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    Hawkins, Jennifer A.
    Feelings and Emotion-Based Learning [[electronic resource] :] : a New Theory / / Jennifer A. Hawkins ; . - 1st ed. 2017. - [S. l. : s. n.]. - XXVIII, 185 p. 20 illus., 10 illus. in color. - Б. ц.
    Зміст:
1. Introduction --
2. Learning Theories and Relevance --
3. Towards a Feeling Learning Theory --
4. Mentoring Research: Teachers’ Stories --
5. Teaching Research: School Refusers’ Stories --
6. Evaluation Research: Curriculum Approach Stories --
7. Implications for Education --
8. Feelings Research: Methods and Analysis --
9. General Conclusion.
Рубрики: Child psychology.
   School psychology.
   Emotions.
   Infant psychology.
   Educational psychology.
   Education—Psychology.
   Learning.
   Instruction.
   Child and School Psychology.
   Emotion.
   Infancy and Early Childhood Development.
   Educational Psychology.
   Learning & Instruction.
Анотація: This book explores academic learning theories in relation to modern cognitive research. It suggests that developing a feelings and emotion-based learning theory could improve our understanding of human learning behaviour. Jennifer A. Hawkins argues that feelings are rational in individuals' own terms and should be considered—whether or not we agree with them. She examines learners' experiences and posits that feelings and emotions are logical to individuals according to their current beliefs, memories, and knowledge. This volume provides rich case studies and empirical data and shows that acknowledging feelings during and after learning experiences helps to solve cognitive difficulties, aid motivation and self-reflection. It also demonstrates ways to record and analyse feelings to provide useful research evidence. .

Перейти: https://doi.org/10.1007/978-3-319-66056-1

Дод.точки доступу:
Hawkins, Jennifer A. \.\; SpringerLink (Online service)
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    The Science of Interest [[electronic resource] /] : монография / ed.: O'Keefe, Paul A., Harackiewicz, Judith M. - 1st ed. 2017. - [S. l. : s. n.]. - XVI, 232 p. 11 illus., 3 illus. in color. - Б. ц.
    Зміст:
Foreword: by Carol S. Dweck --
Preface: Toward a Science of Interest by Paul A. O’Keefe and Judith M. Harackiewicz --
Part I: Theories and Perspectives Perspectives --
Chapter 1: Interest: Knowns, Unknowns, and Basic Processes by Mary Ainely --
Part II: The Functions of Interest Self-Regulation --
Chapter 2: The Dynamic Nature of Interest: Embedding Interest within Self-Regulation by Dustin B. Thoman, Carol Sansone, and Danielle Geerling --
Motivation Chapter 3: Interest and Engagement by Paul A. O’Keefe --
Learning Chapter 4: The Role of Interest in Learning: Knowledge Acquisition at the Intersection of Situational and Individual Interest by Jerome I. Rotgans and Henk G. Schmidt --
Part III: The Interest Spectrum Curiosity Chapter 5: Curiosity by Paul J. Silvia --
Situational Interest Chapter 6: Situational interest: A proposal to enhance conceptual clarity by Maximilian Knogler --
Individual Interest Chapter 7: The Power Within: How Individual Interest Promotes Domain-Relevant Task Engagement by Amanda M. Durik, Meghan Huntoon Lindeman, and Sarah L. Coley --
Passion Chapter 8: On the Two Faces of Passion: The Harmonious and the Obsessive by Robert J. Vallerand --
Obsession --
Chapter 9: Creative Geniuses, Polymaths, Child Prodigies, and Autistic Savants:The Ambivalent Function of Interests and Obsessions by Dean Keith Simonton --
Part IV: The Promotion and Development of Interest Promotion and Development Chapter 10: The Promotion and Development of Interest: The Importance of Perceived Values by Chris S. Hulleman, Dustin B. Thoman, Anna-Lena Dicke, and Judith M. Harackiewicz --
Social Processes Chapter 11: How the Subjective Relationship between the Self, Others, and a Task Drives Interest by Allison Master, Luke P. Butler, and Gregory M. Walton --
Chapter 12: Epilogue:by Judith M. Harackiewicz and Paul A. O’Keefe.
Рубрики: Personality.
   Social psychology.
   Educational psychology.
   Education—Psychology.
   Learning.
   Instruction.
   Personality and Social Psychology.
   Educational Psychology.
   Learning & Instruction.
Анотація: This exceptional volume analyzes the intricate roles interest plays in cognition, motivation and learning, and daily living, with a special focus on its development and maintenance across life domains. Leading experts discuss a spectrum of interest ranging from curiosity to obsession, and trace its functions in goal-setting, decision-making, self-regulation, and performance. New research refines the current knowledge on student interest in educational settings and the social contexts of interest, with insights into why interest levels change during engagement and in the long run. From these findings, contributors address ways to foster and nurture interest in the therapy room and the classroom, for optimum benefits throughout life. Among the topics covered: · Embedding interest within self-regulation. · Knowledge acquisition at the intersection of situational and individual interest. · The role of interest in motivation and engagement. · The two faces of passion. · Creative geniuses, polymaths, child prodigies, and autistic savants. · The promotion and development of interest. A robust guide to a fascinating area of study, The Science of Interest synthesizes the field’s current knowledge of interest and indicates future directions. Its chapters contribute depth and rigor to this growing area of research, and will enhance the work of researchers in education, psychologists, social scientists, and public policymakers. .

Перейти: https://doi.org/10.1007/978-3-319-55509-6

Дод.точки доступу:
O'Keefe, Paul A. \ed.\; Harackiewicz, Judith M. \ed.\; SpringerLink (Online service)
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    Gruba, Paul.
    How To Write Your First Thesis [[electronic resource] /] : монография / Paul. Gruba, Zobel, Justin. ; . - 1st ed. 2017. - [S. l. : s. n.]. - XIII, 95 p. 8 illus. - Б. ц.
    Зміст:
Transition To A Minor Thesis --
Getting Organized --
The Structure Of A Minor Thesis --
A Strong Beginning --
Situating The Study --
Explaining The Investigation --
Presenting The Outcome --
Wrapping It Up --
Before You Submit.
Рубрики: Computer science.
   Learning.
   Instruction.
   Natural language processing (Computer science).
   Social sciences.
   Computer Science, general.
   Learning & Instruction.
   Natural Language Processing (NLP).
   Popular Social Sciences.
   Science, Humanities and Social Sciences, multidisciplinary.
Анотація: Many courses and degrees require that students write a short thesis. This book guides students through their first experience of producing a thesis and undertaking original research. Written by experienced researchers and advisors, the book sets out signposts and tasks to help students to understand what is needed to succeed, including scoping a topic, managing references, interpreting data, and successful completion. For students, the task of writing a thesis is a transition from structured coursework to becoming a researcher. The book provides advice on: What to expect from research and how to work with a supervisor Getting organized and approaching the work in a productive way Developing an overall thesis structure and avoidance of mistakes such as inadvertent plagiarism Producing each major component: a strong introduction, background chapters that are situated in the discipline, and an explanation of methods and results that are crucial to successful original research How to wrap up a complex project with an extended checklist of the many details needed to be checked before a final submission Producing and managing a thesis for the first time can be a daunting task, and this reader-friendly guidebook provides a framework for students to do their best.

