Bücher der Reihe SpringerBriefs in Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This book provides a fresh approach to studies on adolescents with visual impairment.

This brief presents the results of a study on the development of the mobile app-supported math trail program for learning mathematics. This study is a part of the MathCityMap-Project, a project of the MATIS I Team from IDMI Goethe-Universität Frankfurt, Germany, that comprises math trails around the city that are supported by the use of GPS-enabled mobile phone technology. The project offers an activity that is designed to support students in constructing their own mathematical knowledge by solving the prepared mathematical tasks on the math trail and interacting with the environment, including the digital environment. The brief focuses specifically on the development of a model for a mobile app-supported math trail programme and the implementation of this programme in Indonesia. It offers both an empirical exploration of its implementation as well as critical assessment of students' motivation in mathematics, their own performance, as well as teachers' mathematics beliefs. It concludes with a future-forward perspective by recommending strategies for implementation in schools, among the general public of the existing math trails (including its supporting tool). It also discusses strategies for developing and designing new trails and suggests further research in other geographical regions and contexts for continued project development and implementation. Learning Mathematics in a Mobile App-Supported Math Trail Environment articulates an innovative and exciting future for integrating real mathematical tasks and geographic and digital environment into effective mathematics education.

This book analyses the organisation cultures that promote Japanese Lesson Study, identifies the soul of lesson study, which is missing in other cultures, and discusses the conditions for successfully transplanting the Lesson Study to other cultures.

This open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project (area di progetto) entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. This includes preparing the students for the enterprise world, for example by teaching them competencies with authentic problems; students working by projects; group work; showing initiative and autonomy. The book considers diverse levels of change brought about by this formative intervention: the teachers, the curriculum, the students, eventually the whole institution. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life.The book features a foreword by Yrjo Engestrom, one of the fathers of the Change Laboratory toolkit and the principal investigator (PI) of this study. The study is financed by European Commission within Horizon 2020.

This book illustrates a practical application of the Case Method as a teaching technique in teacher education, and examines how learning takes place in a teacher professional development activity.

This book examines the developments of the UK Higher Education system, from a time of donnish dominion, progressive decline and the increasing role of the market via the introduction of tuition fees.

This Open Access book is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in Bolivia, Ecuador, Paraguay and Peru, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives. In February 2016, the 5th Capacity and Networking Project (CANP) workshop of the International Commission on Mathematical Instruction (ICMI) was held in Lima, Peru. The coordination of this two-week workshop was undertaken by an international scientific committee (IPC), with equal participation by mathematicians and mathematics educators from the region and from the international ICMI and IMU community.The goal of CANP5 was to improve the quality of mathematics education in the region, which led to the main theme of the scientific program "Initial and Continued Teacher Education". Country Reports on the main theme of teacher education systems for each country in this region were presented and discussed to detect common issues that might be improved through a collaborative network. One of the most important results of this event was the creation of a Mathematics Education Network, namely the Comunidad de Educación Matemática de America del Sur - CEMAS. This book brings to the international Educational Community an important collection of experiences and ideas in the Mathematics Education of four Latin-American countries in the developing Andean region and Paraguay. The dissemination of these results can promote the search for international collaborative actions in a wider scale.

This book presents three case studies that examine how English language students construct affinity spaces to secure target language-mediated socializing opportunities with local people in both academic and non-academic contexts.

This book analyzes the main Information and Communication Technologies (ICT) used in science education and the main theoretical approaches that support science education mediated by ICT in order to show how digital technologies can be employed in Inquiry-Based Science Education.

This book is a timely go-to resource for any professionals wishing to communicate with the growing number of readers whose first language is not English.

This book draws on theory, research, and practice-oriented literature to offer an introduction to flipped learning and offer busy instructors advice on how to flip their academic English language courses.

This book engages with the political, philosophical and policy debates around contemporary democratic socialism and state education.

This book introduces the construct of teacher adaptive practices, extending existing research on teacher adaptability into classroom practices. 278 classroom observations of teachers resulted in a summary of teaching behaviours that constitute teacher adaptive practices.