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| 21ST CENTURY COMMUNITY COLLEGE [George V Donokov (ed)] The Community College Labor Market Responsiveness (CCLMR) Initiative was created to develop and disseminate information and tools enabling community colleges to keep pace with the needs of a diverse student body and a dynamic labour market. This report draws upon profiles (Appendix B) and statistical evidence (Appendix C) to describe the factors that affect labour-market responsiveness. First, it examines the effects of the external environment, the characteristics of local residents and the nature of the local economy. Second, it examines the effects of the external organisational structure, the state and local community workforce, education, and economic development infrastructure. Third, it examines colleges' external governance structures, which affect their mission, resource base, and flexibility. Finally, it examines the effects of factors under the college's control, presidential leadership, internal organisation, strategic planning to design and fund programs, use of data, and programmatic base. Each stage in the progression has strong, if not decisive, effects on the successive stage, and ultimately on each college’s potential to be market-responsive, and the nature of the obstacles that need to be overcome to realise its potential. The progression is emphasised to make it clear that more should be expected of colleges located in environments that are favourable to development of labour-market responsive programs than where external conditions are unfavourable, not that colleges in favourable environments should complacently compare themselves to colleges in less favourable environments. This emphasis also helps clarify what colleges can do regardless of their external environment to overcome obstacles to become more responsive and reach their own unique potential. { 198pp, 180x260mm, August 2007; HB, £52.99, 1600211917:9781600211911 , Nova Science Publishers } |
| ADULT EDUCATION : Issues & Developments [Patricia N Blakely & Anna H Tomlin (eds)] Adult education is the practice of teaching and educating adults. This often happens in the workplace, through 'extension' or 'continuing education' courses at secondary schools, at a college or university. Other learning places include folk high schools, community colleges, and lifelong learning centres. The practice is also often referred to as 'Training and Development'. It has also been referred to as andragogy (to distinguish it from pedagogy). A difference is made between vocational education, mostly undertaken in workplaces and frequently related to up-skilling, and non-formal adult education including learning skills or learning for personal development. Educating adults differs from educating children in several ways. One of the most important differences is that adults have accumulated knowledge and experience that can add or hinder the learning experience. This new book presents recent studies on this topic from several perspectives. { 370pp, 180x260mm, May 2008; HB, £45.99, 1604562722:9781604562729 , Nova Science Publishers } |
| ADULT LEARNING, ADULT TEACHING, 4TH EDITION [John Daines; With Carolyn Daines & Brian Graham] Regarded as a classic text amongst teachers of adults and those working with adult groups in a variety of professional and adult community settings, 'Adult Learning, Adult Teaching' has now been enlarged, updated and thoroughly revised for this fourth edition. This new fourth edition retains the direct and practical approach that has proved so successful with thousands of practitioners and contains additional chapters on : learning styles; equal opportunities; self-presentation; difficult students and ‘reluctant attenders’; practical planning; attendance and drop-out; the observation of teaching and learning; guidance, progression and ‘what next’; a real student’s experiences of adult education with a matched critique addressed to her tutor. REVIEW: "Always a good buy, Adult Learning Adult Teaching is very readable and gives the most practical help to tutors of any subject. This fully revised fourth edition, with a number of new sections, brings the book bang up to date. If there was one piece of essential reading I would want for my tutors it would be this book!" -- Margaret Davey, former Principal, City Lit. "...Hellishly practical, this volume is a must for those who want theory and realism in practical teaching…it grounds the esoteric in useable tips and applications" -- Adults Learning."I cannot praise the publication too highly" -- International Journal of Lifelong Education"...should become part of every adult educator’s mental furniture" -- Adult Education. { 214pp, 140x230mm, August 2006; PB, £14.95, 1860571158:9781860571152 , Welsh Academic Press } |
| AM I TEACHING WELL? : Self-Evaluation Strategies for Effective Teachers [Vesna Nikolic & Hanna Cabaj] This is a resource for classroom practitioners, pre-service teachers and teacher trainers. Each chapter presents a series of self-assessment tasks that will help you reflect and improve on a wide range of aspects of your teaching practice. Topics include organising for instruction, designing programs and lessons, using resources and integrating technology, classroom presentation, responding to student questions and encouraging participation, providing feedback, increasing motivation, assessment, program evaluation, and professional development. Numerous self-evaluation exercises are fully photocopiable without infringement of copyright, and the book is illustrated throughout with humorous drawings. The book concludes with an appendix that takes you step by step through procedures for self-evaluation using video or audio recording, a particularly effective strategy that will really let you see yourself as others do. Written by two experienced teachers in a direct, down to earth, light-hearted style, "Am I Teaching Well?" offers not only opportunities for self-assessment but also detailed information on positive teaching practice. The authors' background in language teaching is highlighted in special sections that will be of particular interest to those teaching foreign or second languages to learners of all ages. With its comprehensive scope and easy-to-follow, hands-on approach, this book is sure to become a career-long partner for all teachers interested in working toward excellence in their classroom performance. { 264pp, 215x280mm, January 2000; PB, £19.99, 0887510876:9780887510878 , Pippin Publishing Corporation } |
| CURRENT DISCOURSE ON EDUCATION IN DEVELOPING NATIONS : Essays in Honor of B Robert Tanachnick & Robert Koehl [Michael O Afolayan, Dallas Browne & Didacus Jules (eds)] Comparative studies receive relatively little attention in U.S. education. Comparative work done by people who are either international scholars or have spent extensive (and intensive) periods of time in international contexts rarely shows up on course syllabi or reading lists in most U.S. education courses. However, this volume is comprised of scholars at various phases of their careers -- early, mid, and late -- who have deep investments in issues of international and global education. U.S. students do not know very much about the countries of Africa because these countries cannot be understood outside of the history and foreign policies that implicate the United States. The same thing might be said of Latin America, the Caribbean, and increasingly Asia. The only way that broader and more complex perspectives of the post-colonial world can emerge are in the presence of post-colonial voices. Globalisation, for better or worse, is a part of our post-modern, postcolonial condition. Unless we do systematic study of the way global forces impact material realities and our symbol systems we cannot make sense of our world and our place in it. The responsibility for the study of the global, transnational, transcultural, and/or comparative does not reside merely on those we see as "other". However, their perspectives cannot be marginalised in the discourse. This collection contains a superb mixture of voices and perspectives from around the world. But, it also contains a wonderful homage to two scholars, B Robert Tabachnick and Robert Koehl whose work represent the leading edge of comparative education. { 327pp, 180x260mm, September 2006; HB, £59.50, 1594547742:9781594547744 , Nova Science Publishers } |
