Globalisation, International Civic Learning, Democratic Education

Education springer.com/NEWSonline

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R. Azevedo, McGill University Department of Educational and Counseling, Montreal, QC, Canada; V. Aleven, Carnegie Mellon University Human-Computer Interaction Inst., Pittsburgh, PA, USA (Eds)

International Handbook of Metacognition and Learning TechnologiesContents Planning, sub-goaling, and metareasoning Metacognitive monitoring and control Strategy instruction to support metacognition and learning Control of behavior (e.g., help-seeking behavior) Development of metacognition (knowledge and strategy) Interface between affective and/or moti-vation processes with metacognition Scaffolding of metacognition External regulating agents (human and artificial) and metacognition Methodological issues in using computer environments as data collection tools to study metacognition.

Fields of interestLearning and Instruction; Artificial Intelligence (incl. Robotics)

Target groupsResearch

Product categoryHandbook

Available

2013. LII, 721 p. 115 illus., 81 in color. (Springer International Handbooks of Education, Volume 26) Hardcover7 * € (D) 533,93 | € (A) 548,90 | sFr 664,507 € 499,00 | £449.50ISBN 978-1-4419-5545-6

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G. Biesta, University of Luxembourg, Luxembourg; M. De Bie, Ghent University, Belgium; D. Wildemeersch, KU Leuven, Belgium (Eds)

Civic Learning, Democratic Citizenship and the Public SphereContents Introduction: Civic learning, democratic citizen-ship and the public sphere; Gert Biesta, Maria De Bie and Danny Wildemeersch.- 1. Learning in public places; Gert Biesta.- SECTION 1: THEO-RY.- 2. Displacing concepts of social learning and democratic citizenship; Danny Wildemeersch.- 3. Social services and their educational mandate in the modern nation state; Walter Lorenz.- 4. Learn-ing Democracy in Social Work; Maria Bouverne-De Bie, Rudi Roose, Filip Coussée and Lieve Bradt.- 5. Subjectificating socialization for the common good: The case for a democratic offensive in upbringing and education; Micha de Winter.- SECTION 2: METHODOLOGY.- 6. Mapping children’s presence in the neighbourhood; Sven De Visscher.- 7. Research as response: Methodological reflections; Carmen Mathijssen and Danny Wilde-meersch.- 8. Action research and democracy; Rudi Roose, Maria Bouverne-De Bie and Griet Roets.- 9. Educational research on community building practices: From evaluation to witnessing; Peter Reyskens and Joke Vandenabeele.- SECTION 3: RESEARCH.- 10. When the wrong people speak. On bullying as a political problem for democra-tisation in schools; Carl Anders Säfström.- 11. Democratic experimentation in early childhood education; Michel Vandenbroeck and Jan Peeters.- 12. Disturbing pedagogies in Special Youth Care; Karel De Vos.- 13. Theorizing underlying notions of citizenship in the dynamics of learning in public policy units; Griet Roets and Rudi Roose. [...]

Fields of interestLifelong Learning/Adult Education; International and Comparative Education


Product categoryContributed volume

Due September 2013

2014. XII, 211 p. 1 illus. Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7258-8

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C. A. Brown, Fordham University Graduate School of Education, New York, USA (Ed)

Globalisation, International Education Policy and Local Policy FormationThis edited volume focuses on how international education policy, set by international policymak-ers and donors, influences local education policy in developing countries.