Перейти: https://doi.org/10.1007/978-3-319-61854-8

Дод.точки доступу:
Zobel, Justin.; Gruba, Paul. \.\; SpringerLink (Online service)
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    Virtual, Augmented, and Mixed Realities in Education [[electronic resource] /] : монография / ed. Liu, Dejian. [et al.]. - 1st ed. 2017. - [S. l. : s. n.]. - VIII, 247 p. 63 illus., 57 illus. in color. - Б. ц.
    Зміст:
A Conceptual Framework for VR in Education.- Part One: Frameworks for Design --
Implicit Learning through Embodiment in Immersive Virtual Reality --
Authenticity in Immersive Design --
The Immersive Power of Social Interaction --
Assessment for Learning in Immersive Environments --
Infrastructures for VR/AR in the Classroom.- Part Two: Case Studies of Immersive Media for Learning --
Virtual Reality as an Immersive Medium for Authentic Simulations: The Case of EcoMUVE --
Systems to Support Co-Creative Collaboration in Mixed Reality Environments --
Massively Multiplayer Online Roleplaying Games and Virtual Reality Combine for Learning --
Embodied Education in Mixed and Mediated Realities: Some Results and Principles for Content Design --
Preparing Students for Future Learning with Mixed Reality Interfaces.- Part Three: Next Steps for the Field --
A Bibliometric Analysis of Virtual Reality related Research in Education: Current Status, Opportunities, and Future Prospects --
Reconstruction of Virtual Reality Environments based on Script --
Conclusion: Developing a Research Agenda for the Field.
Рубрики: Educational technology.
   Education—Data processing.
   Learning.
   Instruction.
   Educational Technology.
   Computers and Education.
   Learning & Instruction.
Анотація: This book describes the current state of the art of various types of immersive learning: in research, in practice, and in the marketplace. It discusses advanced approaches in the design and development for various forms of immersive learning environments, and also the emerging innovations in assessment and research in the field. In addition, it demonstrates the opportunities and challenges in implementing advances in VR and immersion at scale in formal and informal learning. We are living in a time of rapid advances in terms of both the capabilities and the cost of virtual reality, multi-user virtual environments, and various forms of mixed reality. These new media potentially offer extraordinary opportunities for enhancing both motivation and learning across a range of subject areas, student developmental levels, and educational settings. With the development of practical and affordable virtual reality and mixed reality, people now have the chance to experience immersive learning both in classrooms and informally in homes, libraries, and community centers. The book appeals to a broad readership including teachers, administrators, scholars, policy makers, instructional designers, evaluators and industry leaders.

Перейти: https://doi.org/10.1007/978-981-10-5490-7

Дод.точки доступу:
Liu, Dejian. \ed.\; Dede, Chris. \ed.\; Huang, Ronghuai. \ed.\; Richards, John. \ed.\; SpringerLink (Online service)
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    Informatics in Schools: Focus on Learning Programming [[electronic resource] :] : 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017, Proceedings / / ed.: Dagiene, Valentina., Hellas, Arto. - 1st ed. 2017. - [S. l. : s. n.]. - XI, 245 p. 69 illus. - Б. ц.
Рубрики: Education—Data processing.
   Science education.
   Application software.
   Computers and civilization.
   Personal computers.
   Learning.
   Instruction.
   Computers and Education.
   Science Education.
   Computer Appl. in Social and Behavioral Sciences.
   Computers and Society.
   Personal Computing.
   Learning & Instruction.
Анотація: This book constitutes the refereed proceedings of the 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, held in Helsinki, Finland, in November 2017. The 18 full papers presented together with 1 invited talk were carefully reviewed and selected from 41 submissions. ISSEP presents this year a broad range of themes ranging from making informatics accessible to visually impaired students and computational thinking to context- and country specific challenges as well as teacher development and training.

Перейти: https://doi.org/10.1007/978-3-319-71483-7

Дод.точки доступу:
Dagiene, Valentina. \ed.\; Hellas, Arto. \ed.\; SpringerLink (Online service)
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    Zhu, Jiabin.
    Understanding Chinese Engineering Doctoral Students in U.S. Institutions [[electronic resource] :] : a personal epistemology perspective / / Jiabin. Zhu ; . - 1st ed. 2017. - [S. l. : s. n.]. - XV, 190 p. 26 illus., 21 illus. in color. - Б. ц.
    Зміст:
1. Influx of International Talents in the United States: An Introduction --
2. Epistemological Developmental Theories --
3. Measurement on Personal Epistemological Development --
4. Personal Epistemology in Application --
Chapter 5. Developing a Valid Survey for Personal Epistemology --
6. A Mixed-Method Research Design --
7. Overall Profiles of Epistemological Development --
8. Factors Related to Epistemological Development --
9. Stories of Chinese Engineering Doctoral Students’ Epistemological Thinking Styles --
10. Factors Associated with Advanced Epistemological Thinking --
11. Lessons Learned and Future Directions.
Рубрики: Higher education.
   International education .
   Comparative education.
   Learning.
   Instruction.
   Higher Education.
   International and Comparative Education.
   Learning & Instruction.
Анотація: This book uses a mixed-method approach to address the topic of personal epistemology among Chinese engineering doctoral students from U.S. institutions. It presents a broad view of the epistemological development among Chinese engineering students from five U.S. Midwestern doctoral programs. At the same time it provides deep insights into the thinking styles and behavioral patterns for each particular epistemological developmental stage and offers practical examples from students’ academic experiences in these programs. It allows readers to gain an understanding of Chinese engineering students’ academic lives in U.S. institutions through a solid cognitive theoretical lens. It also highlights a number of factors that can potentially facilitate adult students’ cognitive development, and extends the discussion on the benefits of study-abroad and cross-cultural education for the epistemological domain.

