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Studies on the educational quality of schools
The priority program 'The educational quality of schools' has been established seven years ago by the German Research Foundation (DFG). The projects in this program investigated conditions inside and outside of school and their impact on the development of mathematical, scientific, and cross-curricular competencies. In this book major findings of the program are presented. The projects not only give an overview of their research questioning methods and findings, but also of approaches and materials that have been developed to support learning and teaching in mathematics and science class rooms. The studies reported here identify factors for weaknesses in the educational outcomes that became apparent in the international comparisons like TIMSS and PISA. The projects, however, provide empirically substantiated units on approaches that can help to improve the educational quality of schools. [Publisher, ed].
Approaches to Conversion / Zero-Derivation
This thematic publication contains papers presented by invited speakers at a symposium of Conversion / Zero-Derivation held in conjunction with the 10th International Morphology Conference in Szentendre, Hungary, in May 2002, and papers from scholars who could not attend that symposium but indicated their interest in contributing to this volume. Conversion became an issue again in the nineties, probably as a result of the widespread renewed interest in morphology that is in full swing today. The papers contained in this book approach conversion from various perspectives and with different purposes in mind. They cover topics such as what it means to change category, how one can discover the d...
Living Alliances, Leaving Alliances
Throughout history, alliances have taken many different forms and they have been difficult to understand in their totality. As we now experience an unprecedented pandemic, which highlights the need for both external alliances between states and internal alliances between governments and populations, understanding alliances is more than ever critical to apprehend an open and interactive world that knows no borders and in which challenges imposed on humans are global. The book “Living Alliances, Leaving Alliances” is an interdisciplinary approach to investigating past, present and future alliances on an interpersonal, subnational, international and transnational level. It is the result of a two-year project by AreaS, a research group in area studies located at the Østfold University College in Norway.
Supplemental Instruction
Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students' performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about the role, use and place of digital technologies in supplemental Instruction, which includes why we need Supplemental Instruction, teacher’s integration of technology experience with lecture capture and more. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. This book is the first of a trilogy on Supplemental Instruction, where the themes for the other books are " Student Learning Processes" and “Organization and Leadership”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.
The Wow Factor
More than ever before, the arts are shaping and influencing our daily lives through the media and the creative industries. The arts are no longer confined to museums and theatres, but are adding value to our national economies and improving the quality of education. This has implications for arts education. However, unlike other subjects taught at schools, the arts have rarely made their purpose clear: Why are they taught? What is good arts education? And what are the benefits of teaching creative subjects or using creative ways to teach? In 2004 Professor Anne Bamford conducted the first international analysis of arts education research for UNESCO, in partnership with IFACCA and the Austral...
Teaching through Stories
This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.
Salamis of Cyprus
In May 2015 an international conference organised by the University of Cyprus and the Cypriot Department of Antiquities was held in Nicosia - a conference, which could well be called the largest ever symposium on ancient Salamis. During the three-day event some 60 scholars from many countries presented their current research on this important and spectacular archaeological site on the east coast of the island of Cyprus. Two generations of scholars met in Nicosia during the conference: an older one, whose relationship with ancient Salamis can be characterized as very direct, since many representatives of that generation had actively participated in the extremely productive excavations at that...
Textiles as National Heritage: Identities, Politics and Material Culture
The edited volume discusses the role of textile heritage in relation to the dynamics of nation building, cultural identity, politics, economy and the globalization of markets. It was sparked by a research project investigating the role of textiles, textile design and contemporary fashion in the post-Soviet societies of Central Asia and also includes perspectives on similar developments in Algeria and Peru in order to question dichotomous narrations of modernity relations between textile cultures and heritage building, cultural property, and the concept of cultural heritage. Thus, this book intends to stimulate the ongoing debate about textile culture as national heritage or as means of nation branding.
Didactics of Microlearning
This book is a comprehensive and articulate intorduction to the emerging field of microlearning. In public institutions, in small and medium-sized enterprises and in informal contexts we are all dealing with increasingly complex learning requirements, more fragmented knowledge, demands for greater cultural flexibility, and rapid technological change. As a result, new approaches are required, focusing on microcontent, medial fluency and spaces of learning.
Financial education
In a world where individuals become increasingly responsible for their financial well-being, and where the complexity of financial markets and products is growing, financial education becomes crucial. Although it is well accepted to introduce financial education in compulsory education, there is no consensus on the optimal way to implement financial education. This book explores the current state and the future challenges of financial education in five European countries: Belgium, Estonia, Italy, Slovakia, and the Netherlands. Moreover, it provides a comprehensive review of the academic literature on financial literacy. The book is a product of a strategic partnership with professionals from 14 partners, including universities, secondary schools and intermediary organisations dealing with financial literacy promotion. The EUFin project supported by this partnership aims to develop evidence-based didactical material for financial literacy education for tertiary and secondary education levels and exchange best-practices.