Features 7 First volume to offer the diverse perspectives of scholars from the developing world on inter-national donor policies in educational develop-ment 7 Brings the multi-dimensional facets of international education policy formation to light 7 Questions the relevance and usefulness of international educational policy 7 Presents some preliminary answers to the question of how international educational policy influences local policy development in the developing world

Contents Section I – The Context of International Education Policy Preface Chapter 1 - Posing the Question: The theoretical framework Chapter 2 - A Brief History of International Education Policy: From Breton-Woods to the Paris Declaration Chapter 3 - Today’s System: Collaboration or Coersion? Section II - Views from the Local Preface Chapter 4 - South Asia/ Bangladesh Chapter 5 - South East Asia Chapter 6 - Central Asia/Former Soviet Re-publics Chapter 7 - Southeast Europe/The Balkans Chapter 8 - Middle East and North Africa Chapter 9 - West Africa/Ghana Chapter 10 - East Africa/Ethiopia Chapter 11 - Latin America Chapter 12 - Conclusions

Fields of interestEducational Policy and Politics; International and Comparative Education



Due December 2013

2014. Approx. 210 p. 30 illus. Hardcover7 approx. * € (D) 106,95 | € (A) 109,95 | sFr 133,507 approx. € 99,95 | £90.00ISBN 978-94-007-4164-5

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www.springer.com/978-1-4419-5545-6



News 8/2013 Education

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New SeriesContributions from Science Education ResearchD. Psillos, J. Dillon, Series editor: R. Millar, A. Tiberghien, R. Duit, Editorial board: C. Constantinou, D. Jorde

Contributions from Science Education Research is the international, multidisciplinary book series of the European Science Education Research As-sociation (ESERA). The aim of the series is to syn-thesize, for the benefit of the scholarly community, the findings of high quality, theoretically-framed research in the domain of science education as well as comprehensive explorations of specific methodological strands in science education research. The series aims to publish books that are innovative in attempting to forge new ways of representing emergent knowledge in the field. The series includes edited collections of chapters, monographs and handbooks that are evaluated on the basis of originality, scientific rigor and signifi-cance for science education research. The book series is intended to focus mainly on work carried out in Europe. However, contributions from researchers affiliated with non-European institu-tions and non-members of the European Science Education Research Association are welcomed. The series is designed to appeal to a wide audience of researchers and post-graduate students in sci-ence education.

C. Bruguière, Université de Lyon, Villeurbanne Cedex, France; A. Tiberghien, University of Lyon 2, Lyon Cedex 07, France; P. Clément, Université Lyon 1, Villeurbanne Cedex, France (Eds)

Topics and Trends in Current Science Education9th ESERA Conference Selected Contributions

Contents Part 1: Overview of the book.- Overview of the book, Catherine Bruguière, Andrée Tiberghien, Pierre Clément.- Part 2: Socio-Scientific Issues.- The Need for a Public Understanding of Sciences, Isabelle Stengers.- Questions Socialement Vives and Socio-Scientific Issues: New Trends of Re-search to Meet the Training Needs of Post-Modern Society, Laurence Simonneaux.- Teachers’ Beliefs, Classroom Practices and Professional Develop-ment towards Socio-Scientific Issues, Virginie Albe, Catherine Barrué, Larry Bencze, Anne Kristine Byhring, Lyn Carter, Marcus Grace, Erik Knain, Dankert Kolstø, Pedro Reis and Erin Sper-ling.- Which perspectives are referred in students’ arguments about a Socio-scientific Issue? The case of Bears’ reintroduction in the Pyrenees, Ana Mª Domènech and Conxita Márquez.- Learning about the role and function of science in public debate as an essential component of scientific literacy, Ingo Eilks, Jan A. Nielsen, Avi Hofstein.- Exploring Secondary Students’ Arguments in the Context of Socio-scientific Issues, Dr. Fatih Çağlayan Mercan, Dr. Buket Yakmacı-Güzel, and Dr. Füsun Akarsu.- Teachers’ Beliefs on Science-Technology-Society (STS) and Nature of Science (NOS): Strengths, Weaknesses, and Teaching Practice, Ángel Vázquez–Alonso; María-Antonia Manassero–Mas; Antonio García–Carmona and Antoni Bennàssar-Roig.- Part 3: Teachers’ Practices and Teachers Professional Development. [...]

