Focus on Meaning (Hardcover, 1)

1. Introduction 2. The functions of the child’s language 3. Talk in the home 4. Talk in school 5. Listening to children’s talk 6. Observing children’s use of language 7. The invitation to talk 8. Talking to think 9. Talking and imagining 10. Talking and learning 11. Focus on meaning

Evaluating Instructional Technology (Hardcover, 1)

Preface 1. A technology of instruction 2. The evaluation of teaching and learning 3. Criteria for evaluation 4. Programme evaluation 5. Four case studies 6. Instructional technology evaluated ? an overview and critique 7. Lessons for the future

Designing University Assessment for a World with Artificial Intelligence (Hardcover, 1)

Introduction: Designing university assessment for a world with artificial intelligence

Thomas Corbin

?

SECTION I. Conceptual and theoretical foundations

?

1. What is needed for assessment now, and how might GenAI influence this?

David Boud

?

2. Designing assessment for GenAI contexts: Collective learning, integrity and capability

Tim Fawns

?

3. Measuring what matters in AI-integrated higher education

Jason M. Lodge, Margaret Bearman, Thomas Corbin, and Phillip Dawson

?

4. What does it mean for students to do their own work? The issue of originality?in the age of AI

Jiahui Jess Luo

?

5. Designing assessment for recognitive feedback

Joanna Tai, Thomas Corbin, and Gene Flenady

?

6. Assessment in the age of generative AI: The importance of knowledge and knowing responsibly

Jan McArthur

?

SECTION II. Empirical insights

?

7. Wicked solutions: The challenge of advising on assessment design after AI

Thomas Corbin, Margaret Bearman, David Boud, and Phillip Dawson

?

8. Program-wide approaches to changing assessment in response to GenAI

Kelli Nicola-Richmond and Phillip Dawson

?

9. Learning designers and assessment practice in the age of AI: Navigating the third space

Nhung Nguyen, Michael Henderson, and Keith Heggart

?

10. Agency now or later? Equity students’ stories of learning with generative artificial intelligence

Nicole Crawford, Margaret Bearman, Joanna Tai, and Jack Walton

?

11. Originality as texture

Jack Walton and Margaret Bearman

?

SECTION III. Possible futures

?

12. Developing student voice through oral assessment: Conceptualising sustainable assessment in the ag...


외국도서 > 교육/자료 > 교육 > 기구/기관
외국도서 > 교육/자료 > 교육 > 성취도 평가

Designing University Assessment for a World with Artificial Intelligence (Paperback, 1)

Introduction: Designing university assessment for a world with artificial intelligence

Thomas Corbin

?

SECTION I. Conceptual and theoretical foundations

?

1. What is needed for assessment now, and how might GenAI influence this?

David Boud

?

2. Designing assessment for GenAI contexts: Collective learning, integrity and capability

Tim Fawns

?

3. Measuring what matters in AI-integrated higher education

Jason M. Lodge, Margaret Bearman, Thomas Corbin, and Phillip Dawson

?

4. What does it mean for students to do their own work? The issue of originality?in the age of AI

Jiahui Jess Luo

?

5. Designing assessment for recognitive feedback

Joanna Tai, Thomas Corbin, and Gene Flenady

?

6. Assessment in the age of generative AI: The importance of knowledge and knowing responsibly

Jan McArthur

?

SECTION II. Empirical insights

?

7. Wicked solutions: The challenge of advising on assessment design after AI

Thomas Corbin, Margaret Bearman, David Boud, and Phillip Dawson

?

8. Program-wide approaches to changing assessment in response to GenAI

Kelli Nicola-Richmond and Phillip Dawson

?

9. Learning designers and assessment practice in the age of AI: Navigating the third space

Nhung Nguyen, Michael Henderson, and Keith Heggart

?

10. Agency now or later? Equity students’ stories of learning with generative artificial intelligence

Nicole Crawford, Margaret Bearman, Joanna Tai, and Jack Walton

?

11. Originality as texture

Jack Walton and Margaret Bearman

?

SECTION III. Possible futures

?

12. Developing student voice through oral assessment: Conceptualising sustainable assessment in the ag...


외국도서 > 교육/자료 > 교육 > 기구/기관
외국도서 > 교육/자료 > 교육 > 성취도 평가

Why Young Children Should Learn to Swim (Hardcover, 1)

Chapter 1: Introduction: The Catalyst for the Research

Chapter 2: Early Years Swimming Context

Chapter 3: Australian Swim School Landscape

Chapter 4: International Perspectives on Early Years Swimming Industry

Chapter 5. Does EYS Add Capital to Young Swimmers?

