Education Book Chapters

Sustaining and Championing Teaching and Learning - In Good times or Bad

Shelda Debowski et al. — Sun, 20 Jan 2013 21:53:40 PST

The need to understand learning and teaching from multiple cultural perspectives has become critically important in educating the next generation of college students. Using a unique global view, this comprehensive volume presents international perspectives on critical issues impacting teaching and learning in diverse higher education environments. Education experts from around the world share their perspectives on college and university teaching, identifying international differences and similarities. The chapters are organized around a model developed by James E. Groccia, which focuses on seven interrelated variables that must be explored to develop a full perspective of college and university teaching and learning. These interrelated variables include teacher, learner, learning process, learning context, course content, instructional processes, and learning outcomes. Using this logical model, the contributors provide readers with a guide for systemic thinking about how to improve teaching and learning, curriculum development, and assessment. (From publisher's website: http://www.sagepub.com/refbooks/Book235001#tabview=title)

Leading Higher Education Teaching, Learning and Innovation

Shelda Debowski — Sun, 20 Jan 2013 21:40:15 PST

Imaginative education explored through the concept of Playing in the In-between

Cynthia à Beckett — Thu, 28 Jun 2012 19:24:26 PDT

Inspired by papers developed for the 6th International Conference on Imagination and Education: Imaginative Practice, Imaginative Inquiry (Canberra, Australia, 2008), this book connects a cross-section of educators, researchers and administrators in a dialogue and exploration of imaginative and creative ways of teaching, learning and conducting educational inquiry.

Imagination is a concept that spans traditional disciplinary and professional boundaries. The authors in this book acknowledge diverse theoretical and practical allegiances, but they concur that imagination will play an essential role in the building of new foundations for education in the 21st century. From our conception of human development through our ways of educating teachers to the teaching of mathematics, they argue for the centrality of imagination in the realization of human potential, and for its relevance to the most urgent problems confronting our world.

Introduced by a wide-ranging literature review and extensively referenced, this volume makes an important contribution to a rapidly expanding field. [Retrieved from publisher's websit: http://www.c-s-p.org/flyers/Proceedings-from-the-6th-International-Conference-on-Imaginative-Practice--Imaginative-Enquiry1-4438-2142-X.htm

Imaginative Education Explored through the Concept of Playing in the In-Between

Cynthia à Beckett — Sun, 26 Jun 2011 22:41:28 PDT

Formation of Quality Pre-service Teachers through Leadership, Service and Pastoral Care

Chris Hackett et al. — Tue, 12 Oct 2010 19:29:22 PDT

This article describes the use of service-learning, leadership formation and pastoral care as part of the initial teacher education course at the Fremantle campus of The University of Notre Dame Australia. These three dimensions form the basis for the program entitled ASPIRE, which is consciously geared towards the development of teacher attributes for quality teaching. Service-learning consists of participation in designated service-learning units, immersion programs or involvement in outreach activities with the Education Society. These activities enhance a sense of empathy, which enables pre-service teachers to connect with and respect students as individuals. Leadership opportunities include mentoring first year students, involvement in the Education Society, and facilitation within the Retreat Leader Training Program. Such skills promote the capacity for seeking excellence in teaching. Pastoral care opportunities draw upon support from academic staff and student mentors to assist beginning education students. These opportunities also offer a means for pre-service teachers to show care and support to their peers.

ISBN: 978-1-921333-40-8

Initial teacher education and inclusion: a triad of inclusive experiences

Dianne J. Chambers et al. — Thu, 06 May 2010 23:26:17 PDT

Book Description:

The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools. Drawing on both pre and in-service training methods, the expert contributors to this book follow three major themes:

*Social and political challenges regarding teacher education - providing an historical perspective on the training of teachers, tensions in preparing teachers for inclusion, cultural issues, the relationship between educational funding and practices and collaborative measures to support a whole school approach.

*Innovative approaches in pre-service teacher preparation - discussing a range of innovative models and approaches used in pre-service teacher education courses.

*Engaging professional development for inservice teachers - reviewing a range of approaches employed to engage working teachers and help them establish curricula and pedagogy that meets the needs of all students in their classes.

Each chapter will include a list of proposed learning outcomes, a theoretical or conceptual framework to help readers develop the proposed innovation, an overview of recent research, discussion of the research data available and a discussion of the international implications and challenges, summarising in suggestions for a positive way forward.

ISBN: 978-0-415-54877-9

Excel

Martine Peters et al. — Tue, 30 Mar 2010 22:41:13 PDT

Les TIC au primaire vous le démontre. Ce manuel propose aussi des ateliers pour améliorer ses connaissances technologiques et plusieurs applications sur la façon d’enseigner et sur l’évaluation des élèves.

Cet ouvrage collectif de 8 auteurs d’universités québécoises et canadiennes permettra à l’enseignant de découvrir l’importance de l’utilisation des technologies dans la réussite des élèves.

Extract taken from publisher's website

ISBN: 978-2-7617-2767-9

PowerPoint

Martine Peters et al. — Tue, 30 Mar 2010 22:36:10 PDT

Extract taken from publisher's website

ISBN: 978-2-7617-2767-9

Internet

Martine Peters et al. — Tue, 30 Mar 2010 22:22:55 PDT

Extract taken from publisher's website

ISBN: 978-2-7617-2767-9

Teacher Perceptions of the Relationships Between Intelligence, Student Behaviour, and Academic Performance

Anthony Imbrosciano et al. — Thu, 11 Mar 2010 17:03:15 PST

Student "success" may be viewed in terms of 3 domains. A "good" student is often referred to as being either "intelligent", or "well behaved", or "academically successful". But what, if any, are the connections between these domains? Is there a strong connection, for instance, between high "IQ and academic performance? Do students with high "IQs" behave better for their teachers? Do students who behave better for their teachers tend to be the same ones who are ranked higher in terms of their academic performance? This study investigated the nature of such connections by compaing IQ scores with teacher perceptions of academic performance and general classroom behaviour.

ISBN: 0-7575-17048

Experiencing Tribes: Perceptions of Teacher Education Students.

Richard G. Berlach et al. — Tue, 10 Mar 2009 21:22:56 PDT

Tribes is a process rather than a program per se in that aims to facilitate interactive learning via the engendering a positive classroom climate. Devised in the USA and imported into a number of contexts internationally, uptake in Australia has been considerable. Thirty second and third year Bachelor of Education students undertook the training hosted by Cooloongup Primary School, Western Australia, prior to participating in a ten week practicum. Data sets pertaining to Tribes as a resource were collected prior to the training phase, post training, and at the conclusion of the practicum. This paper reports the perceptions of students regarding the nature of Tribes as a resource, their participation in the training, and the value of Tribes training for practicum purposes.

Paperback ISBN: 978-1-59311-887-7

Hardcover ISBN: 978-1-59311-888-4