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Affect studies are a part of new materialist and post-humanist turns. This volume connects these new theoretical directions within education, and goes on to explore how affect crosses educational subfields, responding to the transdisciplinary interest in thinking through pedagogy, education, and feeling.
This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research.
Meeting the Challenges of Existential Threats through Educational Innovation is the first book of its kind to provide an educational and systematic analysis of problems and solutions regarding the most pressing threats that humankind is facing.
This book outlines the notion of `lived democracy in education¿, bringing together interdisciplinary educational research on young citizens¿ democratic practices in kindergartens, schools, and teacher education.
This book brings together respected international academics and practitioners from citizenship and drama to debate, share their experiences and plan a way forward for academic and professional best practice in drama and citizenship education for a democratic society.
What should children and students read? This volume explores challenging picturebooks as learning materials in early childhood education, primary and secondary school and even universities
This book gives a forum to many established and leading scholars to review and critically appraise the research contribution of Gerald Grace to Catholic education.
Offering first-hand insights from the early originators of Cooperative Learning (CL), this volume documents the evolution of CL, illustrating its historical and contemporary research, and highlights the personal experiences which have helped inspire and ground this concept.
"This book examines the implications of computer-generated learning for curriculum design, epistemology, and pedagogy, exploring the ways these technologies transform the relationship between knowledge and learning, and between teachers and students. It argues that these technologies and practices have the potential to refocus on the human factors that are at the center of the learning process"--
This book examines the status of training and the continuing professional development of teachers on a national and international level.
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