Chapter 6: Survey - Do Swimming Children Reach Milestones Earlier?

Chapter 7: Child Assessments

Chapter 8: Outcomes, Limitations and Caveats

Why Young Children Should Learn to Swim (Paperback, 1)

Chapter 1: Introduction: The Catalyst for the Research

Chapter 2: Early Years Swimming Context

Chapter 3: Australian Swim School Landscape

Chapter 4: International Perspectives on Early Years Swimming Industry

Chapter 5. Does EYS Add Capital to Young Swimmers?

Chapter 6: Survey - Do Swimming Children Reach Milestones Earlier?

Chapter 7: Child Assessments

Chapter 8: Outcomes, Limitations and Caveats

Decolonizing English Language Teaching Practices and Policies (Hardcover, 1)

Introduction ? Juliana Tonelli and Freyca Calderon?Section I: Early Childhood and Primary Education (Early years to approx. 14 years old),??Chapter 1: Decolonial Transdisciplinary Movements in Language Education in a Brazilian Public-School Context - Maria Jose Hoelzle and Rosane Rocha Pessoa?Chapter 2: Decolonizing the English Language Curriculum for and with children: a borderless ontological proposal - Juliana Tonelli and Jaqueline Toneli??Chapter 3: Translingualand Program: Opportunities of the Implementation of Translanguaging as an Alternative Pedagogy in Two Public Schools from Pereira, Colombia - Angelica Arcila Ramirez, Dany Andres Hoyos Serna, and Sandro Alfonso Echeverry Palacio?Chapter 4. Bridging the Gap: Local Appropriations of CLIL for Transformative Bilingual Education in a Public School in Barranquilla - Yeisy Molina-Siado and Nayibe Rosado-Mendinueta?Section II: Secondary Education (approx. 15 to 19 years old)?Chapter 5: The process of teaching and learning of English in the presence of the national bilingual plan in Colombia - Elcy Lucia Canas Areiza and Iris Rubi Monroy-Velasco?Chapter 6: Translanguaging and Critical Literacy as Pedagogies for Decolonial Co-Learning in Plurilingual Secondary Schooling Spaces ? Kevin Donley?Chapter 7: Between Policy and Practice: Challenging Colonial Assessment in High School Mexican and Brazilian Classrooms - Elsa Fernanda Gonzalez and Gladys Quevedo-Camargo?Section III: Higher Education (Post-Secondary)?Chapter 8: Critical American Language Praxis in the US higher education ? Magdalena Madany-Saa and Jason Litzenberg?Chapter 9: Linguistic Policies in Higher Education: Between Global Standardization and Plurilingual Justice ? Alina Martinez Hernandez, Gabriela Jacqueline Galeas Arboleda and Jardel Coutinho dos Santos?Chapter ...


외국도서 > 교육/자료 > 교육 > 이중언어 교육
외국도서 > 언어학 > 언어학 > 심리언어학

Pedagogy and Media Literacy in Marshall McLuhan’s Electronic Age (Hardcover, 1)

Preface: Marshall McLuhan’s Pedagogical Mosaic?Introduction: When Media Become Teachers: McLuhan and the History of Education?by Theodore Michael Christou?Chapter One: Pedagogy and Media Literacy in McLuhan’s Electronic Age: The Challenges of Progressive Education?Chapter Two: McLuhan’s Pedagogical/Media Exploration(s)?Chapter Three: The Modernist Project and McLuhan’s Heuristic Mosaic?Chapter Four: McLuhan’s “mosaic or field approach” to the Problems of Modern Perception?Chapter Five: “Media are ‘ideas’ in Action” OR McLuhan’s Predictions about Learning in the Electronic Age??

Empowering EMI Educators for Effective Teaching (Hardcover, 1)

Introductory note? 1. Deciphering Cultural Nuances in EMI Classrooms: Testing the Waters? 2. Navigating EMI in Linguistically Diverse and Multilevel Classrooms? 3. Bridging the Gap Between the Envisioned Outcomes and Comprehensible Input? 4. On Bypassing Assessment Challenges in EMI Classrooms? 5. Strategic L1 Use in EMI Classrooms? 6. Language Learning Strategies in an EMI Context? 7. Navigating Scientific Texts: Reading Strategies in EMI Biotechnology Education? 8. EMI Tomorrow: Harnessing AI to Revolutionize English?Medium Instruction

Religious Influence, Indoctrination, and Freedom in Faith Schools (Hardcover, 1)

1. Why the Focus on Religious Influence, Indoctrination, and Freedom? 2. Faith Schools: The Norwegian Context? 3. Religious Influence as a Central Element in Faith Schools? 4. The Concept of Indoctrination? 5. Religious Influence and Indoctrination? 6. The Role of Freedom in Education? 7. Discussions on Liberal and Worldview-Neutral Education? 8. Critical Thinking? 9. Epilogue

Talking Time (Hardcover, 1)

Contents

?