Field of interestScience Education



Due September 2013

2014. XXIV, 620 p. 95 illus., 50 in color. (Contributions from Science Education Research, Volume 1) Hardcover7 * € (D) 139,09 | € (A) 142,99 | sFr 173,507 € 129,99 | £117.00ISBN 978-94-007-7280-9

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X. Chen, University of Toronto, Toronto, ON, Canada; Q. Wang, Oklahoma State University, Stillwater, OK, USA; Y. C. Luo, University of Toronto, Toronto, ON, Canada (Eds)

Reading Development and Difficulties in Monolingual and Bilingual Chinese ChildrenContents Foreword.- Preface.- Psycholinguistic Study of Reading Chinese. Morphological Awareness and Learning to Read Chinese and English.- Vi-sual, Phonological and Orthographic Strategies in Learning to Read Chinese.- How Character Reading Can Be Different from Word Reading in Chinese and Why It Matters for Chinese Reading Development.- Fostering Reading Compre-hension and Writing Composition in Chinese Children.- Exploring the Relationship of Parental Influences, Motivation for Reading and Reading Achievement in Chinese First Graders.- Reading Disability in Chinese Children. Helping Chil-dren with Reading Disability in Chinese: The Response to Intervention Approach with Effective Evidence-Based Curriculum.- Rapid Automatized Naming and Its Unique Contribution to Reading: Evidence from Chinese Dyslexia.- Bilingual and Biliteracy Development in Chinese and English. L1-Induced Facilitation in Biliteracy Development in Chinese and English.- Effect of Early Bilingual-ism on Metalinguistic Development and Language Processing: Evidence from Chinese-speaking Bilingual Children.- Contributions of Phonology, Orthography, and Morphology in Chinese-English Biliteracy Acquisition: A One-year Longitudinal Study.- Children’s literature in Chinese. Chinese Children’s Literature in North America. [...]

Fields of interestLiteracy; Applied Linguistics; Language Education



Due November 2013

2014. X, 210 p. 11 illus. (Literacy Studies, Volume 8) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7379-0

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204

E. J. Chernoff, University of Saskatchewan College of Education, Saskatoon, SK, Canada; B. Sriraman, The University of Montana, Montana, MT, USA (Eds)

Probabilistic ThinkingPresenting Plural Perspectives

Contents SERIES PREFACE: Gabriele Kaiser and Bharath Sriraman.- ACKNOWLEDGEMENTS.- FORE-WORD: Keith Devlin.- INTRODUCTION: Egan Chernoff and Bharath Sriraman.- PERSPECTIVE I: MATHEMATICS AND PHILOSOPHY.- Preface to Perspective I: Mathematics and Philosophy: Egan Chernoff and Gale Russell.- I.I. A histori-cal and philosophical perspective on probability: Manfred Borovcnik and Ramesh Kapadia.- I.II. From puzzles and paradoxes to concepts in probability: Manfred Borovcnik and Ramesh Kapadia.- I.III. Three approaches for modeling situation with randomness: Andreas Eichler and Markus Vogel.- I.IV. A modeling perspective on probability: Maxine Pfannkuch and Ilze Ziedins.- Commentary on Perspective I: Mathematics and Philosophy: Bharath Sriraman and Kyeong-Hwa Lee.- PERSPECTIVE II: PSYCHOLOGY.- Preface to Perspective II: Psychology : Wim van Dooren.- II.I. Statistical thinking: no child left behind: Björn Meder and Gerd Gigerenzer.- II.II. The A-B-C of probabilistic literacy: Laura Martignon.- II.III. Intuitive conceptions of probability and the de-velopment of basic math skills: Gary Brase, Sherri Martinie and Carlos Castillo-Garsow.- II.IV. Test-ing a model on probabilistic reasoning: Francesca Chiesi and Caterina Primi.- II.V. Revisiting the medical diagnosis problem: reconciling intuitive and analytical thinking: Lisser Rye Ejersbo and Uri Leron.- II.VI. Rethinking probability education: perceptual judgment as epistemic resource: Dor Abrahamson.- II.VII. [...]