| E-LEARNING : 21st Century Issues & Challenges [Audrey R Lipshitz & Steven P Parsons (eds)] Electronic learning or E-learning is a general term used to refer to computer-enhanced learning. It is used interchangeably in so many contexts that it is critical to be clear what one means when one speaks of 'eLearning'. In many respects, it is commonly associated with the field of advanced learning technology (ALT), which deals with both the technologies and associated methodologies in learning using networked and/or multimedia technologies. By 2003, more than 1.9 million students were participating in on-line learning at institutions of higher education in the United States alone. Many higher education for-profit institutions, now offer on-line classes. By contrast, only about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. Private institutions may become more involved with on-line presentations as the cost of instituting such a system decreases. Properly trained staff must also be hired to work with students on-line. These staff members must be able to not only understand the content area, but also be highly trained in the use of the computer and Internet. Online education is increasing dramatically around the world. This book presents the latest research in the field. { May 2008; HB, £85.99, 1604561564:9781604561562 , Nova Science Publishers } |
| E-LEARNING COMMUNITIES : Teaching & Learning with the Web [Kwok-Wing Lai (ed)] In Western societies, the growth in use of information and communication technology (ICT) in schools and classrooms -- particularly in Internet connectivity -- has been rapid. In 2002, 82 percent of primary schools in New Zealand and in 2001, 78 percent of secondary schools had Internet connections. The Web is clearly a vital tool for both teachers and students. This book is for people working in education and explores the dynamics of ICT and the issues surrounding its implementation. Contributors examine ICT in the classroom and associated professional development, online professional and educational learning communities, virtual field traps, searching the world wide web, online plagiarism, the role of the ICT co-ordinator, cybersafety, and also explode some common assumptions about the potential of e-learning in schools. { 224pp, 170x240mm, June 2005; PB, £15.99, 1877372013:9781877372018 , University of Otago Press } |
| EDUCATION FOR SUSTAINABLE DEVELOPMENT : Nature, School & Democracy [Klas Sandell, Johan Öhman & Leif Östman] This textbook aims at making a contribution towards advancing the necessary knowledge and skills required in order to teach on the subject of sustainable development. This includes developing the ability to make conscious choices among the available alternatives in teaching contents and methods in such a way as to expand and deepen students’ perspectives on sustainable development. Part I of the book presents the history of humankind’s interaction with the natural world from the hunter-gatherer period up to the industrial societies of today. There is also a particular focus on how current environmental commitment has evolved, transformed and intensified over the years. Part II focuses on four current ways of putting environmental and developmental issues into perspective: An ecological perspective on what characterises the natural world; an environmentally ethical perspective on the different ways of morally relating to the natural world; a political perspective on environmental and developmental issues; and an economical perspective applied as a means of achieving sustainable development. Part III deals with educational aspects including: A comparison between Education for Sustainable Development (ESD) and other traditions within Environmental Education; a discussion on the democratic role of education; a perspective on the learning process; a presentation of a teaching perspective on ESD; and finally a study of the practical implications of ESD. { 241pp, 155x220mm, January 2005; PB, £23.95, 914403377X:9789144033778 , Studentlitteratur AB } |
| EDUCATIONAL PSYCHOLOGY : Revised Edition [P K Johri] In 1903 E L Thorndike described educational psychologists as middlemen mediating between the science of psychology is deceptively simple; it is the application of psychological principles to the domain of teaching and learning. However, the breadth of knowledge an individual must possess to do this proficiently is staggering and becoming more so every day. Educational Psychologists must be familiar with the traditional approaches to the study of behaviour, the humanistic behavioural, cognitive and psychoanalytic orientations. They must be aware of the theories and pure research emanating from the traditional branches of psychology such as development, linguistics, motivation, testing and test interpretation. This revised edition includes a new chapter on Development and characteristics of Adolescent and makes interesting reading for all. { 318pp, 145x220mm, January 2006; HB, £26.99, 8189741411:9788189741419 , SBS Publishers & Distributors Pvt Ltd } |
| EDUCATIONAL PSYCHOLOGY, REVISED EDITION [P K Johri] In 1903 E L Thorndike described educational psychologists as middlemen mediating between the science of psychology is deceptively simple; it is the application of psychological principles to the domain of teaching and learning. However, the breadth of knowledge an individual must possess to do this proficiently is staggering and becoming more so every day. Educational Psychologists must be familiar with the traditional approaches to the study of behaviour, the humanistic behavioural, cognitive and psychoanalytic orientations. They must be aware of the theories and pure research emanating from the traditional branches of psychology such as development, linguistics, motivation, testing and test interpretation. This revised edition includes a new chapter on Development and characteristics of Adolescent and makes interesting reading for all. { 318pp, 140x215mm, January 2006; PB, £6.99, 818974139X:9788189741396 , SBS Publishers & Distributors Pvt Ltd } |
| EDUCATORS' DISCOURSES ON STUDENT DIVERSITY IN CANADA : Context, Policy & Practice [Diane Gérin-Lajoie (ed)] This text examines recent changes to the Canadian educational system and their impact on the role of the school -- most significantly how the school must now function as an agent of inclusion for students who are not part of the mainstream school population. Based on the findings of a comprehensive five-year national study sponsored by the Social Sciences and Humanities Research Council of Canada -- Current Trends in the Evolution of School Personnel in Canadian Elementary and Secondary Schools -- the contributors examine the daily work activities, working conditions, and the interactions with students in view of recent changes to the educational system and the evolving role of the school. This book challenges the status quo and provides a timely, comprehensive, and critical overview of education and diversity in Canada. { 200pp, May 2008; PB, £16.99, 1551303469:9781551303468 , Canadian Scholars' Press } |