Introduction

How to use this book

?

1.???? Talking time

Why build a regular talking time into your day?? How to make it work for you.

2.???? Noticing????

How and why does your child communicate now?? What do you notice about your own communication?

3.???? Watching and waiting

Slowing down the pace.? Give yourself more time to notice.? Give your child more time to focus their attention and communicate.

4.???? Who’s the leader?

Making it easier for your child to be the leader in play and conversation.

5.???? Questions??

How and why to use questions carefully with your child.

6.???? Name it ? repeat it - add more

How and when to say more words to help your child learn them.

7.???? Noticing opportunities

Opportunities for your child to have some influence on their world, including making choices and asking for help.

8.???? Recasting

Showing your child the way to say words and sentences in a supportive and natural way.

9.???? Gestures, signs and pictures

Use your hands and pictures to make communication easier.

10.? Talking clearly

All about sounds.? What to do if people don’t understand your child’s speech.? What to do to help your child speak more clearly.

11.? Beyond talking time

Using what you have learnt and practised in your talking times at other times of the day.

12.? Songs, rhymes and books

How these help your child’s talking and communication.

13.? Frequently asked questions

o?? At what age should my child be able to talk clearly?? When do children start talking in sentences?

o?? Does screen time affect speech and language development?

o?? Are there any speci...


외국도서 > 교육/자료 > 교육 > 특수교육 > 의사소통 장애

Talking Time (Paperback, 1)

Contents

?

Introduction

How to use this book

?

1.???? Talking time

Why build a regular talking time into your day?? How to make it work for you.

2.???? Noticing????

How and why does your child communicate now?? What do you notice about your own communication?

3.???? Watching and waiting

Slowing down the pace.? Give yourself more time to notice.? Give your child more time to focus their attention and communicate.

4.???? Who’s the leader?

Making it easier for your child to be the leader in play and conversation.

5.???? Questions??

How and why to use questions carefully with your child.

6.???? Name it ? repeat it - add more

How and when to say more words to help your child learn them.

7.???? Noticing opportunities

Opportunities for your child to have some influence on their world, including making choices and asking for help.

8.???? Recasting

Showing your child the way to say words and sentences in a supportive and natural way.

9.???? Gestures, signs and pictures

Use your hands and pictures to make communication easier.

10.? Talking clearly

All about sounds.? What to do if people don’t understand your child’s speech.? What to do to help your child speak more clearly.

11.? Beyond talking time

Using what you have learnt and practised in your talking times at other times of the day.

12.? Songs, rhymes and books

How these help your child’s talking and communication.

13.? Frequently asked questions

o?? At what age should my child be able to talk clearly?? When do children start talking in sentences?

o?? Does screen time affect speech and language development?

o?? Are there any speci...


외국도서 > 교육/자료 > 교육 > 특수교육 > 의사소통 장애

Educating for Human, Community, and Ecological Flourishing (Hardcover, 1)

Part One:?? Reframing Bildung and Capability

Chapter One: Key issues and concepts:? A ‘good’ higher education for our age???

Carolin Kreber

Chapter Two: Capabilities and education?

Carolin Kreber

Chapter Three: Capabilities and the non-human world

Carolin Kreber

Chapter Four: A (posthuman) ‘Bildung’ that affords ‘capability of all’

Carolin Kreber

Interlude I? Why we need to talk about (posthuman) Bildung: Deepening and politicizing the discourse on higher education pedagogy

Carolin Kreber

Part Two: Connecting Bildung and Capability with Inquiry

Chapter Five: Enabling ‘Bildung-Capabilities’ through transformative inquiry?

Carolin Kreber

Chapter Six: Supporting human flourishing

Carolin Kreber

Chapter Seven:?Encouraging community flourishing?

Carolin Kreber

Chapter Eight: Contributing to ecological flourishing?

Carolin Kreber

Chapter Nine: Navigating inquiry, integrity and Gen AI?

Carolin Kreber

Interlude II From theory to practice: Contextualizing the case studies

Carolin Kreber

Part Three: Pedagogies of Inquiry--Enabling posthuman ‘Bildung-capabilities’?