Перейти: https://doi.org/10.1007/978-981-10-1136-8

Дод.точки доступу:
Zhu, Jiabin. \.\; SpringerLink (Online service)
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    Creative Contradictions in Education [[electronic resource] :] : cross Disciplinary Paradoxes and Perspectives / / ed.: Beghetto, Ronald A., Sriraman, Bharath. - 1st ed. 2017. - [S. l. : s. n.]. - XIII, 354 p. 3 illus. - Б. ц.
    Зміст:
Creative Contradictions in Education. Ronald A. Beghetto and Bharath Sriraman --
PART I: UNCOVERING CONCEPTUAL ISSUES & BARRIERS --
Big-C versus little-c Creativity: Definitions, Implications, and Inherent Educational Contradictions. Dean Keith Simonton --
The Nature of Creativity: Mayflies, Octopi, and the Best Bad Idea We Have. Jeffrey K. Smith and Lisa F. Smith --
The difference That Makes a ‘Creative’ Difference in Education. Vlad Petre Glaveanu and Ronald A. Beghetto --
Avoiding Dogmatic Traps in Creativity and Education Through Awareness of Worldviews and Visual-Metaphor. Don Ambrose --
Creative Interpretations of Educational Contradictions. Mark A. Runco --
Subordinated and Rebellious Creativity at School. Maciej Karwowski --
Purposeful Fulfillment of Creative Potential. Pablo P. L. Tinio and Baptiste Barbot --
Content Matters: Why Nurturing Creativity Is So Different in Different Domains. John Baer --
PART II: PRATICAL APPLICATIONS & PROMISING DIRECTIONS --
People, Passions, Problems: The Role of Creative Exemplars in Teaching for Creativity. Robert Root-Bernstein and Michele Root-Bernstein --
Where Learning Meets Creativity: The Promise of Guided Play. Jennifer M. Zosh, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, and Rebecca Dore --
Contradictory Concepts of Mathematics Teacher Educators. Per Oystein Haavold and Alv Birkeland --
Do We Need a Revolutionary Approach to Bring Creativity into Education? Cynthia A. Burnett and Kathryn P. Haydon --
Promoting Abduction: A Teaching Experiment on Creative Learning Processes in a High School Classroom Context. Lene Tanggaard and Rasmus Hjort --
Creative Imagination in Memorization in Mathematics Learning. Ai-Girl Tan --
The Paradox of Serious Fun. Anthony E. Middlebrooks --
Creativity in Music Education? The Wild Card that Got Stuck in the Deck. Anna Houmann --
Children’s and Teachers’ Conceptions of Creativity: Contradictions and Implications in Classroom Instruction. Eunsook Hong, Rachel Part, and Lonnie Rowel --
On the measurement and mismeasurement of creativity . Todd Lubart and Maud Besancon --
CODA --
Common Themes, Unique Insights, and Future Directions. Ronald A. Beghetto. .
Рубрики: Educational psychology.
   Education—Psychology.
   Learning.
   Instruction.
   Curriculums (Courses of study).
   Education—Curricula.
   Teaching.
   Art education.
   Educational Psychology.
   Learning & Instruction.
   Curriculum Studies.
   Teaching and Teacher Education.
   Creativity and Arts Education.
Анотація: Creative Contradictions in Education is a provocative collection of essays by international experts who tackle difficult questions about creativity in education from a cross-disciplinary perspective. The contributors to this volume examine and provide fresh insights into the tensions and contradictions that researchers and educators face when attempting to understand and apply creativity in educational contexts. Creativity in education is surrounded by many contradictions. Teachers generally value creativity, but question the role it can and should play in their classroom. Many educators find themselves feeling caught between the push to promote students’ creative thinking skills and the pull to meet external curricular mandates, increased performance monitoring, and various other curricular constraints. This book brings together leading experts who provide fresh, cross-disciplinary insights into how creative contradictions in education might be addressed. Contributors will draw from existing empirical and theoretical work, but push beyond “what currently is” and comment on future possibilities. This includes challenging the orthodoxy of traditional conceptions of creativity in education or making a case for maintaining particular orthodoxies. .

Перейти: https://doi.org/10.1007/978-3-319-21924-0

Дод.точки доступу:
Beghetto, Ronald A. \ed.\; Sriraman, Bharath. \ed.\; SpringerLink (Online service)
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    Instructional Techniques to Facilitate Learning and Motivation of Serious Games [[electronic resource] /] : монография / ed.: Wouters, Pieter., van Oostendorp, Herre. - 1st ed. 2017. - [S. l. : s. n.]. - VI, 218 p. 142 illus., 114 illus. in color. - Б. ц.
    Зміст:
Overview of Instructional Techniques to Facilitate Learning and Motivation of Serious Games --
Towards a game-based learning instructional design model focusing on integration --
Two Systems, Two Stances: A Novel Theoretical Framework for Model-Based Learning in Digital Games --
Assessment and Adaptation in Games --
Fidelity and Multimodal Interactions --
Narration-Based Techniques to Facilitate Game-Based Learning --
Designing Effective Feedback Messages in Serious Games and Simulations: A Research Review --
Self-explanations in game-based learning: from tacit to transferable knowledge --
Competition and Collaboration for Game-Based Learning: a Case Study --
Modeling and Worked Examples in Game-based learning --
Reflections on Serious Games.
Рубрики: Learning.
   Instruction.
   Educational technology.
   Learning & Instruction.
   Educational Technology.
Анотація: The book introduces techniques to improve the effectiveness of serious games in relation to cognition and motivation. These techniques include ways to improve motivation, collaboration, reflection, and the integration of gameplay into various contexts. The contributing authors expand upon this broad range of techniques, show recent empirical research on each of these techniques that discuss their promise and effectiveness, then present general implications or guidelines that the techniques bring forth. They then suggest how serious games can be improved by implementing the respective technique into a particular game. .

Перейти: https://doi.org/10.1007/978-3-319-39298-1

Дод.точки доступу:
Wouters, Pieter. \ed.\; van Oostendorp, Herre. \ed.\; SpringerLink (Online service)
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    How School Leaders Contribute to Student Success [[electronic resource] :] : the Four Paths Framework / / ed.: Leithwood, Kenneth., Sun, Jingping., Pollock, Katina. - 1st ed. 2017. - [S. l. : s. n.]. - VIII, 365 p. 26 illus. - Б. ц.
    Зміст:
1. Introduction; Kenneth Leithwood, Jingping Sun and Katina Pollock --
Section One: The Nature of Successful Leadership --
Section introduction --
2. A Model of Successful School Leadership from the International Successful School Principalship Project; David Gurr --
3. The Ontario Leadership Framework; Kenneth Leithwood --
Section Two: The Rational Path --
Section introduction --
4. Leadership and Learning: Conceptualizing Relations between School Administrative Practice and Instructional Practice; James Spillane --
5. Effects of Distributed Leadership on School Academic Press and Student Achievement; John Malloy and Kenneth Leithwood --
6. Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?; Arnoud Oude Groote Beverborg, Peter J. C. Sleegers, Maaike D. Endedijk and Klaas van Veen --
Section Three: The Emotional Path --
Section introduction --
7. Leadership Effects on Student Learning Mediated by Teacher Emotions; Jingping Sun and Kenneth Leithwood --
8. Principals, Trust, and Cultivating Vibrant Schools; Megan Tschannen-Moran and Christopher R. Gareis --
9. Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London; Karen Edge --
Section Four: The Organizational Path --
Section introduction --
10. Complexity and Volume: An Inquiry into Factors that Drive Principals’ Work; Katina Pollock, Fei Wang and David Cameron Hauseman --
11. Creating Communities of Professionalism: Addressing Cultural and Structural Barriers; Joseph Murphy --
12. Effects of Principal Professional Orientation towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement; Roxanne Mitchell and John Tarter --
13. Leading Teacher Learning in China: A Mixed Methods Study of Successful School Leadership; Shengnan Liu and Philip Hallinger --
Section Five: The Family Path --
Section introduction --
14. Effects of Family Educational Cultures on Student Success at School: Directions for Leadership; William Jeynes --
15. Changing the Educational Culture of the Home to Increase Student Success at School; Kenneth Leithwood and Penny Patrician --
16. Conclusion; Kenneth Leithwood, Jingping Sun and Katina Pollock --
References by Section introduction and Chapter. .
Рубрики: School management and organization.
   School administration.
   Schools.
   Higher education.
   Learning.
   Instruction.
   Administration, Organization and Leadership.
   Schools and Schooling.
   Higher Education.
   Learning & Instruction.
Анотація: While considerable evidence indicates that school leaders are able to make important contributions to the success of their students, much less is known about how such contributions are made. This book provides a comprehensive account of research aimed at filling this gap in our knowledge, along with guidelines about how school leaders might use this knowledge for their own school improvement work. Leadership practices known to be effective for improving student success are outlined in the first section of the book while the remaining sections identify four “paths” along which the influence of those practices “flow” to exercise an influence on student success. Each of the Rational, Emotional, Organizational and Family paths are populated by conditions or variables known to have relatively direct effects on student success and also open to influence by effective leadership practices. While the Four Path framework narrows the attention of school leaders to a still-considerable number conditions known to contribute to student success, it leaves school leaders the autonomy to select, for improvement efforts, the sub-set of conditions that make the most sense in their own local circumstances. The approach to leadership described in this book provides evidence-based guidance on what to lead and flexibility on how to lead for purposes of improving student learning. .

