Books in the New Perspectives on Learning and Instruction series

This book brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context-specificity and situatedness of their core theories in motivation and emotion.

This book brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context-specificity and situatedness of their core theories in motivation and emotion.

The concept of inclusive education for children with SEN have been widely accepted as imperative undertakings in the education field. This bookposits the practice of these ideas by analyzing the methods adopted by nations of the two regions towards inclusive education to enable a dialogue regarding the actualization of inclusivity.

Discussing educational networks, this book presents analyses of the problems with the theories of teacher learning, and explores what network theories can be brought to the problem of how teachers and schools create and share knowledge about practice.

Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning.

Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning.

This book aims to reflect the growing interest in informal learning in the workplace by integrating the work of scholars who approach the topic from different angles and methodologies, drawing on a range of theoretical and empirical studies.

With lifelong learning at the fore, higher education cannot be regarded as an isolated trajectory in one¿s educational career and many students face substantial challenges in crafting their professional future. Higher Education Transitions aims to deepen our understanding of the transitions taking place when students enter, progress and leave education for the labour market. With an international team of contributors, this book examines fifteen empirical studies which include a range of quantitative, qualitative, cross-sectional and longitudinal studies. It is essential reading for all those interested in the transitions into higher education and the labour market.

This book aims to reflect the growing interest in informal learning in the workplace by integrating the work of scholars who approach the topic from different angles and methodologies, drawing on a range of theoretical and empirical studies.

International students experience multiple transitions: moving to a new country, moving to a new educational system and moving to higher educational degree programmes. Within these transitions, they experience differences in the social and organisational cultures, languages, interpersonal expectations and realities. Multi-dimensional Transitions of International Students to Higher Education provides up-to-date literature, research and theoretical constructs that underpin international students¿ transitions to HE; to understand the issues; social-emotional-psychological dimensions; and evidence-based interventions to support an individual through these educational and life transitions.

International students experience multiple transitions: moving to a new country, moving to a new educational system and moving to higher educational degree programmes. Within these transitions, they experience differences in the social and organisational cultures, languages, interpersonal expectations and realities. Multi-dimensional Transitions of International Students to Higher Education provides up-to-date literature, research and theoretical constructs that underpin international students¿ transitions to HE; to understand the issues; social-emotional-psychological dimensions; and evidence-based interventions to support an individual through these educational and life transitions.

Affective Learning Together contains in-depth theoretical reviews and case studies of group learning in a variety of educational situations and taught disciplines, from small groups working in the secondary school classroom, to teams of medical students and more informal working groups at university level. Contributors provide detailed analyses of the dynamics of interpersonal relations and affects, in relation with processes of meaning and knowledge elaboration, including discussion of: the variety of social learning situations and experiences; social identities in group learning; emotion, motivation and knowledge elaboration; conflict, arguments and interpersonal tensions in group learning.

Affective Learning Together contains in-depth theoretical reviews and case studies of group learning in a variety of educational situations and taught disciplines, from small groups working in the secondary school classroom, to teams of medical students and more informal working groups at university level. Contributors provide detailed analyses of the dynamics of interpersonal relations and affects, in relation with processes of meaning and knowledge elaboration, including discussion of: the variety of social learning situations and experiences; social identities in group learning; emotion, motivation and knowledge elaboration; conflict, arguments and interpersonal tensions in group learning.

Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). This book examines and evaluates different ways which have been used to support students learning in classrooms.

How are learning activities organised? How are tools and infrastructures used? What competences are needed to participate in specialised activities? What counts as knowledge in multiple and diverse settings? Where can parallels be drawn between workplaces? This book addresses these questions.

Within an increasingly multimedia focused society, the use of external representations in learning, teaching and communication has increased dramatically. This book explores: how we can theorise the relationship between processing internal and external representations.

How are learning activities organised? How are tools and infrastructures used? What competences are needed to participate in specialised activities? What counts as knowledge in multiple and diverse settings? Where can parallels be drawn between workplaces? This book addresses these questions.

Within an increasingly multimedia focused society, the use of external representations in learning, teaching and communication has increased dramatically. This book explores: how we can theorise the relationship between processing internal and external representations.

Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). This book examines and evaluates different ways which have been used to support students learning in classrooms.

Offers a critique on the research literature into reading, reading comprehension and writing. This book provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. It shows how the discipline of psychology as a whole approaches the study of written language skills.

Offers a critique on the research literature into reading, reading comprehension and writing. This title provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling.