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1.
This deceptively simple book aims to show how flipped learning optimises class time, by delivering direct instruction by video for students to use outside of class, freeing up teachers to individualise their learning in the classroom. It is essentially a “book of stories” for teachers shared by practising teachers who have enthusiastically embraced this model. I strongly recommend that you buy Flipped learning if it is in your area of interest. Marie Martin  相似文献   

2.
This interesting book, addressed to school teachers and technology leaders, aims to build awareness of what are inappropriate behaviours in technology use and why they are potentially dangerous. Digital citizenship—the application of norms for productive and appropriate technology use—is relevant to all in our technology‐rich society, and should be an integral part of technology education. If this book is likely to be relevant to you, I recommend you borrow a copy. Giuliana Dettori  相似文献   

3.
Eydie Wilson's book pleads that struggling secondary learners be encouraged to design on‐screen storyboards as a means of planning various kinds of work. The book is short and—especially at this high price—would benefit from being much better illustrated than it is: in particular, it needs sample learners' work and other forms of case study material. Though clearly written and developed, Serious comix therefore remains dry and shows few signs of the author's passion for its subject. Yet the concept is appealing and has potential: if you think it could have some impact on your work, borrow a copy and see what appeals to you. Eric Deeson  相似文献   

4.
Target readers based in the US who are interested in current developments in higher education institutional procedures there will find this source clear and well informed. If such content is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while. Possible readers in Europe and Australasia who are attracted by the title will find the text parochialand worryingly lacking in awareness of developments outside the US. Also, it is more concerned with assessment of learning, than with assessment for learning. If you are not based in the US, I would not advise you to purchase or borrow. John Cowan  相似文献   

5.
This book aims at teachers who are interested in learning how to implement blended learning in their classes and therefore gain insights into the variables involved and the benefits it may bring to learning. It briefly introduces the topic and then describes practical experiences whose findings may be useful for addressing the challenges of blended learning. If the content of this book is likely to be relevant to you, I advise that you will probably find only parts of interest or use. Cristina Oddone  相似文献   

6.
This interesting book aims to provide tools, pedagogical support, and inspiration to enable higher education teachers to implement cooperative teaching and learning approaches effectively, so as to lead their students to engage in stimulating problem solving activities and by this means develop critical thinking and deep learning. If this book's content is likely to be relevant to what you do, I strongly suggest you borrow a copy. Giuliana Dettori  相似文献   

7.
This book is about the identification, development and use of the critical literacies that are necessary for the effective use of digital media and social networks—including individual participation but also cyber sociality, the reciprocal or co‐creation of social capital for the greater good. The literacies are attention, critical consumption (“crap detection”), participation, collaboration and network smarts. If it seems that the content of this book is likely to be relevant to you, I recommend you buy your own copy. Samuel King  相似文献   

8.
Education and technology: Key issues and debates offers an informed and carefully argued perspective on the role of information technology in education, adopting historical and critical perspectives in its attempt to produce a shift towards a more evidence‐based approach. If the book is relevant to you, I recommend that you buy a copy. Michael Thomas  相似文献   

9.
Digital learning lives aims to describe a set of practices in school education and beyond that are well developed and based on digital technology. With rich examples from our digital lives, the author shows that digital natives should be able to go beyond spaces and places with which they are familiar. People closely interested in broadening the scope of digital learning and creativity should think of buying this. Gi‐Zen Liu  相似文献   

10.
This edited collection focuses on research on digital games and learning, and incorporates a range of perspectives, from those of games designers to teachers, academics and policymakers in the field of IT for learning. If the content of this book is likely to be relevant to you, I recommend you borrow a copy. Michael Thomas  相似文献   

11.
This engaging book reviews current policy and practice in the development and use of open educational resources (oer ) internationally. It includes chapters that examine the current environment for oer development and use, including government and institutional policy, as well as a range of case studies that describe the development, re‐use and implementation of oer with a particular emphasis on developing countries. The book is useful for educators, educational leaders, learning resource developers, and government policymakers. Sara Hammer  相似文献   

12.
E‐learning and education for sustainability is a book that delivers on what it promises to present: principles, information technology tools, examples of good practice, and coverage of formal as well as of informal education for sustainability. The book is divided into chapters covering each of these areas quite well. If the content of this book is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while. William Brescia  相似文献   

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14.
Ford's very readable book will suit students and staff from late high school through to higher degrees. It is full of sound strategies, advice, and clear instructions about searching the web to locate scholarly information for assignments and then properly use it. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use. Robyn Smyth  相似文献   