Перейти: https://doi.org/10.1007/978-3-319-50980-8

Дод.точки доступу:
Leithwood, Kenneth. \ed.\; Sun, Jingping. \ed.\; Pollock, Katina. \ed.\; SpringerLink (Online service)
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10.

    Mathematical Modelling and Applications [[electronic resource] :] : crossing and Researching Boundaries in Mathematics Education / / ed.: Stillman, Gloria Ann., Blum, Werner., Kaiser, Gabriele. - 1st ed. 2017. - [S. l. : s. n.]. - XI, 647 p. 139 illus. - Б. ц.
    Зміст:
Series Preface, Gabriele Kaiser and Gloria Stillman --
Boundary Crossings in Mathematical Modelling and Applications Educational Research and Practice, Gloria Stillman, Werner Blum, and Gabriele Kaiser --
Part I New Approaches in Research, Teaching and Practice from Crossing Boundaries --
Mathematical Modelling with Increasing Learning Aids – A Video Study, Deike S. Alfke (nee Jutting) --
Modelling with Statistical Data: Characterisation of Student Models, Angels Aymerich, Nuria Gorgorio, and Lluis Albarracin --
How Teachers Can Promote Mathematising by Means of Mathematical City Walks, Nils Buchholtz --
L’Hospital’s Weight Problem: Testing the Boundaries between Mathematics and Physics, between Application and Modelling, France Caron and Kathleen Pineau. Representations of Modelling in Mathematics Education, Helen M. Doerr, Jonas B. Arleback and Morten Misfeldt --
The Primacy of ‘Noticing’: a Key to Successful Modelling, Peter Galbraith, Gloria Ann Stillman and Jill P. Brown --
Combining Models Related to Data Distribution through Productive Experimentation, Takashi Kawakami --
Reconciling Intuitions and Conventional Knowledge: The Challenge of Teaching and Learning Mathematical Modelling, Azita Manouchehri and Stephen T. Lewis --
A Modelling Perspective in Designing Teacher Professional Learning Communities, Nicholas Mousoulides, Marilena Nicolaidou, and Maria Evagorou --
Mathematical Modelling and Proof by Recurrence: an Analysis from a Wittgensteinian Perspective, Barbara Palharini, Emerson Tortola and Lourdes Maria Werle de Almeida --
Quality Criteria for Mathematical Models in Relation to Models’ Purposes - Their Usefulness in Engineering Education, Jacob Perrenet, Bert Zwaneveld, Kees van Overveld and Tijn Borghuis --
Ethnomodelling as the Mathematization of Cultural Practices, Milton Rosa and Daniel Clark Orey --
Enabling Anticipation through Visualisation in Mathematising Real World Problems in a Flipped Classroom, Gloria Ann Stillman --
Measuring Metacognitive Modelling Competencies, Katrin Vorholter --
Part II Researching Boundaries in Mathematical Modelling Education --
The Mathematical Modelling Competencies Required for Solving Engineering Statics Assignments, Burkhard Alpers --
Pre-service Teachers’ Levels of Reflectivity after Mathematical Modelling Activities with High-School Students, Rita Borromeo Ferri --
Context and Understanding: The Case of Linear Models, Jill P. Brown --
Difficulties in Teaching Modelling: A French-Spanish Exploration, Richard Cabassut and Irene Ferrando --
How Students Connect Mathematical Models to Descriptions of Real-World Situations, Dirk De Bock, Nele Veracx and Wim Van Dooren --
Mathematical Modelling Strategies and Attitudes of Third Year Pre-Service Teachers, Rina Durandt and Gerrie J Jacobs --
Exploring the Notion of Mathematical Literacy in Curricula Documents, Peter Frejd and Vincent Geiger --
Design and Implementation of a Tool for Analysing Student Products when They Solve Fermi Problems, Cesar Gallart, Irene Ferrando, Lluis M. Garcia-Raffi, Lluis Albarracin and Nuria Gorgorio --
Implementing Modelling into Classrooms – Results of an Empirical Research Study, Jana Kreckler --
A Commognitive Perspective on Pre-service Secondary Teachers’ Content Knowledge in Mathematical Modelling, Joo Young Park --
Mathematics Teachers’ Learning at the Boundaries of Teaching, Research and Workplace, Giorgos Psycharis and Despina Potari --
Case Study of Pre-service Teachers Education for Mathematical Modelling and Applications Connecting Paintings with Mathematics, Akihiko Saeki, Masafumi Kaneko and Daisuke Saito --
Inquiry and Modelling in a Real Archaeological Context, Gemma Sala Sebastia, Vicenc Font Moll, Joaquim Gimenez Rodriguez, Berta Barquero Farras --
Students’ Overreliance on Linearity in Economic Applications: A State of the Art, Daam Van Reeth and Dirk De Bock --
Part III Pedagogical Issues for Teachers and Teacher Educators Using Mathematical Modelling and Applications --
Teaching Modelling and Systemic Change, Hugh Burkhardt and Malcolm Swan --
Mathematical Modelling as a Professional Activity – Lessons for the Classroom, Peter Frejd --
Modelling Task Design: Sciences Teachers’ View, Carolina Guerrero-Ortiz and Jaime Mena-Lorca --
Modelling as Interactive Translations among Plural Worlds - Experimental teaching using the Night Time Problem, Toshikazu Ikeda and Max Stephens --
The Dual Modelling Cycle Framework: Report on an Australian Study, Janeen Lamb, Akio Matsuzaki, Akihiko Saeki and Takashi Kawakami --
Implementing Mathematical Modelling: The Challenge of Teacher Educating, Azita Manouchehri --
The Velocity Concept – History of its Modelling Development, Regina Dorothea Moeller --
Developing a Mathematical Modelling Task for All Students, Edel Reilly --
Hidden Benefits of Modelling for Students with Disabilities, Rina Scott-Wilson, Dirk Wessels, Helena Wessels, and Estelle Swart --
Scaffolding Complex Modelling Processes – An In-depth Study, Peter Stender, Nadine Krosanke and Gabriele Kaiser --
Long-term Development of How Students Interpret a model; Complementarity of Contexts and Mathematics, Pauline Vos and Gerrit Roorda, Exploring Aspects of Creativity in Mathematical Modelling, Helena Wessels --
Mathematical Modelling in Dutch Textbooks: Is it Genuine Mathematical Modelling? Bert Zwaneveld, Jacob Perrenet, Kees van Overveld and Tijn Borghuis --
Part IV Influences of Technologies on Modelling and Applications --
Initial Results of an Intervention Using a Mobile Game App to Simulate A Pandemic Outbreak, Peter Frejd and Jonas B. Arleback --
Modelling and Simulation with the Help of Digital Tools, Gilbert Greefrath and Hans-Stefan Siller --
Mathematical Modelling for Engineering Diploma Students: Perspectives on Visualisation, Hanti Kotze, Gerrie J. Jacobs, Erica D. Spangenberg --
Interactive Diagrams Used for Collaborative Learning Concerning Mathematical Models of Motion, Elena Naftaliev --
Using Modelling and Tablets in the Classroom to Learn Quadratic Functions, Miriam Ortega and Luis Puig --
Mathematical Modelling in a Long Distance Teacher Education in Brazil: Democratising Mathematics, Daniel Clark Orey and Milton Rosa --
Part V Assessment of Mathematical Modelling in Schools --
Six Principles to Assess Modelling Abilities of Students Working in Groups, Piera Biccard and Dirk Wessels --
Assessing Mathematizing Competences through Multiple Choice Tasks: Using Students’ Response Processes to Investigate Task Validity, Brikena Djepaxhija, Pauline Vos and Anne Berit Fuglestad --
Part VI Applicability at Different Levels of Schooling --
How to Build a Hydrogen Refuelling Station Infrastructure in Germany – an Interdisciplinary Project Approach for Mathematics Classrooms, Irene Grafenhofer and Hans-Stefan Siller --
Authentic Mathematical Modelling Experiences of Upper Secondary School: A Case Study, Kerri Spooner --
Refereeing Process --
Index.
Рубрики: Mathematics—Study and teaching .
   Learning.
   Instruction.
   Teaching.
   Educational technology.
   Mathematics Education.
   Learning & Instruction.
   Teaching and Teacher Education.
   Educational Technology.
Анотація: This volume documents on-going research and theorising in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications. Mathematical modelling provides a way of conceiving and resolving problems in the life world of people whether these range from the everyday individual numeracy level to sophisticated new problems for society at large. Mathematical modelling and real world applications are considered as having potential for multi-disciplinary work that involves knowledge from a variety of communities of practice such as those in different workplaces (e.g., those of educators, designers, construction engineers, museum curators) and in different fields of academic endeavour (e.g., history, archaeology, mathematics, economics). From an educational perspective, researching the development of competency in real world modelling involves research situated in crossing the boundaries between being a student engaged in modelling or mathematical application to real word tasks in the classroom, being a teacher of mathematical modelling (in or outside the classroom or bridging both), and being a modeller of the world outside the classroom. This is the focus of many of the authors of the chapters in this book. All authors of this volume are members of the International Community of Teachers of Mathematical Modelling (ICTMA), the peak research body into researching the teaching and learning of mathematical modelling at all levels of education from the early years to tertiary education as well as in the workplace.

