Bücher der Reihe Springer International Handbooks of Education

The book brings together diverse views from around the world and provides a comprehensive overview of academic integrity and how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 20-30 years. New technologies that have made it easier than ever for students to ¿cut and paste¿, coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ¿on the rise¿. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address ¿ students copying sources without attribution ¿ has in fact, turned out to be a complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few.Because of this broad interest and input, this handbook serves as the single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.

This book provides an in-depth look on Content and Language Integrated Learning (CLIL) and Early Childhood Education (ECE), two domains where major joint research is needed. By taking stock on theoretical underpinnings, it explores the ideal conditions for early additional language acquisition in preschool contexts through CLIL with a learner-centered approach grounded in developmentally appropriate practices (DEP) and an emphasis on the importance of play, cognition, holistic content adaptation and social-emotional learning. The book also offers a comprehensive view of how this methodological approach has already set a clear path on Pre-primary education internationally. Finally, it offers insights into CLIL pedagogies as related and adapted to Pre-primary education, resources and materials for very young learners and practical implementation from the classroom. By providing a solid empirical background on Pre-primary CLIL, along with appropriate methodological issues and practices, this book serves as a key resource to students, practitioners, academics as well as teacher educators and policy-makers in international contexts.

The Third edition of this well-received and widely used Handbook brings together an entirely new set of chapters, to reflect progress and new themes in the ten years to 2022. Building on the established structure of the first two Handbooks, the four sections focus in turn on: philosophy, history and theory development; fresh perspectives on policy and policy development; emerging programs and new approaches; and re-imagining lifelong learning for future challenges.The Handbook stimulates readers with fresh and timely insights, while exploring anew some enduring themes. New topics and themes introduced in all sections address lifelong learning challenges associated with climate change, the digital world, the rise of populism, migration and precarious living. The Handbook features learning innovations and evolving pedagogies such as intergenerational learning, art as pedagogy to promote public-mindedness, neuroscience enhancing learning effectiveness, and lifelong learning for sustainability. Policy responses to lifelong learning for work and well-being are debated.In state of the art contributions, authors from around the globe focus readers' attention on multifaceted processes, issues and decisions that must be better understood and enacted if inclusive development and fair access to lifelong learning are to become realities for us all.

This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, "e;early language education"e; will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.

This handbook is the first of its kind to provide a general and comprehensive overview of virtually every aspect of International Large Scale Assessment (ILSA). It includes historical, economic, and policy perspectives, theoretical foundations, methodology, and reviews of findings from analyses of ILSA data. After decades, during which ILSAs have generated knowledge within central areas of education research and gained increased and substantial impact on educational policy, practice and research, such a broad overview for a wide-ranging audience is much needed. With contributions from authors and editors from all continents, this handbook appeals to an international audience and keeps a neutral perspective, not favoring one ILSA over another.The handbook is suitable to be read by politicians, researchers and stakeholders who are seeking an overview of ILSAs, their history and development, and both potential benefits and limitations with regard to policy implications. The reviews offindings from studies analyzing ILSA data will be of interest to stakeholders, teachers, researchers, and policymakers.Considering that the reviews extend to all fields pertaining to educational research, the book will be valuable to all researchers interested in education. Students may use the book to learn about ILSAs in the context of policy, theoretical underpinnings, or research. Moreover, the methodology section is written in a manner that is understandable and accessible for students, stakeholders, or researchers not familiar with these data. This methodology part, however, is also a valuable resource for researchers who are familiar with ILSA data, as it provides overviews of the design and sampling procedures of several ILSAs, and includes advice on methods of analysis.Even the owners of the ILSAs may find the book valuable, as it contains overviews and insights into a number of ILSAs, provides information how the data is used by the research community, and includes recommendations for future instruments.

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

This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres.

This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education.

This handbook presents challenging and inspiring international research perspectives on the history and nature, current issues, and future directions of statistics education and statistics education research.

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

The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education.

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

Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly "invest" in lifelong learning.

The International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning.

This two-volume compendium brings together leading scholars from around the world who provide authoritative studies of the old and new epistemic motifs and theoretical strands that have characterized the interdisciplinary field of comparative and international education in the last 50 years.

This book reviews of the development, implementation and practice of the disciplines of school effectiveness and school improvement. Seven main topics are addressed: History of the school effectiveness movement over the last 25 years; Leadership in school effectiveness; The contributors are active in school effectiveness research worldwide.

The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; and (d) international perspectives on mathematics education. Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students.

The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world.

This handbook presents challenging and inspiring international research perspectives on the history and nature, current issues, and future directions of statistics education and statistics education research.

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

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

This handbook examines key issues and debates, theories and practices in the context of culture studies in education. It brings together a multiplicity of voices in a collective and converging manner that ask critical questions about the meanings of diverse forms of Cultural Studies in Education. Examining case studies of individuals, groups, collectives and social institutions, this handbook focuses on Cultural Studies in Education as theorized and analyzed from a heterogeneity of vantage points and its practical role and impact in challenging, rupturing, subverting, and changing dominant socio-economic, political, and cultural forces and structures that reproduce normalizing power relations that work to maintain injustice and inequity in various educational contexts.

Integrating all aspects of the fields of metacognition and learning technologies, this book describes features of the learning technologies and how they have been designed to study and support metacognitive processing and self-regulated learning.

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

This book offers an in-depth historiographical and comparative analysis of prominent theoretical and methodological debates in the field. The intent is to encourage comparative historiographical perspectives of the nominated issues that overview the main theoretical and methodological debates and to propose new directions for the field.

This volume covers the multidimensional and international field of Heritage Language Education, including concepts, practices, and the correlation between culture and language from the perspectives of pedagogy and research.

This handbook of technology education offers a state-of-the-art survey of developments in technology education worldwide.

This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education.