagogical strategies. It presents innovative research and practical techniques to empower educators, students, administrators, and institutions to enhance competitiveness in the ever-evolving educational landscape. Using in-depth research, evidence-based analysis and synthesis, and examples for use in the classroom, this book offers tools to navigate the complex landscape of assertiveness in educational contexts.

​This book examines Nietzsche's early writings on education, paying particular attention to his thought on scholarship and teaching. Giosuè Ghisalberti examines Nietzsche's view of himself as a teacher in the broader context of his reflections on scholarship and philology, and puts Nietzsche's examination into conversation with prominent themes in his later philosophy (including morality, truth, and language). The book is to be read as an assessment of our social predicament, in and out of the university. “We Scholars” According to Nietzsche develops ideas on our contemporary world most especially in institutions of higher learning and how morality is proving to be inimical to freedom.

This volume, the first of a two volume set, addresses three major areas in response to the post-Anthropocene: childhood, environment and indigeneity. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. The author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. There has been a concerted effort to overcome the nature-culture divide in education. The author reviews this development in the first section where there has been a particular emphasis placed on childhood education. In the second section he turns to the pedagogical theories that are attempting to overcome this same divide in environmental and science education. The last section attempts to bring into the conversation the vast literature on Indigeneity and their attempts to revise traditional education to meet these extraordinary times.

As a follow up to Pedagogical Encounters in the Post-Anthropocene, Volume I, this book addresses three major areas in response to the post-Anthropocene: Technology, Neurology, Quantum. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. As in Volume I, the author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. Technology in education has been a significant development. There is a concerted effort to review this development placing stress on the rise of learning machines and algorithms. In the second encounter the vast literature on neurology is addressed, especially neurodiversity and the various symptoms that have emerged in the post-Anthropocene era. The last section reviews issues related to quantum theory as this is fundamental to tensions between physics and metaphysics. The volume concludes with the author's own pedagogical proposal for the future.

Was bedeutet es für Lehrkräfte, eine für sie neue pädagogische Praxis zu vollziehen, die sie zugleich im Rahmen von Schulentwicklung erst entwickeln müssen? Mit dieser forschungsleitenden Frage werden im vorliegenden Band professionelle Deutungsmuster von Lehrkräften im Schulversuch PRIMUS herausgearbeitet. Der Arbeit liegt eine reformulierte struktur- und schulkulturtheoretische Analyseeinstellung zugrunde, die den bisherigen theoretischen Rahmen um das professionelle organisationale Handeln erweitert. Die theoretische Perspektive leitet eine empirische Interviewstudie mit qualitativ-rekonstruktiven Auswertungsmethoden an, die zunächst zu den beiden Handlungsfeldern des pädagogischen und des Schulentwicklungshandelns jeweils drei zentrale Bezugsprobleme und dazugehörige Deutungsmuster von Lehrkräften erarbeitet. In einem zweiten Schritt werden die Befunde hinsichtlich der beiden Phänomene Ungewissheit und Konvergenz interpretiert. Im Kern verweist die Studie auf die Bearbeitungsmöglichkeit von Ungewissheit in der kollegialen Gemeinschaft auch über deren divergente Deutungsmuster hinweg.

This is the first edited collection to focus on women, gender, and history education in Canada. The aim of this edited collection is threefold: to offer a historical analysis of women and gender in K-12 teaching and learning of history; to provide an examination of women and gender in relation to contemporary pedagogy, curriculum, and resources in K-12 history education and teacher education; and, to explore the future of history education when informed by intersectional feminism and gender theory. Readers are introduced to the ways in which women's historical narratives have been repeatedly marginalized, despite the efforts of feminist activists and educators. This collection is the beginning of a long overdue conversation about women and gender in how we teach and learn about the past.

Dieser Band bietet eine Einführung in das Thema Wissenstransfer im Bildungsbereich unter Berücksichtigung aktueller Studien. Bildungswissenschaftliches Wissen soll das pädagogische Personal unterstützen, doch es besteht Zweifel an der Erfüllung dieser Erwartung, und es wird zunehmend gefordert, Forschungserkenntnisse effektiv in der Praxis umzusetzen. Dabei ist der Wissenstransfer entscheidend, um wissenschaftliche Erkenntnisse positiv auf die Bildungsrealität einwirken zu lassen. Der Wissenstransfer von Forschungswissen in die Bildungspraxis und Bildungspolitik ist ein komplexer Prozess und gestaltet sich sehr unterschiedlich. In diesem Band wird der Versuch vorgenommen, die Konzepte, Erfahrungen und Perspektiven zum Wissenstransfer zu systematisieren. Die Lektüre gibt außer dem Stand der aktuellen Forschung mehr Einblicke auf die verschiedenen Akteure des Wissenstransfers: Während eine zügige und an Probleme und Handlungsmöglichkeiten der Praxis anschlussfähige Vermittlung von Forschungswissen insbesondere von der Bildungspolitik eingefordert wird, zeigen Forschende grundsätzlich eine Bereitschaft zu Wissenstransferaktivitäten, aber legen keine Priorität auf Wissenstransfer. Schließlich rezeptieren Bildungspraktiker•innen Forschungswissen eher zögerlich. Abschließend wird diskutiert, welche Strategien genutzt werden können, um einen erfolgreichen Wissenstransfer zu leisten.