Fields of interestMathematics Education; Probability Theory and Stochastic Processes; Philosophy of Education



Due September 2013

2014. XVI, 704 p. 153 illus. (Advances in Mathematics Education) Hardcover7 * € (D) 181,89 | € (A) 186,99 | sFr 226,507 € 169,99 | £153.00ISBN 978-94-007-7154-3

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Z. Deng, National Institute of Education, Singapore, Singapore; S. Gopinathan, C. K.‑E. Lee, National Institute of Education Nanyang Technological University, Singapore, Singapore (Eds)

Globalization and the Singapore CurriculumFrom Policy to Classroom

Contents 1. Introduction.- Section 1 - Globalization, Curriculum Reform, Vision and Discourses.- 2. Globalization, the State and Curriculum Reform.- 3. Aims of Schooling For The 21st Century: The Desired Outcomes of Education.- 4. A Vision of Schooling for the 21st Century: Thinking Schools and Learning Nation.- Section 2 - Translating Re-form Initiatives into Programmes, School Subjects and Operational Frameworks.- 5. National Educa-tion: Framing the Citizenship Curriculum for Singapore Schools .- 6. Recontextualising Critical Thinking in the Singapore Curriculum.- 7. Teach Less, Learn More: Lost in Translation.- Section 3 - Enacting Reform Initiatives in Classrooms.- 8. Visible Learning and the Enacted Curriculum in Singapore .- 9. Working Through The Lay-ers: Curriculum Implementation in Language Education .- 10. National and Global Citizenship Education: Case Studies from Two Singapore Social Studies Classrooms.- 11. Enacting Teach Less, Learn More in Mathematics Classrooms: The Case of Productive Failure.- Section 4 - Interna-tional, Comparative and Future Perspectives.- 12. Singapore’s School Curriculum for the Future: Beyond National Development?.- 13. Reforming Curriculum in Singapore and Hong Kong.- 14. The Development of a Future-oriented Citizenship Curriculum in Singapore: Convergence of Char-acter and Citizenship Education and Curriculum 2015 .- Conclusion. [...]

Fields of interestCurriculum Studies; International and Compara-tive Education; Educational Policy and Politics



Due October 2013

2014. Approx. 260 p. 8 illus. (Education Innovation Series) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-981-4451-56-7

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K. Edgecombe, M. Bowden, Flinders University, Adelaide, SA, Australia (Eds)

Clinical Learning and Teaching Innovations in NursingDedicated Education Units Building a Better Future

Features 7 Offers unique, first-hand clinician, stu-dent, academic and management evaluations and experiences of Dedicated Education Units (DEUs) 7 Gives practical examples of the pro-cesses, structure and resources needed to develop and run DEUs in varied contexts 7 Blends peda-gogy with the lived experiences of those working with DEUs in Australia, New Zealand, the USA and Sweden

Contents Foreword/Preface.- Introduction.- SECTION I.- 1. Dedicated Education Unit: the concept.- 2. The Dedicated Education Unit as a community of practice.- 3. SECTION II: STORYLINES I: DEUs IN PRACTICE.- 3. An ‘idea whose time had come’: The Flinders University School of Nursing DEU — an historical perspective.- 4. The Canber-ra DEU.- 5. An American experience: transition to the DEU Clinical Education Model.- 6. Dedi-cated Education Units: Christchurch Polytechnic Institute of Technology and Canterbury District Health Board (CPIT/CDHB), New Zealand.- 7. Dedicated Educational Unit (DEU) – A Scandina-vian Model.- 8. Telling it like it is - Various authors writing about personal experience of DEUs.- SEC-TION III.- 9. From conceptualisation to future expansion: keys to successful DEU implementa-tion and sustainability.- Conclusion.

