Bücher der Reihe SpringerBriefs in Education

This book offers an accessible guide to understanding the importance of a systems approach to embedding sustainability into teacher education practice, providing a practical resource for teacher education academics and others with an interest in organisational change.

The concept of mimetic learning at work is outlined and elaborated in this text. Yet, recent considerations of individuals' epistemologies and developments form anthropology and cognitive science suggest that current explanations about individuals' contributions to learning at and through work are incomplete.

This book presents the findings of a case study conducted in a Maori medium school where a space was created for Putaiao (Western science) teaching and learning from year 1 to 13.

This book offers a theoretically and empirically robust account of what is known about the effective approaches that translate theory to practice in teacher education, presenting evidence from case studies from a diverse range of contexts informed by various methodological foundations.

Under the Universal Grammar (UG) framework, this book discusses the latest research on the role of L1 bidialectism in L2 acquisition, with a particular focus on early Chinese(L1)-English(L2) learners.

This book summarizes and updates findings from the Australian Values Education Program with a focus on the latest international research in the field, both theoretical and practice-based.

This book presents a systematic literature review focusing on studies examining teachers' participation in professional development (PD) within Germany, Austria, and Switzerland since 1990.

We then discuss the prevalence of faculty incivility (FI) and students' incivility (SI) in academic settings and focus on the dyadic relationships between faculty and students in the broader context of incivility in academia, with an added focus on faculty incivility.The second part introduces the main contributors to academic incivility.

Despite Alasdair MacIntyre being known as an academic who has made many notable contributions to a range of areas in philosophy, his thinking on education is not as well-known and/or properly understood by most audiences and readerships that predominantly reside in educational contexts.

Preface: Loving humanity is an extension of democratic citizenship education.- Chapter 1: Educational encounters, mutuality, trust and respect.- Chapter 2: Educational encounters as friendships.- Chapter 3: Educational encounters, autonomy and liberty.- Chapter 4: Educational encounters, deliberative iterations, and everyday talk.- Chapter 5: Educational encounters as loving relations.- Chapter 6: Educational encounters, and liquid love.- Chapter 7: Educational encounters, critical praxis and love.- Chapter 8: Educational encounters and the promise of a love that can heal hatred.- Chapter 9: Educational encounters and whatever singularity (the lovable).- Chapter 10: On thinking differently about educational encounters: on subjective (loving) encounters.

Leavis (1895-1978), the greatest English literary critic of the twentieth century, providing the first in-depth examination of Leavis's ideas in relation to contemporary mass higher education.

This book explores how and why civility contributes to a vibrant democratic society, and how it can be fostered and cultivated as a key part of democratic education.

This book draws on critical race theories and teachers' testimonials grounded in 20 years of teaching experiences to reveal the ways in which racial and cultural biases are embedded in school curricula, and both their intended and unintended consequences on the learning and well being of students of color.

This book provides an account of a large-scale, national STEM initiative in Australia, the Maths Inside Project, which is designed to increase secondary school students' engagement and participation in mathematics.

The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning;

This book is a philosophical enquiry into the educational consequences of SpinozaΓÇÖs political theory. SpinozaΓÇÖs political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, this book aims to introduce the reader to SpinozaΓÇÖs original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being carefully tailored and adjusted to the natural limitations of human reason. Readers will benefit from a succinct introduction to SpinozaΓÇÖs political philosophy and from an account of civic education that is based on careful exegetical work. It draws conclusions only hinted at in SpinozaΓÇÖs own writings.

The central idea of this book is developing the 'Distributed University,' which distributes education to where it is needed, reducing local and global inequalities in access, and emphasizing local relevance in place of large centralized campuses, with a low impact on the environment.

This book is written for teacher educators who are looking for strategies to teach a foreign or second language in a more meaningful way whilst applying active methodologies to develop critical thinking skills.

This book proposes a philosophical exploration of the educational role that media plays in university study practices, with a focus on the practices of lecturing and academic writing.

This book addressed teachers¿ necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical:¿ Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality; ¿ Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation; ¿ Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening. The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.

This book presents and theorises research findings into why and how school principals play a critical role in engaging parents and their school communities to enhance student learning and wellbeing.

This book is cast in a Singaporean context in which Chinese Language is taught as a second language with an emphasis on communicational skills. As a collection of chapters relevant to cultural teaching, the book seeks to enthuse Chinese Language educators to incorporate elements of Chinese culture into their lessons.

This book addresses contemporary issues on civic and citizenship education, challenging not just schools but society as a whole. The book takes society and the changes occurring within it as the starting point and assesses the implications of these changes for schools.

This book reports on and analyses the Integrated Language Learning & Social Awareness Project, a unique project in the field of Foreign Language Learning and Telecollaboration till now in the world.

This book argues the importance of aesthetic literacies in learning and teaching in schools for future work. The study of aesthetics is critical in today¿s learning, due to the increasingly complex ways in which we communicate meaning, such as through the presentation of texts and objects. The book provides educators, pre-service teachers, and students an in-depth understanding of aesthetic literacies in innovative spaces, including in philosophical literature, environmental spaces, curricula and classrooms. Using various theoretical frames from both the arts and literacy fields, this book shares relevant pedagogies, theorisations and contexts where aesthetic literacies are at the core of learning. It emphasises how improved knowledge of aesthetics and quality experiences in beauty are vital in aiding students and young children develop the necessary resilience and tolerance needed in today¿s uncertain world.