Перейти: https://doi.org/10.1007/978-3-319-62968-1

Дод.точки доступу:
Stillman, Gloria Ann. \ed.\; Blum, Werner. \ed.\; Kaiser, Gabriele. \ed.\; SpringerLink (Online service)
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11.

    Interactions in Early Childhood Education [[electronic resource] :] : recent Research and Emergent Concepts / / ed.: Gunn, Alexandra C., Hruska, Claudia A. - 1st ed. 2017. - [S. l. : s. n.]. - VII, 170 p. 14 illus. - Б. ц.
    Зміст:
Chapter 1 Interactions in learning: Theoretical and empirical overview --
Chapter 2 A conceptual framework for early education: What micro-sociology can contribute to a theoretically and empirically well-founded didactic in early education --
Chapter 3 Sensitive responsiveness: An approach to the analysis and improvement of Teacher-Child-Interactions in early childhood settings --
Chapter 4 Children's use of objects in their storytelling --
Chapter 5 Young children's participation in a new language context: A synthesizing analysis for a holistic perspective --
Chapter 6 Shaping gender relations in early childhood education: Children's interactions and learning about gender --
Chapter 7 A dialogic approach to understanding infant interactions --
Chapter 8 Enhancing interactions: Understanding family pedagogy and funds of knowledge "on their turf" --
Chapter 9 "That's not Fair!": Concepts of fairness in New Zealand and Japanese early childhood education --
Chapter 10 Strategies for teacher learning and development over child-adult interactions in ECE settings --
Chapter 11 The importance of professional knowledge for learning support in German ECEC settings --
Chapter 12 Learning about interactions and their role in learning in early childhood education: Lessons from research.
Рубрики: Child development.
   Learning.
   Instruction.
   Educational sociology.
   International education .
   Comparative education.
   Early Childhood Education.
   Learning & Instruction.
   Sociology of Education.
   International and Comparative Education.
Анотація: This book provides new insights into how interactions in early childhood education are being studied, and into what these studies’ findings mean for improving the quality of early childhood education. The editors examine the methods, ethics, practices, and questions arising from such close work with children, families and educators, and have brought together a collection that highlights interactions research and practical implications for early childhood education and research, with the ultimate aim of shaping quality practices. Starting with an overview of interaction research and its pedagogical value in early childhood education the book subsequently introduces new interaction studies in early childhood from Europe and Australasia. Drawing from a range of perspectives and using different conceptual and methodological tools the contributors use their interactions research to comment collectively on process quality in early childhood education, and its relationship to the phenomenon of pedagogical interactions. The work as a whole bridges the gap between practice and research by addressing quality interactions for early learning (for practitioners) and providing researchers valuable information on methods for studying interactions within the everyday contexts of early childhood education.

Перейти: https://doi.org/10.1007/978-981-10-4879-1

Дод.точки доступу:
Gunn, Alexandra C. \ed.\; Hruska, Claudia A. \ed.\; SpringerLink (Online service)
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12.