| EMOTIONAL INTELLIGENCE : Theoretical & Cultural Perspectives [Robert J Emmerling, Vinod K Shanwal & Manas K Mandal (eds)] This book is designed to meet the growing need among researchers, graduate students, and professionals to look into the existing theoretical models as well as developing theories related to emotional intelligence. The primary aim of the book is to help readers get a view of current conceptualisations of emotional intelligence, while providing an opportunity to see how emotional intelligence has been interpreted and applied throughout the world. Psychological processes are expected to vary according to cultural meaning and practices. Recent studies indicate that emotional intelligence influences behaviour in a wide range of domains including school, community, and the workplace. At the individual level, it has been said to relate to academic achievement, work performance, our ability to communicate effectively, solve everyday problems, build meaningful interpersonal relationships, and even our ability to make moral decisions. Given that emotional intelligence has the potential to increase our understanding of ho { 233pp, 180x260mm, September 2007; HB, £52.99, 1600218563:9781600218569 , Nova Science Publishers } |
| EMOTIONAL INTELLIGENCE IN THE CLASSROOM : The Secret of Happy Teachers [Melinde Coetzee & Cecilia Jansen] The role of the teacher is not limited to providing cognitive and intellectual support to learners. In working towards a holistic approach to education, the authors of this book highlight the importance of an emotionally supportive environment in the classroom. This ensures that learners are able to become fully integrated and functioning members of the society. This book introduces educators and students in the education field to the concept of emotional intelligence as it relates to the classroom. Emotional intelligence forms a critical part of the curriculum for the development of educators. It entails the intelligence that ail successful educators bring to their daily interactions with learners. Student teachers, educators and education managers can use this book as a hands-on guide to more effective and satisfactory learner interaction to enhance their teaching practice. Parents and others who interact with children of all ages will be fascinated by the insights shared in this book. { 154pp, 170x245mm, January 2007; PB, £16.00, 0702172642:9780702172649 , Juta Publishing (Academic) } |
| ENGAGING THE ADOLESCENT MIND : Through Visual Problem Solving [Ken Vieth] LEVEL: Key Stage 4 onwards. This welcome new resource for secondary teachers includes more than 30 studio experiences, based on clearly defined visual problems designed to encourage extraordinary personal expression in middle and high school students. Each and every one of the projects presents: a creative idea that is sure to stimulate both teacher and student; a defined set of objectives that is well planned and organised yet allows for multiple outcomes; a technical challenge that requires an effort of physical skill and allows for individual personal expression; an opportunity for students to reflect on what they have learned through the process. { 138pp, 215x255mm, February 2006; PB, £18.99, 0871926946:9780871926944 , Davis Publications } |
| FOCUS ON DISTANCE EDUCATION DEVELOPMENTS [Edward P Bailey (ed)] Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional systems design that are effectively incorporated in delivering education to students who are not physically "on site" to receive their education. Instead, teachers and students may communicate asynchronously (at times of their own choosing) by exchanging printed or electronic media, or through technology that allows them to communicate in real time (synchronously). Distance education courses that require a physical on-site presence for any reason including the taking of examinations is considered to be a hybrid or blended course or program. Distance education is a growth field with the development and spread of the internet. This new book presents developments from around the globe. { 206pp, 180x260mm, June 2007; HB, £85.99, 160021830X:9781600218309 , Nova Science Publishers } |
| FOCUS ON EDUCATIONAL PSYCHOLOGY [Alea V Mittel (ed)] The field of educational psychology is primarily concerned with teaching and learning. Educational psychology has a long historical past and an extensive record of conducting empirical research into the teaching/learning process. Educational psychology has also been involved with the topics of motivation, intelligence, memory, cognition, intellectual development and evaluation and assessment. Over the past 50 years, educational psychology has been predominantly involved with the learning processes of the “ normal, average “ student. However, over the past 20 years, mainstreaming and later inclusion has presented an additional challenge for educational psychologists and classroom teachers. This new book presents leading research from around the globe in all areas of educational psychology. { 385pp, 180x260mm, April 2006; HB, £52.99, 1594542279:9781594542275 , Nova Science Publishers } |
| FOLK HIGH SCHOOLS IN BANGLADESH [Dr K E Bugge] During the last twenty years five folk high schools have been established in Bangladesh. They represent the first schools of this kind founded in a Muslim society. The book describes the genesis and aims of these schools. Their daily function and outgoing activity within the local context is extensively reported. The relationship of this initiative to the Danish high-school tradition and to the ideas of the originator, N.F.S Grundtvig (1783-1872), is discussed. The new interpretation of Grundtvig's ideas developed in this Third World milieu is analysed, and some future perspectives are delineated. { 94pp, 155x230mm, January 2001; PB, £11.75, 8778386306:9788778386304 , University Press of Southern Denmark (Odense University Press) } |
| FRONTIERS IN EDUCATION RESEARCH [Lisa Arquette (ed)] This book spans the globe presenting leading research in economics. It is perhaps a sign of the times that economic weapons such as sanctions seem to be as powerful as or more so than tanks. International applications and examples of economic progress are invaluable in a troubled world with economic booms bursting like so many penny balloons. Globalisation, outstanding and jobless recoveries present economic issues of concern to millions. { 200pp, 180x260mm, February 2007; HB, £85.99, 1600211755:9781600211751 , Nova Science Publishers } |
| FRONTIERS IN HIGHER EDUCATION [Linda W Coke (ed)] Higher education is a complex package of issues which never seems to leave the limelight. The primary wedge issues are tuition cost, access, accountability, financial aid, government funding, sports and their place within higher education, academic results, societal gains as a whole in terms of international competition, and continuing education. This new book examines current issues with special attention to the Higher Education Act and its reauthorisation and the aspects of higher education related to it. { 352pp, 180x260mm, April 2006; HB, £59.50, 1600211135:9781600211133 , Nova Science Publishers } |