15.
The development of volitional emotion regulation of expression was examined with a modified disappointing gift paradigm and strategy for coding children's expressions. Forty‐nine boys and 49 girls aged 4, 6, and 8 were motivated to volitionally deceive an observer by false smiling, regardless of whether they received an attractive, unattractive, or no gift. Ten naïve observers watched children's videotaped behavior in random order and judged the quality of emotion and type of gift. This impression analysis indicated that children's competence to volitionally regulate their expressions increased with age. In addition, this ability was positively associated with children's emotion understanding of how to differentiate between emotion and expression. Unexpectedly, girls did not display a superior volitional regulation of expression than boys.  相似文献   

16.
Adolescents have a strong desire to “be themselves.” How does experiencing authenticity—the sense of being one's true self—influence subjective well‐being? What allows adolescents to experience authenticity? This research tests a working model of how authenticity is implicated in adolescents’ well‐being. Using survey, diary, and experimental methodologies, four studies (total N = 759, age range = 12–17) supported the main tenets of the model. Authenticity (a) enhances well‐being, (b) covaries with satisfaction of psychological needs for relatedness and competence; is caused by satisfaction of the need for autonomy; and (c) mediates the link between need satisfaction and well‐being. Authenticity is more than a powerful motive: It has robust, replicable effects on well‐being and may thus be a pervasive force in positive youth development.  相似文献   

17.
The identification and dissemination of ‘good practice’ has for years been a central part of the Government's strategy for radical change of the education system. ‘Good practice’, however, is no longer good enough, nor is ‘best practice’. The requirement now for post‐compulsory education and training (from which all our examples are taken) is nothing less than ‘excellent practice for all’. This article critically examines these highly significant shifts in the rhetoric of policy, finds them wanting and argues that we need to face up to the complexities involved in deciding not only what is ‘excellent practice’ but also in working through all the stages which would be needed to transmit it throughout the sector. In particular, recent documents from the Quality Improvement Agency and the Learning and Skills Council on the pursuit of excellence are critically appraised. The views of those practitioners who are part of the authors' project in the Economic and Social Research Council's Teaching and Learning Research Programme are also explained in relation to ‘good practice’. The authors attempt to explain the frenetic activity of politicians and policy makers in this sector, and end by moving from critique to construction by considering what can be rescued from the inherently contestable notion of ‘good practice’, and, in doing so, draw heavily on the work of Robin Alexander.  相似文献   

18.
Over a decade ago the UK government launched its gifted and talented education policy in England, yet there has been very little published research which considers how schools and teachers are interpreting and implementing the policy. By seeking the views of the gifted and talented co‐ordinators (For ease of reference, the term gifted and talented (G&T) co‐ordinator is used throughout the paper as a generic shorthand for the research participants who were either designated school gifted and talented co‐ordinators or teachers or head teachers with responsibility for policy implementation) with responsibility for addressing the requirements of the policy, the study reported in this paper explored how primary schools in England responded to the policy. Drawing on data gathered using questionnaires with a national sample of primary schools as well as follow‐up in‐depth interviews with a sample of G&T co‐ordinators, the authors report their findings. The study found that there was considerable unease about the concept of identifying and ‘labelling’ a group of pupils as ‘gifted and talented’. G&T co‐ordinators found it difficult to interpret the policy requirements and were responding pragmatically to what they considered to be required by the government. Curriculum provision for the selected group of gifted and talented pupils was patchy. The paper concludes by identifying a need for further professional development for teachers and by challenging the policy's over‐emphasis on identifying and labelling gifted and talented pupils. We posit whether the gifted and talented education policy would have been better introduced and enjoyed greater success by leaving the identification of pupils to one side and by placing greater emphasis on developing effective learning and teaching strategies instead.  相似文献   

19.
The number of students who are ‘at risk’ including those with special education needs and or disabilities is increasing rapidly worldwide in all schools. This has prompted widespread debate regarding the impact of initiatives in Curriculum, Assessment and Reporting for this group of students. Teachers, parents and administrators need to have further information to enable them to contribute to the development of content, assessment and reporting processes in the curriculum that are inclusive, relevant, reliable and valid. This paper explores some of the issues and dilemmas raised by recent policy discussions regarding the inception of a first national Australian Curriculum. It draws purposively on literature relating to developments in England and Wales, where national curriculum provision has existed for over 25 years, as well as the responses of a group of stakeholders (teachers and leaders) from both England/Wales and Australian schools and settings. These data highlight both tension and opportunity in this area of work.  相似文献   

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