This book presents an interdisciplinary approach to understanding the learning and listening skills of a foreign language from the perspectives of cognitive load theory and second language acquisition theories. It explores when and how foreign language listening skills could be curiously improved more effectively by reading than by listening. The results of randomized controlled experiments in the book demonstrate an expertise reversal effect, which calls teachers to adjust instructional approaches to accommodate learners'expertise level. The book expands the existing language comprehension frameworks by including working memory load as a crucial factor in written or verbal information processing. It also develops cognitive load theory by applying it in a less well-structured subject area—foreign language learning.The book is of interest to postgraduate teachers and learners of a foreign language, instructional designers, educational policy makers, and academic researchers in the fields of learning sciences, curriculum and pedagogy, educational psychology, cognitive load theory, second language acquisition, and foreign language teaching and learning.

This book analyses dominant discourses of globalisation, cultural diversity and schooling. The collection in this volume advance further the discussions on the phenomenon of globalisation, and its far-reaching effects on our world, and consider cultural diversity in its broadest sense, as it manifests itself in a globalised world. Zajda has argued that globalisation represents a synthesis of technology, ideology and organisation, specifically related to border crossings of people, global finance and trade, IT convergence as well as cross-cultural communication. The reality of cultural diversity has been brought into stronger focus because of globalisation. Cultural diversity, always present in society is more evident today because of globalisation. The ways society copes with cultural diversity have changed such that the embrace of cultural diversity as part of identity is encouraged in liberal democracies. Cultural diversity, as presented in this volume is seen in a broad contextand includes factors such as race, ethnicity, gender, sexual orientations, socio-economic status, culture, age, and physical ability as well as a variety of beliefs and values. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, cultural diversity, democracy, and equality for all.

This book is an exploration of a collective writing laboratory designed to stimulate creativity and critical reflection for education professionals. The authors uncover how a writing lab can help educators develop their teaching practices and identities by means of critical-creative, collaborative, relational and arts-based methodologies. A theoretical insight into pedagogies of love and freedom illustrating how laboratory practices in education can become acts of daily care, the book will appeal to students and scholars of education, arts-based methods and creativity.

Werden Bild- oder Videodateien, welche im Rahmen einvernehmlichen Sextings erhalten wurden, unbefugt an dritte Personen weitergegeben, hat dies nicht nur Auswirkungen auf die Geschädigten; auch die Weitergebenden erleben Konsequenzen. Das vorliegende Buch fokussiert verschiedene motivationale Aspekte vor dem Hintergrund situativer Einflussfaktoren hinsichtlich der unbefugten Weitergabe von Sexting-Dateien. Schließlich werden auf Grundlage der gewonnen Erkenntnisse Handlungsempfehlungen für Prävention und (strafrechtliche) Intervention gegeben.

This book provides guidance for improving primary classroom reading instruction. As education stakeholders now recognise, there is an urgent need for policy and practice beyond phonics and for improved reading outcomes. This timely text supports a well-balanced, effective and affective classroom reading programme. The author describes the co-generative work of Belinda, a Brisbane based primary teacher and her Year Three class. In a sequence of 24 descriptive vignettes, she provides details of the activities in which Belinda engages her students­, in weekly sessions dedicated entirely to literary appreciation and educative reading for enjoyment. The project illuminates the beauty of book blether – the significance of students'literary talk. The author applies John Dewey's philosophy on aesthetic experience in explanatory responses to Belinda's teaching, and demonstrates how this work might be replicated in the primary classroom. The book will appeal to pre-service teachers and educators, academics in the field of reading instruction, dialogic pedagogy and literacy improvement, as well as primary school practitioners.