| GIFTED TO LEARN [Gloria Mehlmann] In 1960s Regina, when racial discrimination often went unchallenged, and the education system needed visionary reform, Gloria Mehlmann struggled to embrace her Cree/Saulteaux identity and sustain her passion for learning and teaching. Critical but not cynical, Mehlmann's touching stories reveal the experiences and students that taught her to become one of Saskatchewan's guiding voices for education reform. While devotees of memoir will be transported by Mehlmann's humane storytelling, specialists in Native Studies, Education, Women's Studies, and Autobiography are also invited to explore the clear, strong prose within GIFTED TO LEARN. { 344pp, 155x230mm, July 2008; PB, £14.99, 0888644981:9780888644985 , University of Alberta Press } |
| GLOBAL EDUCATION INDUSTRY, 2ND EDITION : Lessons From Private Education in Developing Countries [James Tooley] The first edition of this pioneering book produced surprising conclusions from research around the world into the extent of private education. James Tooley challenged the prevailing wisdom that private education fosters social and economic inequality. On the Contrary, he found that the private sector, as well as being innovative, often provides creative social responsibility programmes, subsidised places and student loan schemes. He concluded with a proposal about the role of for-profit education enterprises in promoting equitable development. In this second edition, Professor Tooley contributes a new preface which shows how his work has developed and extended into other countries. In particular, he provides a fascinating account of how private education is flourishing in China. { 190pp, 125x200mm, August 2001; PB, £12.50, 0255365039:9780255365031 , Institute of Economic Affairs } |
| GLOBAL ISSUES IN HIGHER EDUCATION [Pamela B Richards (ed)] In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy. It follows that there are enormous stakes involved for a particular country even though the payoff of serious reforms may take decades and thus be counterproductive to the political forces responsible for designing and implementing such reforms since their horizons tend to be very short. This new book tackles important issues in dynamic field. { 408pp, 180x260mm, June 2007; HB, £85.99, 1600218024:9781600218026 , Nova Science Publishers } |
| GREAT GROUP GAMES : 175 Boredom-Busting, Zero-Prep Team Builders for All Ages [Susan Ragsdale] Whether it's the kick-off of an event, a 20-minute gap between functions, or an all-day or multi-day retreat, this sourcebook suggests a wide array of solutions for keeping young people upbeat, engaged, and unified. Offering icebreakers, "straight-up" games, and reflection activities, the book provides instructions for staging meaningful, fun interactions that encourage participants to think. Games are organised in sections identifying various stages of group-building, ranging from establishing foundational relationships and building upon them to transitions and celebrations. Among the games included are: Change Over -- turn a tarp completely over while always remaining on the tarp; Common Ground -- Which team has the most in common?; and You're a Star -- team members guess whose celebrity name is on their backs. Details on timing and supplies are also featured for each activity. { 226pp, 155x230mm, July 2007; PB, £11.50, 1574821962:9781574821963 , IPG (Search Institute Press) } |
| HANDBOOK OF INSTRUCTIONAL RESOURCES & THEIR APPLICATIONS IN THE CLASSROOM [Mohammad Ahsanullah (ed)] This book provides a series of instructional resources, at the aptitudinal, cognitive-strategic, and affective-motivational levels to be applied in the classroom. It integrates in a single text some techniques, programs, and instructional procedures that the participating authors consider relevant for educational practice, and which are very useful tools for the professionals involved in educational intervention. To achieve this purpose, several professors from various universities have developed a conjoint proposal. Starting from the main research tendencies in educational and instructional psychology, they have systematised this research-derived knowledge, making it both practical and useful. { 409pp, 180x260mm, March 2008; HB, £52.99, 1604561041:9781604561043 , Nova Science Publishers } |
| IMPACT OF GLOBALIZATION ON EDUCATION [Ilghiz M Sinagatullin] The notion of globalisation and its relation to education is widely being discussed among politicians, philosophers, scholars, educators and students throughout the world. Some fully reject and refuse to accept this phenomenon, others try to understand and accept this notion, still others completely accept the idea of globalisation and associate with it all progressive changes in the new century’s socio-cultural and educational space. Moreover, for a considerable part of the planet’s residents the very spirit of the terms “globalism” and “globalisation” still remains an unknown, enigmatic, almost supernatural entity. The contemporary globalising epoch is characterised by pervasive events making a considerable affect on human development, human consciousness and on various aspects of education and child development. These events include: (1) the unprecedented emergence and dissemination of information and knowledge; (2) the digitisation of information and virtualisation of objective reality; (3) the spreading of the English language as an essential global tool for education and international communication; (4) the dissemination of the ideas of global and multicultural education; (5) the rise of the European Union; (6) the market orientation of Russian and the former entities of the former Socialist block;(7) the spreading of the cultural and educational canons of the Anglo-American or Atlantic civilisation upon other cultures and civilisations; and (9) unparalleled demographic growth, especially in Eastern and Southern cultures. { 221pp, 180x260mm, August 2006; HB, £59.50, 1594547149:9781594547140 , Nova Science Publishers } |
| INTERNATIONAL PERSPECTIVES ON EDUCATION POLICY [Ralph Rotte (ed)] This volume aims to provide an interdisciplinary and pragmatic, policy-oriented contribution to the current debate about educational reform. It assembles articles by experts on education and educational policy from various scientific disciplines and professional backgrounds. Based on a section considering general pedagogical, economic, political and methodological aspects, a number of country-specific contributions cast some light on the differing frameworks, approaches and experiences in recent education policy and education reform in number of countries of the western world. { 150pp, 180x260mm, October 2006; HB, £52.99, 1600210937:9781600210938 , Nova Science Publishers } |