Chapter Ten:?Layers of relational inquiry into ‘Nature and Outdoor Learning’?

Carrie Karsgaard

Chapter Eleven:?Pedagogies of inquiry in global citizenship?

Terry Gibbs

Chapter Twelve: “Two-Eyed Seeing” and Learning: Indigenous Arts from Unama’ki to Aotearoa?

Leim Joe, Marcia Ostashewski, Laurianne Sylvester and Brian Diettrich

Chapter Thirteen: Philosophy meets urban planning: A topic for cultivating non-technocratic discours...


외국도서 > 교육/자료 > 교육 > 고등교육
외국도서 > 교육/자료 > 교육 > 행정 > 고등

Beyond the Screen (Paperback, 1)

1. A Subtle Shift: How Screens Are Reshaping Students’ Thinking? 2. Design for Depth: Laying the Foundation? 3. Design for Depth: Strategies for Schema Building and Deeper Learning? 4. Engage in Inquiry Part I:? Igniting Curiosity and Awakening Wonder? 5. Engage in Inquiry Part II: Cultivating Creative & Systems Thinking? 6. Executive Function Development: Managing Attention in a Digital World? 7. Purposeful Use of Technology: Designing for Cognitive Ownership? 8. Creating the Conditions for Deeper Learning

Language and Linguistic Justices for Classrooms and Communities (Hardcover, 1)

Section I: Language and Linguistic Justices? 1. Language and Linguistic Justice(s)? 2a. Languages and Linguistic Justice(s) from Research to Practice (American Sign Language Version)? 2b. Languages and Linguistic Justice(s) from Research to Practice (English Version)? 3. Unapologetically Black: Learning, Unlearning, and Relearning about Language and Race? 4. Place (and its History) Matters? 5.? Archiving and Preservation to Sustain? Section II: Language and Linguistic Justices in Classrooms? 6. English Language Arts? 7. Leveraging Science of Reading to Teach Local Languages? 8. Critical Thinking, Power, and Creative Insubordination in World Language Education? 9. Language Justice and a “Dead” Language? 10. Expanding Standards with Texts to Teach Local Histories? 11. Beyond Technology and the Linguicism of AI? 12. Restorative Justice and Linguistic Empathy? Section III: Language and Linguistic Justices in Communities? 13. Positionality, Fugitivity, and Collectivism: Sustaining Critical Teaching in an Era of Curricular Censorship? 14. Entering Spaces with (Historical) Empathy? 15. Institutional Failures, Hard Histories, and Intergenerational Collaboration? 16. School Leadership for Linguistic Justice? 17. Family Literacies? 18. Language and Linguistic Justices Past, Present, and Future? Appendix A: Tracing Language and Race in Education Across History

Language and Linguistic Justices for Classrooms and Communities (Paperback, 1)

Section I: Language and Linguistic Justices? 1. Language and Linguistic Justice(s)? 2a. Languages and Linguistic Justice(s) from Research to Practice (American Sign Language Version)? 2b. Languages and Linguistic Justice(s) from Research to Practice (English Version)? 3. Unapologetically Black: Learning, Unlearning, and Relearning about Language and Race? 4. Place (and its History) Matters? 5.? Archiving and Preservation to Sustain? Section II: Language and Linguistic Justices in Classrooms? 6. English Language Arts? 7. Leveraging Science of Reading to Teach Local Languages? 8. Critical Thinking, Power, and Creative Insubordination in World Language Education? 9. Language Justice and a “Dead” Language? 10. Expanding Standards with Texts to Teach Local Histories? 11. Beyond Technology and the Linguicism of AI? 12. Restorative Justice and Linguistic Empathy? Section III: Language and Linguistic Justices in Communities? 13. Positionality, Fugitivity, and Collectivism: Sustaining Critical Teaching in an Era of Curricular Censorship? 14. Entering Spaces with (Historical) Empathy? 15. Institutional Failures, Hard Histories, and Intergenerational Collaboration? 16. School Leadership for Linguistic Justice? 17. Family Literacies? 18. Language and Linguistic Justices Past, Present, and Future? Appendix A: Tracing Language and Race in Education Across History

The Power of Narrative in Early Childhood (Paperback, 1)

1. Introduction: Understanding the Significance of Narrative? 2. Consuming and Producing Narrative in Early Childhood: Multimodal and Multimedia Stories? 3. Sensory Aspects of Children’s Stories? 4. Young Children Create Personal Stories Every Day? 5. Bringing Things to Life: The Emergence of Anthropomorphism in Young Children’s Narrative Play? 6. Promoting Social Justice and Equity Through Stories? 7. Story and Wellbeing? 9. Critical Posthuman Perspectives on ‘Suitable’ Stories? 10. Nurturing Children’s Narrative Confidence Through a Storyplay Approach in South Africa? 11. Early Authoring? 12. Conclusion and Reflections for Practice and Research