    Educational Media and Technology Yearbook [[electronic resource] :] : volume 40 / / ed.: Orey, Michael., Branch, Robert Maribe. - 1st ed. 2017. - [S. l. : s. n.]. - XX, 364 p. 17 illus., 12 illus. in color. - Б. ц.
    Зміст:
Preface --
Part I --
Introduction --
Issues and Trends in Instructional Technology: Increased Use of Mobile Technologies and Digital Content to Provide Un-Tethered Access to Training and Learning Opportunities --
Collaborative design of ICT-rich early literacy learning material: Design talk in teacher teams --
Social learning in a distributed environment: Lessons learned from online design education --
Understanding Help-Seeking Behavior of Students’ in a Flipped Classroom: A Structural Equation Modeling Approach --
Digging Deep into Communities of Inquiry at Purdue --
Real-time mutual gaze perception enhances collaborative learning and collaboration quality --
Critical Thinking in the Field of Educational Technology: Approaches, Projects, and Challenges --
Exploring the Cultural Dimensions of Learning: Models, Instruments, and Future Studies --
Part II --
Introduction --
Profile of Edward Caffarella --
Profile of Sharon Smaldino --
Part III --
Introduction --
Worldwide List of Organizations in Learning, Design, Technology, Information or Libraries --
Part IV --
Introduction --
Worldwide List of Graduate Programs in Learning, Design, Technology, Information or Libraries --
Part V --
Introduction --
Mediagraphy.
Рубрики: Educational technology.
   Learning.
   Instruction.
   Literacy.
   Educational Technology.
   Learning & Instruction.
   Literacy.
Анотація: This book is an annual publication entering its 41st year. The series represents current trends and issues in the field of educational communications and technology, journals and other periodicals associated with the field, and the academic programs that prepare instructional technology professionals. Springer has been the publisher for the series, in cooperation with the Association for Educational Communications and Technology, for the past five years. Volume 40 will feature a section on Learning, Design, and Technology Trends, in addition to updated information about programs, associations, journals, and a new ranking of the top academic degree programs in the field of Learning, Design, and Technology.

Перейти: https://doi.org/10.1007/978-3-319-45001-8

Дод.точки доступу:
Orey, Michael. \ed.\; Branch, Robert Maribe. \ed.\; SpringerLink (Online service)
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13.

    Managing International Connectivity, Diversity of Learning and Changing Labour Markets [[electronic resource] :] : east Asian Perspectives / / ed. Mok, Ka Ho. - 1st ed. 2017. - [S. l. : s. n.]. - VIII, 261 p. 45 illus. - Б. ц.
    Зміст:
Chapter 1 Promoting International Connectivity and Seeking Global Competitiveness: Issues and Challenges --
Recent Trends and Development --
Chapter 2 Widely Recognized Problems, Controversial Solutions: Issues and Strategies for Higher Development in Asia --
Chapter 3 Internationalization and Transnationalization of Higher Education: A Review of the Asia Pacific Region --
Chapter 4 Qualification Recognition of Joint Degrees in Europe and Asia in the Era of Massification --
Chapter 5 Higher Education Activities in World Cities: A Spatial Study of Global Leadership and Connectivity --
Chapter 6 Global City Tokyo and the Lives of University Academics in Japan --
Chapter 7 Higher Education Industry in Hong Kong and Singapore: Reflections on a Decade of Expansion --
Chapter 8 Singapore as a Global Schoolhouse: A Critical Review --
International Connectivity and Managing Diversity in Student Learning --
Chapter 9 Getting Connected with the Global World: The Promotion of Internationalization in University Campuses in Hong Kong and China --
Chapter 10 Comparison of Student Experiences in the Era of Massification: Analysis of Student Data of Japan, Korea and the United States --
Chapter 11 Perceived Discrimination and Integration among New Arrivals from Mainland China: Implications for Higher Education Development for Hong Kong --
Managing Labour Market Changes and Employment --
Chapter 12 Massification of Higher Education and Labour Market: The Case of Taiwan --
Chapter 13 Massification of Higher Education: Challenges for Admissions and Graduate Employment in China --
Chapter 14 Teaching the Dragon? The Diffusion of European Union's Social and Employment Policies to China.
Рубрики: Higher education.
   Learning.
   Instruction.
   International education .
   Comparative education.
   Higher Education.
   Learning & Instruction.
   International and Comparative Education.
Анотація: This book examines how major Asian cities have enhanced their global competitiveness by transforming their higher education systems to equip their graduates with global competence. It primarily focuses on policy implications and urban governance, especially comparing how governments are responding to the growing challenges of international connectivity and are managing the diversity of populations resulting from an increasingly globalized world.

Перейти: https://doi.org/10.1007/978-981-10-1736-0

Дод.точки доступу:
Mok, Ka Ho. \ed.\; SpringerLink (Online service)
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14.

    Improving Primary Mathematics Education, Teaching and Learning [[electronic resource] :] : research for Development in Resource-Constrained Contexts / / ed.: Graven, Mellony., Venkat, Hamsa. - 1st ed. 2017. - [S. l. : s. n.]. - XXXIV, 255 p. 35 illus., 7 illus. in color. - Б. ц.
    Зміст:
SECTION I: INTERVENTIONS FOR QUALITY AND EQUITY IN PRIMARY EDUCATION --
Chapter 1. Intervening in Contexts of Poverty; Jill Adler --
Chapter 2. Theorising the Primary Mathematics Landscape in Contexts of Poverty; Mellony Graven and Hamsa Venkat --
SECTION II: ASSESSING NUMERACY PROGRESSION IN RESOURCE CONSTRAINED CONTEXTS --
Chapter 3. Using Assessments to Explore Early and Later Performance in Mathematics; Marie Weitz and Hamsa Venkat --
Chapter 4. Researching the Nature of Early Numeracy Progression in After School Clubs; Debbie Stott --
Chapter 5. Adapting Aspects of the Mathematics Recovery programme for use in various South African contexts; Debbie Stott, Zanele Mofu & Siviwe Ndongeni --
SECTION III: UNDERSTANDING LANGUAGE ISSUES IN PRIMARY MATHEMATICS TEACHING, LEARNING AND ASSESSMENT --
Chapter 7. Using an Adapted Model of Reciprocal Teaching to Help Children Unpack their Word Sums; Melissa Spira & Sally-Ann Robertson --
Chapter 8. Language in Early Number Learning in South Africa: Linking Transparency and Explicitness; Manono Mdluli --
Chapter 9. Learners Exemplifying for Themselves: Grade 2’s Telling Additive Relations Stories; Nicky Roberts --
Chapter 10. Do the Annual National Assessments in Mathematics Unfairly Assess English Language Competence at the Expense of Mathematical Competence?; Lucy Sibanda --
SECTION IV: SUPPORTING CHANGE IN PRIMARY MATHEMATICS TEACHING --
Chapter 11. Changing Tteaching through a Resources Approach; Hamsa Venkat and Mellony Graven --
Chapter 12. From Theory to Practice: Challenges in Adopting Pedagogies of Mathematizing in South Africa; Thulelah Thakane, Herman Tshesane and Mike Askew --
Chapter 13. Characterizing Responsive Primary Mathematics Teaching in the South African Context; Lawan Abdulhamid --
Chapter 14. Key Aspects of Communities of Practice that Enable Primary Maths Teacher Learning; Peter Pausigere.
Рубрики: Mathematics—Study and teaching .
   Curriculums (Courses of study).
   Education—Curricula.
   Learning.
   Instruction.
   Teaching.
   Child development.
   Mathematics Education.
   Curriculum Studies.
   Learning & Instruction.
   Teaching and Teacher Education.
   Early Childhood Education.
Анотація: This book focuses on how to improve the teaching and learning of primary level mathematics education within resource-constrained contexts. It builds on two large numeracy projects within South Africa which speak to broader, global concerns and highlight how research and development not only enables one to meet ethical imperatives but also explore how further interventions can be developed. Teacher and research communities must work together to create mutually beneficial relationships and establish a cohesive understanding of the requirements of primary mathematics education.