| LEADING-EDGE EDUCATIONAL TECHNOLOGY [Thomas B Scott & James I Livingston (eds)] This new book focuses on the that latest research gains in the field of educational technology which is a creative blending of 'idea' and 'product' technologies with subject-matter content in order to engender and improve teaching and learning processes. Educational technology is often associated with the terms instructional technology or learning technology. 'Product' technologies are tangible; for example, computer hardware or software. 'Idea' technologies are cognitive frameworks or schemes; for example, the Multiple Intelligence Theory proposed by Howard Gardner. When products are thoughtfully blended with subject matter content (such as mathematics or science concepts) for a specific audience in a specific educational context (such as a school), one is using 'educational technology'. The words educational and technology in the term educational technology have the general meaning. Educational technology is not restricted to the education of children, nor to the use of high technology. { 237pp, 180x260mm, March 2008; HB, £85.99, 1604560355:9781604560350 , Nova Science Publishers } |
| LEARNING STYLES & LEARNING : A Key to Meeting the Accountability Demands in Education [Ronald R Sims & Serbrenia J Sims (eds)] It is the premise of this book that to successfully respond to today’s increased 'accountability and testing' expectations educational institutions and other organisations, administrators and especially teachers and others responsible for organisational learning must become more tolerant of and perceptive enough to recognise how increased attention to learning differences or styles among their students or learners is central to not only meeting the new demands being placed on them but to also find alternate ways of enhancing and measuring the learning that does take place. For our purposes, understanding the role of learning style in the learning process is an important concept for those committed to meeting the demands being placed on education and their own personal commitment to learning excellence, be it teachers, training and development professional, staff, administrators or other leaders or others involved in the educational process. This book has been written with the belief that an increased attentiveness to learning style differences is at the core of what it will take to better prepare students to learn while also meeting the demands of the many stakeholders who continue to set higher and higher learning performance expectations with the goal that “no child ‘or adult’ is left behind.” -- From the Preface. { 299pp, 180x260mm, August 2005; HB, £52.99, 1594546088:9781594546082 , Nova Science Publishers } |
| MUSICAL CONVERSINGS WITH CHILDREN [Linda Neelly] When children and adults come together to make music, they express and interpret the powerful intermingling of sound, thought, feeling, and action. The variety of musical customs and habits children engage in with adults marks both spontaneous and learned cultural expressions and musical interpretations. The nursery rhyme that tells a story, the rhythm that inspires a movement, the melody that echoes in the mind, and the song that steals us to the past only begin to epitomise the multiplicity of expressions prevalent in early childhood. Musical traditions are, indeed, meaningful ways in which children begin to articulate not only their cultural realities, but also their distinct musical capacities. The prevalence of music in cultural practices and the analogous gift of musical capacity enable even very young children to ascribe meaning to music. In musical happenings during the years, birth to five, children readily decode and assimilate musical information. They sculpt multiple levels of meaning about the nature and purpose of music, other musical persons, musical situations, and musical content. As little musical rakes, children gather sound, thought, feeling, and action to build a staircase of foundational understandings. From birth to five years, children interpret musical events that, at the same time, profoundly affect organising neural units that frame their future musical thoughts and skill-based actions. The powerful intermingling of the dimensions of music, the prevalence of music in a culture, and emotionally resonant happenings add to the impact of musical events as equitable, influential conduits for children to form organising neural units. With prompting by adults’ efficacious musical actions, initial neural patterning, ultimately, defines realisations of children’s future skill-based music making and lifelong musical associations. In the corpus of musical moments presented in this book, readers see a shifting of images in which adults pass on musical and cultural traditions, instigating children to shape personal musical frameworks for understanding themselves and the world. At the same time, readers can consider expansive issues regarding musical, social, and cultural constructions that complement their existing perspectives on what, why, and how adults co-ordinate environmental experiences that develop children’s genetic musical capacities. Ultimately, opportunities exist to determine ways in which music is not marginal, but fundamental to children’s successful learning and living. { 161pp, 180x260mm, September 2007; HB, £52.99, 1600217087:9781600217081 , Nova Science Publishers } |
| NEUROSCIENCES IN MUSIC PEDAGOGY [Francis Rauscher & Wilfried Gruhn (eds)] The theme of this book is how to transmit topical knowledge and recent findings in neurosciences to the needs of music educators. The authors offer a comprehensive view of neuromusical research and its potential applications to music learning. They take into consideration that (1) knowledge as such is not transferable; we cannot force children to learn or push synapses to grow. We can only provide a stimulating environment and environmental conditions that enhance and support learning, and (2) knowledge acquisition is governed by factors that are not fully under conscious control and can hardly be influenced externally. Nevertheless, children learn and are extremely curious and eager to learn. Their cortex is the organ where new experiences and knowledge are processed by interconnected neurons (mental representations) which become activated when a similar sensorial input is perceived. Since musicians have become a favoured model of brain plasticity in neurosciences, pedagogical expectations arose that education could benefit from music, and that neurosciences could underpin this assumption with solid and robust research data. { 319pp, 180x260mm, June 2007; HB, £52.99, 1600218342:9781600218347 , Nova Science Publishers } |
| NEW DIRECTIONS IN AFRICAN EDUCATION : Challenges & Possibilities [S Nombuso Dlamini (ed). With assistance from Maryszka Clovis] It has been said that education in post-colonial Africa is in a state of crisis. Policies & practices from Eurocentric colonial regimes have carried over, intertwining with new challenges inherent in the new political & economic climate. Leaders have done little to remedy the malfunctioning education system, & even where attempts have been made, they have overwhelmingly been shaped by commercial & capitalist interests. Nombuso Dlamini has assembled essays from continental African scholars who, before pursuing graduate studies in North America, had first-hand experience with the education system in post-colonial Africa. Their cross-cultural perspective has provided a unique opportunity to critically examine education in the African context & to present possible courses of action to reinvent its future. These authors are in search of a new model for African education -- a model that embraces indigenous knowledge, helps cultivate a greater sense of pride in people of African descent, and, most importantly, serves local needs. { 253pp, 155x230mm, December 2007; PB, £23.50, 1552382125:9781552382127 , University of Calgary Press } |
| NEW EDUCATIONAL TECHNOLOGY [Riko Kobayashi (ed)] Educational technology is a creative blending of 'idea' and 'product' technologies with subject-matter content in order to engender and improve teaching and learning processes. Educational technology is often associated with the terms instructional technology or learning technology. 'Product' technologies are tangible; for example, computer hardware or software. 'Idea' technologies are cognitive frameworks or schemes; for example, the Multiple Intelligence Theory proposed by Howard Gardner. When products are thoughtfully blended with subject matter content (such as mathematics or science concepts) for a specific audience in a specific educational context (such as a school), one is using 'educational technology'. The words educational and technology in the term educational technology have the general meaning. Educational technology is not restricted to the education of children, nor to the use of high technology. { 240pp, 180x260mm, March 2008; HB, £85.99, 1604560371:9781604560374 , Nova Science Publishers } |
| NO CHILD LEFT BEHIND : Issues & Developments [Paul H Berkhart (ed)] This book presents the latest developments related to the No Child Left Behind Act of 2001, legislation to extend and revise the Elementary and Secondary Education Act (ESEA), which was signed into law as P.L. 107-110 (H.R. 1). This legislation extensively amends and re-authorises many of the programs of federal aid to elementary and secondary education. Major features of the No Child Left Behind Act of 2001 include the following: (a) states will be required to implement standards-based assessments in reading and mathematics for pupils in each of grades 3-8 by the 2005-2006 school year, and at three grade levels in science by the 2007-2008 school year; (b) grants to states for assessment development are authorised; (c) all states will be required to participate in National Assessment of Educational Progress tests in 4th and 8th grade reading and mathematics every second year; (d) states must develop adequate yearly progress (AYP) standards, incorporating a goal of all pupils reaching a proficient or advanced level of achievement within 12 years, and apply them to each public school, local education agency (LEA), and the state overall; (e) a sequence of consequences, including public school choice and supplemental services options, would apply to schools and LEAs that fail to meet AYP standards for 2 or more consecutive years; (f) ESEA Title I allocation formulas are modified to increase targeting on high poverty states and LEAs and to move Puerto Rico gradually toward parity with the states; (g) within 3 years, all paraprofessionals paid with Title I funds must have completed at least 2 years of higher education or met a "rigorous standard of quality"; (h) several new programs aimed at improving reading instruction are authorised; (i) teacher programs are consolidated into a state grant authorising a wide range of activities such as teacher recruitment, professional development, and hiring; (j) states and LEAs participating in Title I have various requirements to ensure that teachers meet the bill's definition of "highly qualified" by the end of the 2005-2006 school year; (k) almost all states and LEAs are authorised to transfer a portion of the funds they receive under several programs, and selected states and LEAs may consolidate funds under certain programs through performance agreements; (l) federal support of public school choice is expanded; (m) several previous programs are consolidated into a state grant supporting integration of technology into K-12 education; (n) the Bilingual and Emergency Immigrant Education Acts are consolidated into a single formula grant, with existing limits on the share of grants for specific instructional approaches eliminated; and (o) the 21st Century Community Learning Center program is converted into a formula grant with increased focus on after-school activities. { 150pp, 180x260mm, May 2008; HB, £45.99, 1604562102:9781604562101 , Nova Science Publishers } |
| PERSPECTIVES ON HIGHER EDUCATION IN THE DIGITAL AGE [Michael F Beaudoin (ed)] This volume consists of a series of seventeen essays examining the future of higher education, especially as impacted by the rapid advance and pervasive presence of digital resources. There can be little disagreement that information, communication and instructional technologies are already having a significant impact on schools and colleges, and what is occurring today will have a profound influence not only on educational structures in the future, but also on teaching and learning processes. As a consequence, all stakeholders in the educational enterprise will be affected. The 26 authors and co-authors represented within, all of whom are recognised scholars and practitioners in the field of distance education, attempt here to pose relevant questions and provide thoughtful, and sometimes provocative, responses. These contributors write from diverse perspectives, representing several countries and continents, as well as varied organisational and cultural settings, offering both micro and macro views on the topics they address. { 304pp, 180x260mm, June 2006; HB, £59.50, 1594548412:9781594548413 , Nova Science Publishers } |
| PIONEERS IN EDUCATION : Essays in Honor of Paulo Freire [Michael F Shaughnessy, Elizabeth Galligan & Romelia Hurtado De Vivas (eds)] The purpose of this book is to provide an overview of the contributions of one of the world's foremost educators. It will also provide an understanding of the importance of Freire's work and how his books, works and contributions have influenced the students and educational leaders of today. There is an urgent need for a book of this type that contains current reflections and reviews the work of one of the greatest educational philosophers of all time. { 164pp, 180x260mm, February 2008; HB, £52.99, 1600214797:9781600214790 , Nova Science Publishers } |
| PROGRESS IN EDUCATION : Volume 16 [R V Nata] This series presents substantial results from around the globe in selected areas of educational research. The field of education is consistently on the top of priority lists of every country in the world, yet few educators are aware of the progress elsewhere. Many techniques, programs and methods are directly applicable across borders. This series attempts to shed light on successes wherever they may occur in the hope that many wheels need not be reinvented again and again. { 229pp, 180x260mm, March 2008; HB, £85.99, 1604560983:9781604560985 , Nova Science Publishers } |
| PROGRESS IN EDUCATION, VOLUME 15 [Roberta V Nata (ed)] This series presents substantial results from around the globe in selected areas of educational research. The field of education is consistently on the top of priority lists of every country in the world, yet few educators are aware of the progress elsewhere. Many techniques, programs and methods are directly applicable across borders. This series attempts to shed light on successes wherever they may occur in the hope that many wheels need not be reinvented again and again. { 200pp, 180x260mm, September 2007; HB, £85.99, 1600216730:9781600216732 , Nova Science Publishers } |