Fields of interestProfessional and Vocational Education; Higher Education; Learning and Instruction



Due September 2013

2014. XXIII, 192 p. 16 illus., 12 in color. (Innovation and Change in Professional Education, Volume 10) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7231-1

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205

M. Fleer, A. Ridgway, Monash University, Frankston, VIC, Australia (Eds)

Visual Methodologies and Digital Tools for Researching with Young ChildrenTransforming Visuality

Contents Section 1: Post-developmental Methodologies for Researching with Young Children.- 1. A Digital Turn: Post-developmental Methodologies for Researching with Young Children; M. Fleer.- Sec-tion 2: Cultural-historical Conceptualisations of Digital Visual Tools.- 2. Beyond Developmental Geology- A Cultural-historical Theorization of Digital Visual Technologies for Studying Young Children’s Development; M. Fleer.- 3. A Visual Dialectic Methodology - A Visual Dialectical Methodology: Using a Cultural-historical Analysis to Unearth the Family Strategies in Children’s Bilingual Heritage Language Development; L. Li.- 4. Past-present Dialectic- A New Method-ological Tool for Seeing the Historical Dynamic in Cultural-historical Research; A. Ridgway.- 5. Intergenerational Family Dialogues; H. Monk.- 6. A Cultural-historical Framework for ‘Everyday’ Research: Theorising Development through Visual Imagery and Dialogue; S. Pennay.- 7. A Visual and Tactile Path: Affective Positioning of Researcher Using a Cultural-historical Visual Methodology; G. Quinones.- 8. Refocusing the Lens on Develop-ment - Towards Genetic Research Methodology; N. Veresov.- Section 3: Ethical and Conceptual Is-sues when Researching with Children Using Digi-tal Visual Tools.- 9. Beyond Alienation: Unpacking the Methodological Issues in Visual Research with Children; J. Agbenyega.- 10. ‘Baby cam’ and Participatory Research with Infants: Opportuni-ties, Constraints and Dilemmas– J. Sumsion and colleagues. [...]

Fields of interestChildhood Education; Higher Education; Family



Due October 2013

2014. Approx. 170 p. (International perspectives on early childhood education and development, Volume 10) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-3-319-01468-5

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P. M. Goodyear, L. Markauskaite, University of Sydney Fac. Education & Social Work, Sydney, NSW, Australia

Epistemic Fluency and Professional EducationInnovation, Knowledgeable Action and Working Knowledge

Contents Part One: Context - Disappearing boundaries: professional practice, learning and innovation 1. Introduction 2. Professional work and professional education: rethinking knowledge and knowing a. Professional work in contemporary contexts b. Preparation for the professions in higher educa-tion 3. Epistemic fluency for knowledgeable action and innovation: when conceptual work meets ma-terial knowledge Part Two: Some dimensions of epistemic fluency: artefacts, devices, and mental blends 4. Objects, epistemic artefacts and inscrip-tions on the boundaries of professional learning, doing and innovation a. Knowledge work as epis-temic craft b. Inscribing professional knowledge 5. Epistemic devices and material action in profes-sional knowledge work and learning a. Devices for learning and knowing: epistemic forms and epistemic games b. Rethinking social, material and context 6. Where does fluency and resourcefulness come from? Mental resources, frames, forms and blends a. Working at the boundaries b. Knowledge forms and their blends c. Frames and mental resources for knowledgeable action Part Three: Implications: Professional learning as innovation and design 7. Teaching and learning for epistemic fluency 8. Concluding comments

Fields of interestProfessional and Vocational Education; Higher Education


Product categoryMonograph

Due December 2013

2014. Approx. 200 p. 25 illus. (Professional and Practice-based Learning, Volume 11) Hardcover7 approx. * € (D) 106,95 | € (A) 109,95 | sFr 133,507 approx. € 99,95 | £90.00ISBN 978-94-007-4368-7

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D. Gorter, University of the Basque Country, Donostia-San Sebastian, Spain; V. Zenotz, Public University of Navarre Campus de Arrosadia, Irunea-Pamplona, Spain; J. Cenoz, University of the Basque Country, Donostia-San Sebastian, Spain (Eds)