This book provides an exposition on the professional and cultural life of Patrick Weston Joyce (1827–1914), more popularly known as P. W. Joyce, who lived and worked during the final phase of British rule in Ireland. The focus throughout is very much on how family, locale, and schooling influenced this significant Irish patriot, polymath, and pioneering pedagogue who worked across a range of disciplines, including education, language, history, and music. Moreover, attention is paid to how his achievements were possible only because of the variety of leading roles he played in the development of the Irish National School System between 1845 and 1893. Thus positioned, Joyce was in many ways a significant choreographer of a slow revolution in which education, in both formal and informal settings, was used to educate the Irish people regarding their cultural heritage.

Im vorliegenden Buch wird der Einsatz von Planspielen im sozialwissenschaftlichen Unterricht untersucht. Mit Hilfe eines Websurveys wurden Lehrkräfte, die an hessischen Sekundarschulen den Politikunterricht durchführen, befragt. Als innovatives Lehr-Lern-Arrangement werden Planspielen multidimensionale Lerneffekte zugeschrieben, die mit Blick auf die elementare Bedeutung von Mündigkeit gerade für den Politikunterricht fruchtbar gemacht werden können. Die Methode kann helfen, sich (gesellschafts-)politische Themen, Strukturen und Prozesse sowie zentrale Kompetenzen anzueignen. Entsprechend relevant ist es, Grundlegendes über die Verwendung von Planspielen im Politikunterricht zu erfahren – so wird der Methode einerseits eine große Passung zugeschrieben, während ihr Einsatz, bislang empirisch nicht fundiert, andererseits als gering betrachtet wird. Folglich wird in der vorliegenden Studie die Frage bearbeitet: Inwiefern kommen Planspiele im sozialwissenschaftlichen Unterricht zum Einsatz? Es werden Merkmale des Planspieleinsatzes sowie etwaige (Hinderungs-)Gründe beleuchtet.

This book analyses discourses of the use of motivation theories in schools globally. It focuses on the overall impact of motivation theories on teachers, students'engagement, well-being, academic excellence, standards, equity and global competitiveness. It examines the role of motivation theories impacting on teachers and students in the classroom, and the overall impact of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom.The book analyses such topics as Behaviourism, a major motivation model to improve performance in schools, cognitive theories for creating engaging learning environments, including achievement motivation, Social cognitive theories for improving engagement and motivation, social constructivism to improve students'motivation and academic achievement, humanistic approaches for creating effective motivational environments, the use of discourse analysis in understanding motivation, and dominant values used in motivation in inclusive schools. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students'engaging learning environments, and their academic achievement.

This book provides insights in to how high quality learning environments in Early Childhood Education and Care (ECEC) develop, and how competent systems can support this. It builds on the knowledge that quality early environments shape the wellbeing and development of the child, and explores how communities of professional practice that support quality development are built. Acknowledging that the conditions for providing high quality pedagogical work depend not only on the individual teacher, but also on collaboration and organizational and professional development. The book draws on a range of theoretical frameworks and research that underline competent systems rather than individualized learning as a path to improve workforce quality and professionalization in the field of ECEC.

In Anbetracht der Gesellschaftsanalyse einer individualisierten Welt fordert eine sinnhafte Verortung des persönlichen Lebens den Einzelnen immer mehr Eigenleistung ab. Mit Blick auf die gegenwärtige Familie der Spätmoderne stellt sich die Frage, welche Auswirkungen eine Familiengründung in einer Gesellschaft, in der eine ichbezogene Lebensführung zum Imperativ geworden ist, auf die Sinnkonstitutionen der Einzelnen hat. Obgleich Elternschaft in unserer Gegenwart zumeist mit Sinn aufgeladen wird, ist im Übergang zur Erstelternschaft eine aufkommende Dichotomie zwischen dem persönlichen Lebenssinn und einer familialen Lebensform nicht auszuschließen. Es wird hier deshalb der Frage nachgegangen, wie junge Erwachsene ihren biografischen Übergang zur Elternschaft mit ihrem persönlichen Lebenssinn vereinbaren. Für die Rekonstruktion der fluiden und facettenreichen Sinnkonstitutionen der Einzelnen im Übergang zur Elternschaft wurde eine Methoden-Triangulation im Längsschnitt entwickelt: So wurden Elternteile im letzten Trimester der Schwangerschaft unter Einsatz des narrativen Interviews sowie ein Jahr darauf, mithilfe eines offen konzipierten Leitfadeninterviews, interviewt. Zu beiden Erhebungszeitpunkten kam ferner die LeBe-Kartenmethode zum Einsatz, die in einer semi-strukturierten Gesprächsführung Impulse setzt, um relevante Lebensbedeutungen und ihre Vollzugsweisen sowie Veränderungen im Übergang zur Elternschaft zu erkunden.