Take a look at our Teaching Methods & Materials books. Shulph carries a great selection of Teaching Methods & Materials books, and we are always adding more.
In an era of educational globalization, teacher quality is heralded as a key factor to improve education quality worldwide. Since the 1980s, global, national, and local education policies and reforms have consistently focused on improving teacher quality in order to improve student learning
outcomes. In India, which has one of the largest student populations and fastest growing economies in the world, the quality of teaching is blamed for the poor performance by Indian students on internationally-comparative assessments. As a result, Indian national policy documents and curriculum
frameworks have repeatedly called for drastic improvements in teacher preparation and performance, but with few widespread results.
By identifying and analyzing various measures of teacher quality, and how teacher quality varies in India, this book provides an evidence-based framework for policymakers to further improve teacher quality in India. Building Teacher Quality in India provides suggestions for further research in order
to augment educational practices in India, secure better student achievement, and improve the country's global standing.
This book is essential reading for education researchers and policymakers looking at teacher quality as a measure to improve student performance.
Mark Priestley, Daniel Alvunger, Stavroula Philippou, Tiina Soini
£30.00
Book + eBook
Responding to profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted
in a number of countries-cases in Europe.
This important collection uses the concept of 'curriculum making' as an analytical tool to explore the processes and phases of curriculum policy reform experienced across countries. Drawing first on international perspectives and then presenting a series of country case studies, written by
internationally recognised curriculum specialists, the chapters explore curriculum making as an activity that occurs across multiple layers of educational systems, through a continual interplay of the global and local. Concluding with a comparative analysis of the contextual factors that shape
curricular practices in different contexts, this book is a must-have resource for educational policy makers, researchers, teachers and teacher educators across the globe.
Developing Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl.
This volume, inspired by an evaluation research partnership involving professional development for writing instructors, coheres around Dewey's three-dimensional threads of experience. Contributing authors give attention to the temporal, situational, and social implications of teachers' organically
formed knowledge communities. This book is essential reading for researchers of education, knowledge communities and cross-institutional research partnerships as it:
inquires into the historical roots of research partnerships
offers unique perspectives on literacy coaching and professional development in public education, and
includes uniquely divergent threads from researchers in the field.
Each chapter calls readers to reflect on the influence of community, identity and change on reform efforts in education.
As the rapid acceleration of industry 4.0 catapults a number of changes within the space of library services and operations into effect, it is more important than ever to understand the impact of technological revolutions on the academic library. This edited collection showcases the emerging issues
brought by the 4th industrial revolution, and the effects on how libraries function, manage processes and continue to deliver products and services on a day to day basis.
The contributing authors examine the role of the Internet of Things in the academic library, identify the nature of the emerging technologies, and investigate how these innovations might be used in academic libraries. Documenting original research which offers a fresh insight into the opportunities
and challenges of a new digital world, this book also delves into the readiness of libraries and library professionals to adapt to the change and new technologies brought about by Industry 4.0.
Presenting a wide-ranging road map of the future of libraries and information centres, this is an essential read for library professionals working in service delivery, as well as researchers interested in the nexus between academic libraries and emerging technologies.
We live in the Age of Knowledge but we are heading towards the Age of Imagination. However, our current education systems still divide arts and business, juxtaposing them as different worlds, apparently ignoring the essential truth that imagination is the springboard of innovation. For business to
continue to evolve, the barriers to creativity and innovation must be lowered.
In Innovation and the Arts: The Value of Humanities Studies for Business, editors Piero Formica and John Edmondson bring together a cast of expert contributors to explore how arts education can transform future business and social endeavours by developing empathy and enhancing skills frequently
identified as lacking in graduates entering the workplace. Looking at arts and humanities across the broad spectrum of business and social innovation, and in the context of business education, examples of entrepreneurial and innovative developments, and the nature of the innovative mind, the
contributors show how underdeveloped empathy and creativity constrain innovation. Art is disruptive, and innovation requires disruption to thrive.
By dwelling on the need for the convergence of business, innovation and the arts, Innovation and the Arts highlights the inestimable value of lowering the psychological, organizational and institutional barriers that keep them apart. For educators and practitioners, this is an in-depth discussion
designed to stimulate awareness of the issues facing business education.
This book volume highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students' active engagement in their own learning processes leading to transformative student learning, and discusses the in-class approach
of implementing a high-quality project-based learning activity that integrates learning in an authentic real-world manner. Chapters are dedicated to experiential learning which encourages critical thinking and creative problem-solving skills in students which becomes the essence of innovative
teaching learning methods. Academics are applying these methods to ensure that the student learning process is free flowing and stimulates students towards role playing and mastering problem-based learning.
The Advances in Research on Teaching series was established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. These include not only the behaviors of teachers that can be observed in the classroom, but also the planning,
thinking, and decision making that occur before, during, and after interaction with students.
Why do programmes of continuing professional development and Learning (CPDL) for teachers so frequently fail to deliver sustained improvement in children’s social behaviour and academic performance? How can schools that prioritise the most disadvantaged children in one of the
world’s poorest countries consistently achieve among the best academic results in the country? How can teachers in these schools, most of whom have received little or no formal training, provide CPDL that leads to improvement in other schools?
These questions are as relevant in high income countries as in Sierra Leone, where the research for this book was carried out. Lessons in School Improvement from Sub-Saharan Africa addresses them head-on by describing the planning, delivery and evaluation of a school improvement programme in
which development of professional learning networks (PLNs) was a key component. The evaluation showed that children whose teachers had taken part in the programme made significantly more progress in attendance, literacy and behaviour than children in control schools.
The book’s professional relevance is strengthened by an accompanying Practitioners’ Manual with full details of the CPDL. This enables replication of the results and provides a guide for future school improvement programmes and PLNs, both in low and high income countries.
Luminous Literacies shares examples of teachers and educators using local knowledge to illustrate literacy engagement and curriculum-making through scholarly accounts of experiences in teacher preparation courses, classrooms, and other community spaces in New Mexico.
This edited collection includes chapters focusing on the teaching of Native American literature to indigenous students in what used to be an assimilation school; learning to code while making connections to the bomb-building that was part of New Mexican history; using graphic novels and text sets
that reflect local identities and concerns; and examining the duality of querencia/herencia with teachers from across the United States in a National Endowment of the Humanities-funded project. Teachers present counter narratives to literacy knowing and learning in places with extensive colonial
histories.
These chapters provide vivid demonstrations of what literacy is, how literacies are positioned in communities and contexts, and how literacies come alive as they are taught. This is essential reading for practicing teachers, teacher education researchers, cultural studies scholars, and educational
leaders.
The benefits of mediation upon the development of children is an area that is yet to be fully explored. Mediation promotes learning through learner interactions with the environment and puts emphasis on the idea that society is responsible for all children's development.This book offers a unique
practical model of effective mediation that integrates mediation theories from different periods and draws upon the work of five theoreticians; Dewey, Piaget, Vygotsky, Feuerstein, and Gardner. Key results from more recent neuropedagogical research are also presented.
Mediation and Thinking Development in Schools supports the idea that academic achievements are not enough to measure a child's development; forward-thinking educators know that they not only have to teach specific disciplinary content, but also knowledge and skills that will be useful in their
students' future. Hence, there is a need to understand how to mediate knowledge acquisition rather than be the source of knowledge. By fully illuminating the theory and the practice of mediation, this important text will prove invaluable for leaders, researchers and teachers in primary and secondary
education.