| PSYCHOLOGY OF DECISION MAKING IN EDUCATION, BEHAVIOR & HIGH RISK SITUATIONS [Jeanine A Elsworth] In a fast-moving world, the necessity of making decisions, and preferably good ones, has become even more difficult. One reason is the variety and number of choices perhaps available which often are not presented or understood. Alternatives are often unclear and complex paths to them confusing and misleading. Thus the process of decision making itself requires analysis on an ongoing basis. Decision making is often made based on cultural factors whereas the best alternative might be quite different. The subject touches ethics aspects as well as psychological considerations. This book presents important research on the psychology of decision making related to education, behaviour and high risk situations. { 298pp, 180x260mm, November 2007; HB, £85.99, 1600219330:9781600219337 , Nova Science Publishers } |
| SCIENCE EDUCATION IN FOCUS [Mary V Thomase (ed)] This is hardly another field in education which is more important for a country's future than science education. Yet more and more students elect to concentrate on other fields to the exclusion of science for a variety of reasons: 1. The perception of degree of difficulty, 2. The actual degree of difficulty, 3. The lack of perceived prestige and earnings associated with the field. 4. The dearth of good and easy to use texts. 5. The lack of society in comprehending the significance of science and creating attractive incentives for those who enter the field. This new book focuses on issues of primary significance in the field. { 349pp, 180x260mm, January 2008; HB, £59.50, 1600219497:9781600219498 , Nova Science Publishers } |
| SCIENCE EDUCATION IN THE 21ST CENTURY [Ingrid V Eriksson (ed)] This is hardly another field in education which is more important for a country's future than science education. Yet more and more students elect to concentrate on other fields to the exclusion of science for a variety of reasons: 1. The perception of degree of difficulty, 2. The actual degree of difficulty, 3. The lack of perceived prestige and earnings associated with the field. 4. The dearth of good and easy to use texts. 5. The lack of society in comprehending the significance of science and creating attractive incentives for those who enter the field. This book presents new issues and challenges for the field. { 331pp, 180x260mm, January 2008; HB, £59.50, 1600219519:9781600219511 , Nova Science Publishers } |
| SCIENCE EDUCATION ISSUES & DEVELOPMENTS [Calvin L Petroselli (ed)] This book presents significant new analyses in the field of science education. This is hardly another field in education which is more important for a country's future than science education. Yet more and more students elect to concentrate on other fields to the exclusion of science for a variety of reasons: 1. The perception of degree of difficulty, 2. The actual degree of difficulty, 3. The lack of perceived prestige and earnings associated with the field. 4. The dearth of good and easy to use texts. 5. The lack of society in comprehending the significance of science and creating attractive incentives for those who enter the field. { 297pp, 180x260mm, January 2008; HB, £59.50, 1600219500:9781600219504 , Nova Science Publishers } |
| SPIRITUAL EDUCATION : Literary, Empirical & Pedagogical Approaches [Cathy Ota & Clive Erricker (eds)] Volume III of the "Spirituality and Ethics in Education" series bring together textual, empirical and pedagogical approaches to enriching spiritual education as a significant multi-disciplinary and cross-curricular influence in the modern world. The chapters presented have been selected from international contributions presented at the 3rd International Conference on Spiritual Education. The writers include prominent international researchers in the discipline from the UK, the United States, Canada, Australia and China. The strengths of the book lie in its international appeal, research-based orientation, and interdisciplinary character. The book will be the first coherent presentation of spiritual education as a distinctive field of academic enquiry in its own right. { 268pp, 155x230mm, March 2005; PB, £15.95, 1845190181:9781845190187 / HB, £49.50, 1845190173:9781845190170 , Sussex Academic Press } |
| TEACHER CHANGE & DEVELOPMENT [Paula R Villa (ed)] If the future of any society can be pinpointed, it is with the teachers who help form the citizens of tomorrow. Sometimes their impact is equal to the parents and sometimes surpasses it by not a small measure. But how must teachers change to be sure that they move with the times and do not lose that role in society? This book delves into this issue. { 273pp, 180x260mm, May 2006; HB, £24.99, 1594547653:9781594547652 , Nova Science Publishers } |
| TEACHING & EDUCATION : 21st Century Issues & Challenges [Pauline R Weigart (ed)] Teaching is a profession which is so enormous and so packed with significance that the issues related to it have a consistently high ranking with members of society in virtually every public opinion poll. These issues include multicultural education, teacher training and accreditation, burn-out, teaching under conditions particular to a certain country worldwide, student behaviour and preparation, computers in the classroom, parental influence on the teaching process, the changing curriculum and its meaning for teaching, budgetary problems, and a multitude of similar issues. This new book presents issues current to the teaching and education. { 214pp, 180x260mm, February 2008; HB, £85.99, 1604560606:9781604560602 , Nova Science Publishers } |
| TEACHING ART TO CHILDREN : The Marvegos® Way [Rita Young & Joan Hong] Trying to figure out the right time, the right words, the right program and the right environment to nurture a child's development while juggling work, home and carpools is daunting. 'Teaching Art to Children, The Marvegos Way' provides parents and art educators with a roadmap to follow in assisting children to be self-confident, self-directed and independent art-makers and to be and express who they are in their generation. This book shows the way through a series of anecdotes, pictures of students at work and coloured photographs of artwork to illustrate the results of this life-altering art program. The goal of The Marvegos is to increase each child's self-confidence as they discover and develop their own art-making style. Creativity is inspired. It cannot be taught. The Marvegos believes that entrusting children with making creative choices builds their confidence and engages their minds in ways other forms of learning do not. The Marvegos uses art-making to guide children to build awareness of things. { 90pp, 155x230mm, March 2007; PB, £9.99, 1424340098:9781424340095 , AtlasBooks (Marvegos Fine Art School) } |
| TEACHING GENERAL CHEMISTRY : A History & Philosophy of Science Approach [Mansoor Niaz] The main objective of this monograph is to incorporate history and philosophy of science in the chemistry curriculum in order to provide students an overview of the dynamics of scientific research, which involves controversies, conflicts and rivalries among scientists, that is the humanising aspects of science. A major thesis of this book is the parallel between the construction of knowledge by the students and the scientists. In looking for this relationship, it is not necessary that ontogeny recapitulate phylogeny, but rather to establish that students can face similar difficulties in conceptualising problems as those faced by the scientists in the past. Given the vast amount of literature on students' alternative conceptions (misconceptions) in science, it is plausible to suggest that these can be considered not as mistakes, but rather as tentative models, leading to greater conceptual understanding. Just as scientists resist changes in the 'hard-core' of their beliefs by offering 'auxiliary hypotheses', students may adopt similar strategies. Conceptual change, in science education can thus be conceptualised as building of tentative models that provide greater explanatory power to students' understanding. { March 2008; PB, £52.99, 160456105X:9781604561050 , Nova Science Publishers } |
