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Empirical Research in Teaching and Learning: Contributions from Social Psychology draws upon the latest empirical research and empirically-based theories from social psychology to inform the scholarship of teaching and learning. Provides an accessible theoretical grounding in social psychological principles and addresses specific empirical evidence drawn from teaching and learning contexts Features concrete strategies for use in the classroom setting Includes contributions from experts in both social psychology and the scholarship of teaching and learning
This ICME-13 Topical Survey provides a review of recent research into statistics education, with a focus on empirical research published in established educational journals and on the proceedings of important conferences on statistics education. It identifies and addresses six key research topics, namely: teachers’ knowledge; teachers’ role in statistics education; teacher preparation; students’ knowledge; students’ role in statistics education; and how students learn statistics with the help of technology. For each topic, the survey builds upon existing reviews, complementing them with the latest research.
Invaluable for all educators and teachers needing to write acceptable grant proposals or to obtain governmental funding for their programs.
Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages-experienced and new academics, graduate students, and undergraduates-regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre-and in getting them published. To illustrate how choices about writing play out in practice, we share throughout the book our own experiences as well as reflections from a range of scholars, including both highly experienced, widely published experts and newcomers to writing about learning and teaching in higher education. The diversity of voices we include is intended to complement the variety of genres we discuss, enacting as well as arguing for an embrace of multiplicity in writing about learning and teaching in higher education.
Empirical Research in Vocational Education and Training is a new academic journal in the field of Vocational Education and Training (VET). In recent years many countries have developed a new interest in creating or strengthening the vocational part of the educational system, both at the basic and higher education level. These developments ask for a sound scientific underpinning of policy decisions and have therefore created a new need for empirically oriented academic research in VET issues. The new journal will address VET-specific questions from different academic disciplines emphasizing empirical work that fulfils highest methodological and statistical standards of research. The journal Empirical Research in Vocational Education and Training will follow developments throughout the world in vocational training institutions and companies. The journal welcomes comparative studies that allow to empirically compare the effectiveness, efficiency and equity in different VET systems at the school-, company and systemic level. The journal has the goal to cover a broad range of topics in the VET field from all relevant scientific disciplines. The journal has therefore an international pluridisciplinary editorial board and also an advisory board with leading international academics in the fields of pedagogy, psychology, sociology and economics. The targeted audience of the journal are academics and researchers in the field of VET. In addition the empirical orientation of the journal should make it and interesting source of information for policy-makers, policy planners and administrators, school-leaders and trainers in the field of VET. Empirical Research in Vocational Education and Training publishes empirical work in all fields of VET from basic VET to continuous or adult learning. All contributions are peer reviewed by at least 2 anonymous referees.
Traditional classrooms are fast becoming a minority in the education field. As technologies continue to develop as a pervasive aspect of modern society, educators must be trained to meet the demands and opportunities afforded by this technology-rich landscape. The Handbook of Research on Teacher Education in the Digital Age focuses on the needs of teachers as they redesign their curricula and lessons to incorporate new technological tools. Including theoretical frameworks, empirical research, and best practices, this book serves as a guide for researchers, educators, and faculty and professional developers of distance learning tools.
"This book familiarizes prospective researchers with processes and topics for conducting research in e-learning, addressing Theoretical Frameworks, Empirical Research Methods and Tutorial, Factors Influencing Student Satisfaction and Learning Outcomes, and Other Applications of Theory and Method"--Provided by publisher.
As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of educational research.
There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation Chapters include, Curriculum Reform and Research in China: A Social-Historical Perspective What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design
The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields.