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Effective Classroom Practice
Effective Classroom Practice is an original and highly relevant book with unique messages relating to teaching quality and teacher standards. Providing rigorous evidence and rich insights into teachers' practices, the authors identify important features of effective classroom practice including, for example, interactions with students, the role of feedback, the learning climate, positive relationships, planning and meeting student needs. Moreover, they explore a number of important influences on classroom practice and teachers' work in terms of career phase, teacher identity, self-efficacy and role of school support. This, in turn, provides powerful evidence of the contextual complexities of...
Inquiry-Based Learning for Faculty and Institutional Development
This volume covers the many issues and concepts of how inquiry-based learning (IBL) can be applied to faculty and institutional development. This volume serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.
The Routledge International Handbook of Teacher and School Development
"The contributions are authoritative and of high quality. This is an important resource." -The Teacher Trainer A seminal, 'state-of-the-art' critical review of teacher and school development which touches upon and discusses issues at both policy and practice levels.
House Documents
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Garden Learning
From 2007-2013 the European 7th Framework Program Science in Society (FP7) funded a multitude of formal and informal educational institutions to join forces and engage in alternative ways to teach science—inside and outside the classroom—all over Europe. This book reports on one of these projects named INQUIRE which was developed and implemented to support 14 Botanic Gardens and Natural History Museums in 11 European countries, to establish a collaborative learning network and expand their understanding of inquiry based science teaching (IBST). Suzanne Kapelari provides insight into the complex theoretical background and practical considerations that informed the project design and which...
Personal Construct Psychology at 60
The 60th anniversary of the publication of George Kelly’s The Psychology of Personal Constructs was marked, in 2015, by the 21st International Congress on Personal Construct Psychology. His two volume work set out personal construct theory as a radical new approach to psychology. Although Kelly was a clinical psychologist, personal construct psychology has had an extraordinarily broad range of influence and application, extending beyond the clinical setting to include areas as diverse as education, organizational and management development, social psychology, the arts, law and politics. It presaged constructivist developments in many spheres of knowledge, and its innovative research methods have been used in a vast number of studies focussed on the exploration of personal and interpersonal meaning. The 21st International Congress was held in the UK at the University of Hertfordshire, forty years after the first such congress. This volume presents contributions by many of the Congress’s delegates, whose chapters reflect the diversity of contemporary applications of personal construct psychology, and the continuing relevance and vitality of Kelly’s ideas and methods.
Understanding Student Participation and Choice in Science and Technology Education
Drawing on data generated by the EU’s Interests and Recruitment in Science (IRIS) project, this volume examines the issue of young people’s participation in science, technology, engineering and mathematics education. With an especial focus on female participation, the chapters offer analysis deploying varied theoretical frameworks, including sociology, social psychology and gender studies. The material also includes reviews of relevant research in science education and summaries of empirical data concerning student choices in STEM disciplines in five European countries. Featuring both quantitative and qualitative analyses, the book makes a substantial contribution to the developing theoretical agenda in STEM education. It augments available empirical data and identifies strategies in policy-making that could lead to improved participation—and gender balance—in STEM disciplines. The majority of the chapter authors are IRIS project members, with additional chapters written by specially invited contributors. The book provides researchers and policy makers alike with a comprehensive and authoritative exploration of the core issues in STEM educational participation.