| TECHNOLOGY & TEACHING [Jeff Sigafoos & Vanessa Green (eds)] This book aims to describe the application of technology for addressing a range of education issues across a range of ages and educational settings. Each chapter reviews how a particular technology or approach to the use of technology has been applied for one or more teaching and learning purposes. The use of technology is considered across a range of educational settings, including school-based and adult/vocational learning. There are also chapters on the use of technology in educational programs for individuals with special educational needs. { 204pp, 180x260mm, April 2007; HB, £59.50, 1600216994:9781600216992 , Nova Science Publishers } |
| TOWARDS SUSTAINABLE & SCALABLE EDUCATIONAL INNOVATIONS INFORMED BY THE LEARNING SCIENCES : Sharing Good Practices of Research, Experimentation & Innovation [C K Looi, D Jonassen & M Ikeda (eds)] One of the basic principles that underpin the learning sciences is to improve theories of learning through the design of powerful learning environments that can foster meaningful learning. Learning sciences researchers prefer to research learning in authentic contexts. They collect both qualitative and quantitative data from multiple perspectives and follow developmental micro-genetic or historical approaches to data observation. Learning sciences researchers conduct research with the intention of deriving design principles through which change and innovation can be enacted. Their goal is to conduct research that can sustain transformations in schools. We need to be cognisant of research that can inform and lead to sustainable and scalable models of innovation. In order to do so, we need to take an inter-disciplinary view of learning, such as that embraced by the learning sciences. This publication focuses on learning sciences in the Asia-Pacific context. There are researchers and young academics within the Asia-Pacific Society for Computers in Education (APSCE) community who are concerned with issues of conducting research that can be translated into practice. Changes in practice are especially important to Asian countries because their educational systems are more centralised. That is why there is a need to reform pedagogy in a more constructivist and social direction in a scalable way. { 1024pp, 165x245mm, December 2005; PB, £114.00, 1586035738:9781586035730 , IOS Press } |
| TRENDS IN ATTENTION DEFICIT HYPERACTIVITY DISORDER RESEARCH [Marvin C Shriner (ed)] ADHD is characterised by learning and behavioural problems including short attention span, impulsivity, hyperactivity and impairments in perceptual, language and motor skills. Between 4-10% of school-age children are believed to have it with boys outnumbering girls 2-3 to one. An adult form is now recognised. The symptoms of Attention Deficit Disorder are caused by a neurological dysfunction within the brain. The underlying physiological mechanism which causes Attention Deficit Disorder is still not thoroughly understood and remains under intense scientific study. It is presumed that brain chemistry is out of balance and that specific chemicals called neurotransmitters may be lacking in individuals with Attention Deficit Disorder. Leading-edge research from around the world is presented in this book. { 156pp, 180x260mm, August 2006; HB, £65.99, 1600213219:9781600213212 , Nova Science Publishers } |
| TRENDS IN EDUCATIONAL PSYCHOLOGY [Alea V Mitel (ed)] The field of educational psychology is primarily concerned with teaching and learning. Educational psychology has a long historical past and an extensive record of conducting empirical research into the teaching/learning process. Educational psychology has also been involved with the topics of motivation, intelligence, memory, cognition, intellectual development and evaluation and assessment. Over the past 50 years, educational psychology has been predominantly involved with the learning processes of the “ normal, average “ student. However, over the past 20 years, mainstreaming and later inclusion has presented an additional challenge for educational psychologists and classroom teachers. This new book presents leading research from around the globe in all areas of educational psychology. { 202pp, 180x260mm, March 2006; PB, £52.99, 1594548137:9781594548130 , Nova Science Publishers } |
| TRENDS IN LEARNING RESEARCH [Samuel N Hogan (ed)] Learning as used here, refers to concerted activity that increases the capacity and willingness of individuals, groups, organisations and communities to acquire and productively apply new knowledge and skills, to grow and mature and to adapt successfully to changes and challenges. Such learning empowers individuals and organisations to make wise choices, solve problems and break new ground. In particular, it is sustainable, it is a lifelong, renewable process for people and for the institutions that serves people. Learning certainly includes academic studies and occupational training through high school and beyond but also encompasses the physical, cognitive, emotional and social development of children in the earliest years of their lives. This book presents new research in this explosive field. { 182pp, 180x260mm, September 2006; HB, £59.50, 1594549656:9781594549656 , Nova Science Publishers } |
| WORLD WIDE WORK : Filtering of Online Content in a Globalized World [Sylvia van de Bunt-Kokhuis (ed)] The amount of information that is online and potentially relevant to learners is enormous. Finding, selecting and judging relevant online content are important competencies in a world where lifelong learning is becoming a must. In practice, online content is the subject of economic, cultural and language filtering, arising from design features such as browsers, commercial search engines, portals, and intellectual property protected software. Local knowledge becomes more vulnerable and less easy to find on the web. Filtering of online content may affect the mind-map of e-learners and diminish the independence of their opinions in school, university or the industrial workplace. This book highlights the economic, cultural and language filtering of online content. { 238pp, 180x260mm, November 2007; PB, £28.00, 9053839836:9789053839836 , V U University Press } |
| WORLD WIDE WORK : Filtering of Online Content in a Globalized World [Sylvia van de Bunt-Kokhuis (ed)] The amount of information that is online and potentially relevant to learners is enormous. Finding, selecting and judging relevant online content are important competencies in a world where lifelong learning is becoming a must. In practice, online content is the subject of economic, cultural and language filtering, arising from design features such as browsers, commercial search engines, portals, and intellectual property protected software. Local knowledge becomes more vulnerable and less easy to find on the web. Filtering of online content may affect the mind-map of e-learners and diminish the independence of their opinions in school, university or the industrial workplace. This book highlights the economic, cultural and language filtering of online content. { 238pp, 180x260mm, November 2007; PB, £28.00, 9053839836:9789053839836 , V U University Press } |