Search
Browse
by Publication status
by Subject
Anthropology (26) Art (122) Business and Finance (25) Cognitive Science and Psychology (53) Communication and Journalism (43) Economics (61) Education (65) History (143) Human Geography (22) Interdisciplinary (40) Language and Linguistics (126) Law (16) Music Studies (18) Philosophy (150) Political Science and International Relations (98) Sociology (292) Statistics and Quantitative Methods (19)by Series
Series in Literary Studies (62) Series in Philosophy (57) Series in Education (49) Series in Sociology (42) Series in World History (31) Series in Politics (30) Bridging Languages and Scholarship (26) Series in Language and Linguistics (25) Cognitive Science and Psychology (20) Series in Philosophy of Religion (20) Series in American History (19) Series in Art (19) Critical Perspectives on Social Science (16) Series in Cinema and Culture (16) Curating and Interpreting Culture (15) Series on the History of Art (14) Series in Anthropology (13) Series in Critical Media Studies (13) Economics (13) Series in Business and Finance (12) Series in Music (12) Series in Performing Arts (9) Philosophy of Personalism (8) Series in Communication (8) Series in Law (8) Series in Economic Methodology (7) Series on Climate Change and Society (7) Classics in Economics (6) Series in Economic Development (6) Women's Studies (6) Philosophy of Forgiveness (5) Series in Built Environment (5) Series in Economic History (5) Series in Philosophy of Science (4) Series in Social Equality and Justice (4) Series on the History of Science (4) Serie en Sociología (3) Series in Contemporary History (3) Series in Creative Writing Studies (3) Series in Design (3) The Interdisciplinary Built Environment (3) Series in Heritage Studies (2) Series in Innovation Studies (2) Serie en Ciencias Políticas (1) Serie en Comunicación y Medios (1) Serie en Entorno Construido (1) Serie en Estudios Culturales (1) Serie En Estudios Literarios (1) Serie en Filosofía (1) Serie en Música (1) Series in Classical Studies (1) Series in Economics of Technological Change (1) Series in Philosophy of Race (1) Series in Urban Studies (1)by Language
English Spanishby Author
Browsing with filters
Developing Effective International Education Experiences: Preparing Pre-Service Teachers for the Classroom
Edited by
Sara Tours, University of Pennsylvania
and Jeremy M. Lynch, Slippery Rock University
Availability: In stock
260pp. ¦ $88 £75 €83
Globally, and within the United States, we continue to progress toward a more diverse and inclusive culture. This fact is perhaps reflected nowhere better than in the public school system in the United States, where, by 2029 (NCES, 2020), non-white students will outnumber white students in classrooms. The challenges that the current system of education confronts in ensuring equitable access and equal achievement are also well-documented (Darling-Hammond, 2015). A key component in the re-shaping and development of a more equitable and inclusive system are the pre-service teachers enrolled in our college and university teacher preparation programs across the country. As we prepare for the diverse classrooms of the future, we need to prepare the teachers of the future to not only be able to teach all students but to also have the cultural competencies to ensure the same access and opportunities are provided to all students. It has been well documented (Cunningham, 2015; Lupi & Turner, 2013) that international education experiences, or international field experiences, have a positive effect on both the professional development and cultural competencies of pre-service teachers. Across a wide range of performance outcomes, pre-service teachers with international field experiences are better equipped to enter the field (DeVillar & Jiang, 2012) and may even persist longer in the profession (Egeland, 2016). However, not all international experiences provide the same positive outcomes. In this book, we will explore the importance of developing culturally competent educators in the United States education system, the research that supports the benefits of international education experiences, and how to develop effective international education experiences that will prepare pre-service teachers for the classrooms of the next decade and beyond.
