Books in the SpringerBriefs in Education series

This book draws on critical race theories and teachers' testimonials grounded in 20 years of teaching experiences to reveal the ways in which racial and cultural biases are embedded in school curricula, and both their intended and unintended consequences on the learning and well being of students of color.

This book provides an account of a large-scale, national STEM initiative in Australia, the Maths Inside Project, which is designed to increase secondary school students' engagement and participation in mathematics.

The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning;

and (3) It accepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable.

The central idea of this book is developing the 'Distributed University,' which distributes education to where it is needed, reducing local and global inequalities in access, and emphasizing local relevance in place of large centralized campuses, with a low impact on the environment.

This book is written for teacher educators who are looking for strategies to teach a foreign or second language in a more meaningful way whilst applying active methodologies to develop critical thinking skills.

This book proposes a philosophical exploration of the educational role that media plays in university study practices, with a focus on the practices of lecturing and academic writing.

This book addressed teachers¿ necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical:¿ Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality; ¿ Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation; ¿ Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening. The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.

This book presents and theorises research findings into why and how school principals play a critical role in engaging parents and their school communities to enhance student learning and wellbeing.

This book addresses contemporary issues on civic and citizenship education, challenging not just schools but society as a whole. The book takes society and the changes occurring within it as the starting point and assesses the implications of these changes for schools.

This book reports on and analyses the Integrated Language Learning & Social Awareness Project, a unique project in the field of Foreign Language Learning and Telecollaboration till now in the world.