Search results for: contemporary-approaches-to-research-on-learning-environments-worldviews

Contemporary Approaches to Research on Learning Environments

Author : Darrell Lyell Fisher
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Prominent educators and researchers from around the world share their contemporary research on educational learning environments, providing information on recent trends and developments and effective applications of different methods to improve teaching and learning.

Contemporary Approaches to Research on Learning Environments

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Thirty Years of Learning Environments

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This book describes important landmarks in the study of learning environments. First conceptualized as ‘classroom climate’, the field expanded considerably from its roots in science education. Promising areas for future research now include a range of diverse contexts and applications.

The World of Science Education

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The focus of this Handbook is on Australasia (a region loosely recognized as that which includes Australia and New Zealand plus nearby Pacific nations such as Papua New Guinea, Solomon Islands, Fiji, Tonga, Vanuatu, and the Samoan islands) science education and the scholarship that most closely supports this program.

Routledge International Handbook of Social Psychology of the Classroom

Author : Christine M. Rubie-Davies
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The Routledge International Handbook of Social Psychology of the Classroom presents the first comprehensive and integrated compilation of theory and research on topics related to the social cohesion of the classroom. Many of these topics have been studied independently; for example, motivation, self-concept, class management, class climate, and teacher expectations are generally studied separately by different groups of researchers. This handbook brings the evidence from different fields in social psychological classroom research together in one place for the first time to explore how these topics relate and how each factor influences students and their learning. With chapters by established international leaders in their fields, as well as emerging new talent, this handbook offers cutting edge research and surveys the state of the art in the social psychology of the classroom. Major areas covered include: Motivation Belief, self-concept, and personality Emotional engagement Teacher–student relationships Teacher expectation Classroom management Culture and identity The Routledge International Handbook of Social Psychology of the Classroom provides a review of current theories related to the social psychology of the classroom, including how these theories apply to classrooms and learners. Current evidence clearly shows that areas explored by social psychology – and brought together for the first time in this volume – can have a very significant impact on classroom learning and student achievement (J. Hattie, Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement, Routledge 2009). This handbook is a must for all academics whose research relates to the social psychology of the classroom. It is also an invaluable resource for teachers and teacher education students who want to understand why they are effective instructors and yet still encounter students in their classes who are not responding as expected.

Adapting to Teaching and Learning in Open Plan Schools

Author : Vaughan Prain
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In recent years many countries have built or renovated schools incorporating open plan design. These new spaces are advocated on the basis of claims that they promote fresh, productive ways to teach and learn that address the needs of students in this century, resulting in improved academic and well-being outcomes. These new approaches include teachers planning and teaching in teams, grouping students more flexibly, developing more coherent and comprehensive curricula, personalising student learning experiences, and providing closer teacher-student relationships. In this book we report on a three-year study of six low SES Years 7–10 secondary schools in regional Victoria, Australia, where staff and students adapted to these new settings. In researching this transitional phase, we focused on the practical reasoning of school leaders, teachers and students in adapting organisational, pedagogical, and curricular structures to enable sustainable new learning environments. We report on approaches across the different schools to structural organisation of students in year-level groupings, distributed leadership, teacher and pre-service teacher professional learning, student advocacy and wellbeing, use of techno-mediated learning, personalising student learning experiences, and curriculum design and enactment. We found that these new settings posed significant challenges for teachers and students and that successful adaptation depended on many interconnected factors. We draw out the implications for successful adaptation in other like settings.

Handbook of Research on Science Education

Author : Norman G. Lederman
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Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Teaching at Work

Author : Yeping Li
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This book presents a new and important scholarship on teaching, at the time when studies on teaching in teacher education are long overdue. This book is designed to put together such a set of chapters contributed by those teacher educators who are not only taking teaching as a professional practice, but also upholding teaching improvement as a scholarly pursuit that needs collaboration and systematic studies. Teaching at Work refers to not only the importance of effective teaching in K-12 classrooms and teacher preparation, but also the importance of taking teaching and its improvement as a subject of scholarly studies. In the field of teacher preparation, this book aims to make timely knowledge contribution and is positioned to stimulate further discussion and exploration on teaching and its improvement. The book contains 13 chapters by 35 scholars in the United States. This collection presents many innovative teaching practices and approaches as well as provides new insights into this topic of interest to teacher educators, researchers, and graduate students who wish to learn about various teaching approaches and practices for advancing teacher preparation.

SAGE Handbook of Research on Classroom Assessment

Author : James H. McMillan
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The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.

Long term Research and Development in Science Education

Author : Avi Hofstein
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The book consists of 16 chapters and 2 commentaries describing long term R&D projects in science and mathematics education conducted in the Department of Science Teaching, The Weizmann Institute of Science. Almost all the chapters describe long-term projects, some over the period of 50 years.