Bridging Cultures and Traditions in Comparative and International Education (Hardcover, 1)

Introduction? PART 1: Bridging Cultures and Traditions? 1. Reconceptualising comparative and international education? 2. Bridging cultures and traditions in the reconceptualisation of comparative and international education? 3. Postcolonial perspectives and comparative and international research in education? 4. Reconceptualising the teaching of comparative and international education? PART?2: Education Policy Transfer and Context Sensitivity? 5. Strategies for curriculum change and the question of international transfer? 6. Global league tables, big data and the international transfer of educational research modalities? 7. Policy transfer, sustainable development and the contexts of education? PART?3: Qualitative Research and Epistemic Justice? 8. Case-study research methods and comparative education? 9. Issues and trends in qualitative research: potential for developing countries? 10. Prioritising social, environmental and epistemic justice for comparative and international research in education? PART?4: Educational and Environmental Development in Small States? 11. Whose knowledge, whose values? The contribution of local knowledge to education policy processes? 12. Education for sustainable development: implications for small island developing states? 13. Commonwealth small states, education and environmental uncertainty: learning from the Sharp End

Bridging Cultures and Traditions in Comparative and International Education (Paperback, 1)

Introduction? PART 1: Bridging Cultures and Traditions? 1. Reconceptualising comparative and international education? 2. Bridging cultures and traditions in the reconceptualisation of comparative and international education? 3. Postcolonial perspectives and comparative and international research in education? 4. Reconceptualising the teaching of comparative and international education? PART?2: Education Policy Transfer and Context Sensitivity? 5. Strategies for curriculum change and the question of international transfer? 6. Global league tables, big data and the international transfer of educational research modalities? 7. Policy transfer, sustainable development and the contexts of education? PART?3: Qualitative Research and Epistemic Justice? 8. Case-study research methods and comparative education? 9. Issues and trends in qualitative research: potential for developing countries? 10. Prioritising social, environmental and epistemic justice for comparative and international research in education? PART?4: Educational and Environmental Development in Small States? 11. Whose knowledge, whose values? The contribution of local knowledge to education policy processes? 12. Education for sustainable development: implications for small island developing states? 13. Commonwealth small states, education and environmental uncertainty: learning from the Sharp End

Successful STEM Mentoring Initiatives (Hardcover, 2)

Introduction?PART I? 1. Map the Landscape 2. MDraft an Initial Mentoring Plan? 3. Revise with Intention??PART II? 4. What Works (and why) During the Transition to College? 5.?What Works (and why) During the Transition to a STEM Major? 6.?What Works (and why) When Moving Through a STEM Major? 7.?What Works (and why) During the Transition to a STEM Profession??PART III? 8.?Preparing Mentors for Difficult Conversations? 9. Building a Culture of Mentoring? Conclusion

Successful STEM Mentoring Initiatives (Paperback, 2)

Introduction?PART I? 1. Map the Landscape 2. MDraft an Initial Mentoring Plan? 3. Revise with Intention??PART II? 4. What Works (and why) During the Transition to College? 5.?What Works (and why) During the Transition to a STEM Major? 6.?What Works (and why) When Moving Through a STEM Major? 7.?What Works (and why) During the Transition to a STEM Profession??PART III? 8.?Preparing Mentors for Difficult Conversations? 9. Building a Culture of Mentoring? Conclusion

Unlocking Criticalities in Thinking and Reading Skills Across Cultures (Hardcover, 1)

1. Artificial Intelligence and Technology in Education? 2. Southeast Asia as an Educational Context? 3. Conceptions of Critical Thinking through SEA lenses? 4. Conceptions of Critical Reading through SEA lenses? 5. Theorising Thinking, Reading and Learning? 6. Strategies for Enhancing Critical Thinking and Reading Skills

Dorothy L. Sayers : Works and Days (Hardcover)

Young Readers Responding to Poems (Hardcover, 1)

Preface 1. Exploring response 2. Close readings 3. Four readers’ readings 4. Group discussions of poetry 5. Conclusions

Teaching Clever Children, 7–11 (Hardcover, 1)

Preface 1. Introduction 2. Problems of recognition and adaptation 3. Observation and enquiry 4. Problem solving 5. Imaginative work 6. Miscellaneous activities 7. Further reading