New to the LSP classroom? A selection of monographs on successful practices
Edited by
Martina Vranova, Brno University of Technology, Czech Republic
Availability: In stock
262pp. ¦ $87 £72 €83
As Languages for Specific Purposes have always been defined as student-oriented, the rationale behind this volume is to use the rather neglected niche of the other necessary agent of language instruction and thus focus on the LSP practitioner. This turn towards the instructor has been motivated by the fact that a great number of LSP practitioners enter their jobs without previous expertise. They lack LSP education, or they may not even have a background in applied linguistics. This motivation has proven valid as many of the volume’s contributors have faced this particular situation in their professional lives. For insights into the LSP field and guidelines on the best practices, they must rely on their colleagues who offer to share their experience through workshops, conferences, or papers, which is what this volume provides. The primary goal of this volume is to present considerations of what challenges LSP practitioners face and should be prepared for in their jobs and to provide practice-tested methodological guidelines on such demanding teaching techniques as blended and flipped learning or tandem learning. All papers have been written by LSP practitioners and researchers in higher education. Thus, this volume provides both guidance and self-reflection. In other words, it is written by experienced LSP practitioners for aspiring LSP practitioners about how they see themselves and what effort they make to meet the challenges of their jobs. As proof that LSP practice is a global challenge, papers have been collected from many European countries, the USA, Uruguay. Even though most papers are naturally concerned with English, being the lingua franca of today, the collection also features guidelines for teaching Spanish, French and Dutch for specific purposes. Moreover, the target disciplines these languages are taught for encompass business, engineering, sociology or medicine, thus supporting the assumption of the universal character of problems LSP practitioners deal with.
How to Actively Engage Our Students in the Language Classes
Edited by
Carmela B. Scala, Rutgers University
Availability: In stock
204pp. ¦ $69 £57 €65
In a world that moves at a speed that only a few years ago seemed impossible to achieve, our students are used to having the universe at their fingertips and breathing technology. As educators in the 21st century, we need to understand its impact on society, especially on our students’ learning experience, and find a way to make it work to our, and most importantly, their advantage. This edited volume presents some inspiring research in second language acquisition, focusing on active learning, cooperative and collaborative approach, and other innovative strategies to engage the students and promote learning.
Leading and Managing Open and Distance e-Learning (ODeL) Institutions in Africa
Edited by
Cuthbert Majoni, Zimbabwe Open University, Zimbabwe
Availability: In stock
246pp. ¦ $73 £57 €63
'Leading and Managing Open and Distance E-Learning (ODeL) Institutions in Africa' focuses on e-learning, especially in developing countries in Africa. The outbreak of COVID-19 has forced most educational institutions, including conventional institutions in higher education, to embrace e-learning as a tool to ensure that education is not paralysed but continues to thrive. However, the major challenge has been shifting focus from the conventional face-to-face mode to the e-learning mode. This calls for a change of mindset and a review of practices to ensure success in implementing e-learning. This book has 12 chapters that explore the leadership theories and approaches that influence administrative practices in ODeL institutions, as well as student support within library and information services, the complexities of student affairs, the inclusion of students with special needs, the contemporary issues of innovation and industrialisation, and effective marketing techniques for the survival and growth of tertiary institutions. It is hoped that the recipients of this book can acquire the theoretical and practical knowledge relevant to the successful implementation of e-learning.
Researching the Teaching of Drawing
Edited by
Raymond M. Klein, Nova Scotia College of Art and Design University
Availability: In stock
212pp. ¦ $75 £59 €65
The Drawing Laboratory at NSCAD University was founded with funding from the Social Sciences and Humanities Research Council of Canada in 2005 as a collaboration between psychological scientists from Dalhousie and drawing instructors at NSAD. The Drawing Lab is thus a unique place where scientists and artists collaborate on interdisciplinary research about the complex intellectual and practical act of drawing from observation. By bringing the scientific method to bear on how drawing processes unfold, those involved seek to improve drawing education while furthering research on the cognitive processes involved in drawing. The chapters in this book describe that research. ‘Perceptual and Cognitive Processes in Drawing from Observation’ will hold much interest for drawing instructors and students, psychologists and neuroscientists with a specialism in art, as well as those with a general interest in art and science. Authors of this volume are Amanda Burk, John Christie, Tim Fedak, Raymond Klein, Geniva Liu, Bryan Maycock, Mathew Reichertz and Jack Wong.