Minority Languages and Multilingual EducationBridging the Local and the Global

Contents 1 Introduction: minority language education fac-ing major local and global challenges.- 2 Adopting a multilingual habitus: What North and South can learn from each other about the essential role of non-dominant languages in education.- 3 Model for trilingual education in the People’s Republic of China.- 4 Margins, diversity and achievement: System-wide data and implementation of multi-lingual education in Ethiopia.- 5 A new model of bilingualism for Singapore: Multilingualism in the 21st century.- 6 Language education and Canada’s Indigenous peoples.- 7 Policy and teaching Eng-lish to Palestinian students in Israel: An ecological perspective to language education policies.- 8 In-terethnic understanding and the teaching of local languages in Sri Lanka.- 9 Dynamic multimodal language practices in multilingual indigenous Sámi classrooms in Finland.- 10 Balancing the lan-guages in Māori-medium education in Aotearoa/New Zealand.- 11 Critical classroom practices: Using “English” to foster minoritized languages and cultures in Oaxaca, Mexico.- 12 Multilingual-ism and European minority languages: The case of Basque.

Fields of interestLanguage Education; Educational Policy and Politics; Applied Linguistics



Due September 2013

2014. X, 260 p. 33 illus. (Educational Linguistics, Volume 18) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7316-5

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206

S. D. Harrison, Griffith University, South Brisbane, QLD, Australia (Ed)

Research and Research Education in Music Performance and PedagogyContents 1. Practitioners at the centre: Concepts, strategies, processes and products in contemporary music research.- 2. Evolving an artistic research culture in music: An Analysis of an Australian study in an international context.- 3. (Re-) searching artists in artistic research: Creating fertile ground for experimentation at the Orpheus Institute, Ghent.- Encouraging and training conservatoire students at undergraduate and taught-postgraduate level towards fluency in the thought-processes and methods of artistic research.- 5. Research degrees in the Conservatoire context: Reconciling prac-tice and theory.- 6. Research skills in practice: Learning and teaching practice-based research at RNCM.- 7.- 8. The ‘little r’ in Artistic Research Training.- 9. Some challenges of practice based/centred enquiry.- 10. Addressing the politics of practice-based research and its potential contribu-tion to higher music education.- 11. Creative arts research assessment and training in Hong Kong.- 12. Complicated conversations: Creat-ing opportunities for transformative practice in higher education music performance research and pedagogy.- 13. No two are the same: A narrative account of supervising two students through a Doctor of Musical Arts program.- 14. Weaving together disparate threads: Future perspectives for research and research education.

Fields of interestArts Education; Teaching and Teacher Education; Music



Due October 2013

2014. X, 160 p. 11 illus. (Landscapes: the Arts, Aesthetics, and Education, Volume 11) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7434-6

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N. Hopkins, University of Bedfordshire, Bedford, UK

Citizenship and Democracy in Further and Adult EducationThis book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education. It is argued that democratic col-leges are vital to ensure that citizenship education informs the decision-making process throughout educational institutions (and as a means of estab-lishing fair and equal representation for important stakeholders).

Features 7 Clear linking of theory to educational practice regarding citizenship education in both further and adult education 7 Strong philosophical and historical underpinning 7 Includes a discussion of current policies in further and adult educa-tion 7 Explores an area currently neglected within the educational and philosophical literature

Contents 1. Introduction.- 2. Citizenship and Political Philosophy.- 3. Further and Adult Education: An Overview of Citizenship.- 4. The Apprenticeship Tradition in Further Education.- 5. Vocational Education: A European Perspective.- 6. The Self-Help Tradition in Adult Education.- 7. College Governance and Deliberative Democracy.- 8. Conclusion.- References.- Index.