Перейти: https://doi.org/10.1057/978-1-137-52980-0

Дод.точки доступу:
Graven, Mellony. \ed.\; Venkat, Hamsa. \ed.\; SpringerLink (Online service)
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15.

    Garrick, Barbara.
    Theorising Personalised Education [[electronic resource] :] : electronically Mediated Higher Education / / Barbara. Garrick, Pendergast, Donna., Geelan, David. ; . - 1st ed. 2017. - [S. l. : s. n.]. - XXI, 155 p. 15 illus. - Б. ц.
    Зміст:
Chapter 1 Introduction to the philosophical arguments underpinning personalised education --
Chapter 2 A brief history of e-mediated education --
Chapter 3 Personalised learning, pedagogy and e-mediated tools --
Chapter 4 Through the lens of generational theory --
Chapter 5 Personalised education, pedagogy and equity in the higher education sector --
Chapter 6 Personalised or programmed? Current practices of university systems --
Chapter 7 From policy to practice: Personalisation and the higher education sector --
Chapter 8 Experiencing e-mediated personalised learning in practice: A teacher's insight --
Chapter 9 E-mediated approaches to personalising inter-professional learning in the health sector --
Chapter 10 Evidence in relation to the effectiveness of e-mediated personalised education.
Рубрики: Educational technology.
   Learning.
   Instruction.
   Educational policy.
   Education and state.
   Higher education.
   Educational Technology.
   Learning & Instruction.
   Educational Policy and Politics.
   Higher Education.
Анотація: This book examines the theoretical underpinning of the concept of personalised education and explores the question: What is personalised education in the contemporary higher education sector and how is it implemented? A broad, sophisticated definition of personalised learning has the potential to serve as a basis for more effective educational practices. The term ‘personalised education’ is, and continues to be, one with a variety of definitions. The authors’ definition both incorporates earlier concepts of personalised education and critically reassesses them. The book then adds a further dimension: personalised instruction in electronically mediated environments, where the goal is to achieve learning towards mastery individually with the help of differentiated and individualised electronic learning platforms. This book assesses the various arguments concerning personalised education, examining each through the lens of educational theory and pedagogy and subsequently positing a number of qualitative characteristics of personalised education that have the potential to influence policy and practices in the higher education sector.

Перейти: https://doi.org/10.1007/978-981-10-2700-0

Дод.точки доступу:
Pendergast, Donna.; Geelan, David.; Garrick, Barbara. \.\; SpringerLink (Online service)
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16.

    Potter, John.
    Digital Media, Culture and Education [[electronic resource] :] : theorising Third Space Literacies / / John. Potter, McDougall, Julian. ; . - 1st ed. 2017. - [S. l. : s. n.]. - XIII, 205 p. 5 illus. - Б. ц.
    Зміст:
Chapter 1. Dynamic Literacies and Third Spaces --
Chapter 2. Porous Expertise and Powerful Knowledge --
Chapter 3. Digital Making and the STEAM(M) Agenda --
Chapter 4. Curation and Storying the Digital Learner --
Chapter 5. The Networked Educator and Open Learning --
Chapter 6. Cultural Studies Goes to “Not School”.
Рубрики: Educational technology.
   Literacy.
   Learning.
   Instruction.
   Educational sociology.
   Technology and Digital Education.
   Literacy.
   Educational Technology.
   Learning & Instruction.
   Sociology of Education.
Анотація: This book provides a critical commentary on key issues around learning in the digital age in both formal and informal educational settings. The book presents research and thinking about new dynamic literacies, porous expertise, digital making/coding/remixing, curation, storying in digital media, open learning, the networked educator and a number of related topics; it further addresses and develops the notion of a ‘third space literacies’ in contexts for learning. The book takes as its starting point the idea that an emphasis on technology and media, as part of material culture and lived experience, is much needed in the discussion of education, along with a criticality which is too often absent in the discourse around technology and learning. It constructs a narrative thread and a critical synthesis from a sociocultural account of the memes and stereotypical positions around learning, media and technology in the digital age, and will be of great interest to academics interested in the mechanics of learning and the effects of technology on the education experience. It closes with a conversation as a reflexive ‘afterword’ featuring discussion of the key issues with, amongst others, Neil Selwyn and Cathy Burnett.

Перейти: https://doi.org/10.1057/978-1-137-55315-7

Дод.точки доступу:
McDougall, Julian.; Potter, John. \.\; SpringerLink (Online service)
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17.

    Dempster, Neil.
    Leadership and Literacy [[electronic resource] :] : principals, Partnerships and Pathways to Improvement / / Neil. Dempster, Townsend, Tony. [et al.] ; . - 1st ed. 2017. - [S. l. : s. n.]. - XXIII, 209 p. 31 illus. - Б. ц.
    Зміст:
Leadership and Literacy: Principals, Partnerships and Pathways to Improvement; Neil Dempster, Tony Townsend, Greer Johnson, Anne Bayetto, Susan Lovett and Elizabeth Stevens --
Acknowledgements --
About the Authors --
Introduction --
1. Leadership for Learning Research --
2. The PALL Approach --
3. Using Disciplined Dialogue and Evidence to Build a Strong Moral Purpose --
4. A Focus on Curriculum and Pedagogy --
5. Shared Leadership --
6. Professional Learning for both Leaders and Teachers --
7. Establishing Positive Conditions for Learning --
8. Schools Finding Alternative Ways to Engage Families and Communities in Children’s Learning --
9. PALL and Student Learning --
10. Looking Back to Look Forward --
References. .
Рубрики: School management and organization.
   School administration.
   Literacy.
   Learning.
   Instruction.
   Administration, Organization and Leadership.
   Literacy.
   Learning & Instruction.
Анотація: This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools’ contexts; how professional discussions can be conducted with a process called ‘disciplined dialogue’; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders’ learning on-the-job.

Перейти: https://doi.org/10.1007/978-3-319-54298-0

Дод.точки доступу:
Townsend, Tony.; Johnson, Greer.; Bayetto, Anne.; Lovett, Susan.; Stevens, Elizabeth.; Dempster, Neil. \.\; SpringerLink (Online service)
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18.

    Dahlin, Bo.
    Rudolf Steiner [[electronic resource] :] : the Relevance of Waldorf Education / / Bo. Dahlin ; . - 1st ed. 2017. - [S. l. : s. n.]. - XI, 143 p. - Б. ц.
    Зміст:
Chapter 1: Introduction --
Chapter 2: Steiner’s biography --
2.1 The formative years: childhood and youth --
2.2 Steiner as a young man and his philosophical period --
Chapter 3: The relevance of Steiner’s philosophy for education --
Chapter 4: Anthroposophy --
4.1 A spiritual anthropology of education --
4.2 The far-sighted view: the lifespan development of the individual and the evolution of humanity --
Chapter 5: Some basic principles and practices of Waldorf education --
5.1 The curriculum --
5.2 Being a Waldorf teacher --
Chapter 6: The social and political aspects of education --
6.1 Social three-folding: state, culture and economy --
6.2 Education as a cultural practice --
Chapter 7: Does it work? Empirical studies of Waldorf schools --
Chapter 8: Conclusion.
Рубрики: Education—Philosophy.
   Alternative Education.
   Teaching.
   Philosophy and social sciences.
   Learning.
   Instruction.
   Educational Philosophy.
   Alternative Education.
   Teaching and Teacher Education.
   Philosophy of Education.
   Learning & Instruction.
Анотація: This book covers Rudolf Steiner’s biography, presented from an educational point of view and also unfolds the different aspects of Steiner’s educational thought in Waldorf Education. His point of view is unique in that it relates education to a wide horizon of different contexts, such as social, pedagogical, evolutionary and spiritual aspects. His ideas are philosophical (ethical, epistemological, ontological). However, above all, they are based on spiritual understanding of the human being and the world. In many ways, they stand in stark contrast to the views that inform present mainstream educational thought and practice. Nevertheless, there are points where Steiner’s ideas can find a resonance in more recent educational thought. Steiner was in many ways ahead of his time and his educational ideas are still relevant to many present day educational issues and problems.

Перейти: https://doi.org/10.1007/978-3-319-58907-7

Дод.точки доступу:
Dahlin, Bo. \.\; SpringerLink (Online service)
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19.

    Dell'Aquila, Elena.
    Educational Games for Soft-Skills Training in Digital Environments [[electronic resource] :] : new Perspectives / / Elena. Dell'Aquila, Marocco, ?Davide. [et al.] ; . - 1st ed. 2017. - [S. l. : s. n.]. - XI, 169 p. 30 illus., 28 illus. in color. - Б. ц.
    Зміст:
Standard practices for soft skills training --
From digital games to new training environments for soft skills training --
A methodology supporting technology enhanced learning for soft skills training --
Multiplayer drama based games --
Single-player drama based games --
Multiplayer rule based games --
Standalone rule based games --
Conclusion and future directions --
Acknowledgments --
Appendix.
Рубрики: Educational technology.
   Learning.
   Instruction.
   Educational Technology.
   Learning & Instruction.
Анотація: This transformative volume examines advances made in soft-skill training, tracing the migration and adaptation of psycho-pedagogical methodology, such as role-playing and psychodrama, to digital and online environments, so called EduTechRPG (Technologically Enhanced Educational Role Playing Game for soft skills training). Chapters review real world examples in which psycho-pedagogical training models were applied to on-line, technology enhanced learning contexts in a broad range of applications and target groups. Among the featured topics: - Standard practices for soft skills training. - From digital games to new training environments for soft skills training. - A methodology supporting technology enhanced learning for soft skills training. - Multiplayer and single-player drama based games. - Multiplayer and standalone rule based games. Trainers, coaches, HR advisors, consultants and psychologists will find Educational Games for Soft-Skill Training in Digital Environments to be a useful tool in understanding how the game categories identified within the volume, rule and drama-based multiplayer and single player games, can support traditional practice for enhancing soft skills.

Перейти: https://doi.org/10.1007/978-3-319-06311-9

Дод.точки доступу:
Marocco, ?Davide.; Ponticorvo, Michela.; Di Ferdinando, Andrea.; Schembri, Massimiliano.; Miglino, Orazio.; Dell'Aquila, Elena. \.\; SpringerLink (Online service)
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20.

    Game-Based Learning Across the Lifespan [[electronic resource] :] : cross-Generational and Age-Oriented Topics / / ed. Romero, Margarida. [et al.]. - 1st ed. 2017. - [S. l. : s. n.]. - IX, 154 p. 34 illus., 33 illus. in color. - Б. ц.
    Зміст:
Cross-generational and age-oriented digital game based learning (DGBL) from childhood to older adulthood --
DGBL state-of-the-art for cross-generational and age-oriented learning --
Childhood play and DGBL: Should parents be afraid of digital technologies for supporting children's work or play?.-Primary education and DGBL: From mini-games to immersive games in primary formal education.- Secondary education and DGBL: the opportunity of mobile game environments.- Higher education and DGBL.- Gaming in the workplace.- Digital game activities in later life: a literature review.- Older adults and DGBL, from exergames to social gaming.- Game co-creation with older adults.- Exergames and games for health across the lifespan.- Serious games for society challenges.- DGBL across the lifespan implications for game designers and formal education.-  DGBL across the lifespan, game industry opportunities and challenges.- Cross-generational DGBL outlook for the short, mid and long term future.
Рубрики: Educational technology.
   Learning.
   Instruction.
   Lifelong learning.
   Adult education.
   Educational Technology.
   Learning & Instruction.
   Lifelong Learning/Adult Education.
Анотація: The book provides a systemic view of the state-of-the-art of Digital Game Based Learning (DGBL) across the lifespan, from age-specific game design requirements to technological devices that could overcome child and older adult difficulties in the use of DGBL technologies. Other topics include cross-generational digital game-based learning, workplace gaming, exergaming, serious games to tackle societal challenges,and implications of DGBL across the lifespan for game designers. In addition to the state-of-the-art methodologies provided for age-specific gamedesign, development, implementation and assessment, a significant portion of the book focuses on case studies where DGBL have been designed and implemented in every age groups and in cross-generational situations.

Перейти: https://doi.org/10.1007/978-3-319-41797-4

Дод.точки доступу:
Romero, Margarida. \ed.\; Sawchuk, Kimberly. \ed.\; Blat, Josep. \ed.\; Sayago, Sergio. \ed.\; Ouellet, Hubert. \ed.\; SpringerLink (Online service)
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© Міжнародна Асоціація користувачів і розробників електронних бібліотек і нових інформаційних технологій
(Асоціація ЕБНІТ)