Fields of interestLifelong Learning/Adult Education; Educational Philosophy; Philosophy of Education



Due August 2013

2014. XI, 178 p. (Lifelong Learning Book Series, Volume 18) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7228-1

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F. Huang, Higashi-Hiroshima, Japan; M. J. Finkelstein, Seton Hall University, South Orange, NJ, USA; M. Rostan, Pavia, Italy (Eds)

The Internationalization of the AcademyChanges, Realities and Prospects

This volume provides a nuanced empirical as-sessment of the extent to which the academic profession is internationalized at the beginning of the 21st century.

Features 7 Explains what drives and deters academics from international activities 7 Addresses the multiple dimensions of the internationalization of the academy 7 Assesses the consequences of internationalization on academic work and productivity

Contents Acknowledgements.- 1. The Internationaliza-tion of the Academic Profession.- 2. Concepts and Methods.- 3. A Profile of CAP Participating Countries and a Global Overview of Academic Internationalization in 2007-2008.- 4. Internation-alization of the Academy: Rhetoric, Recent Trends and Prospects.- 5. The International Mobility of Academic Staff.- 6. The International Dimension of Teaching and Learning.- 7. The International-ization of Research.- 8. Regionalization of Higher Education and the Academic Profession in Asia, Europe and North America.- 9. Gender and Faculty Internationalization.- 10. Internationaliza-tion and the New Generation of Academics.- 11. Patterns of Faculty Internationalization: A Predic-tive Model.- 12. The Internationalization of the Academy: Findings, Open Questions and Implica-tions.- Appendix.- Notes on Contributors.

Fields of interestHigher Education; International and Comparative Education; Sociology of Education



Due September 2013

2014. XIII, 260 p. 11 illus., 4 in color. (The Changing Academy – The Changing Academic Profession in International Comparative Perspective, Volume 10) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7277-9

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207

D. Hung, National Insitute of Education Nanyang Technological University, Singapore, Singapore; K. Y. Lim, National Institute of Education Nanyang Technological University, Singapore, Singapore; S.‑S. Lee, National Insitute of Education Nanyang Technological University, Singapore, Singapore (Eds)

Adaptivity as a Transformative Dispositionfor Learning in the 21st Century

Contents Series Editors’ Foreword.- Foreword by John Seely Brown.- Section 1: Adaptivities at the Learner/Student Scale.- Chapter 1 An Epistemic Shift: A Literacy of Adaptivity as Critical for 21st Century Learning by David Hung, Kenneth Y T Lim, Azi Jamaludin.- Chapter 2: Learner Adaptivity: An Initial Conceptualisation by Elizabeth Koh, Helen Hong and Jimmy Seah.- Chapter 3: Pedagogies of Connected Learning: Adapting Education into the 21st Century by Kristiina Kumpulainen.- Chap-ter 4: Learning Adaptivity across Contexts by Shu-Shing Lee, David Hung, Kenneth Y. T. Lim and Imran Shaari.- Chapter 5: The Six Learnings Framework: Exploring the Dialectics of Intuition and Adaptivity in Citizenship Education by Ken-neth Y. T. Lim and Matthew Y. C. Ong.- Chapter 6: Self–Social Regulation in World of Warcraft: Dialectics of Adaptivity by Azilawati Jamalu-din.- Chapter 7: Developing a Habitude: When Learning Isn’t Always Fun by David Hung, Imran Shaari, Daphnee Lee, and Shu-Shing Lee.- Section 2: Adaptivities at the School and District Scale.- Chapter 8: School Leaders and Learning Cultures in School: The Case for Intelligent Leadership by Harry Daniels and Anne Edwards.- Chapter 9: Adaptivity as a Transformative Disposition of Schools for Student Learning in the 21st Century by Bill Mulford. [...]

Fields of interestLiteracy; Language Education; Learning and Instruction



Due September 2013


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R. M. Jiménez Catalán, Universidad de La Rioja, Logroño, Spain (Ed)

Lexical Availability in English and Spanish as a Second Language This volume contributes to the research in two different research areas: lexical availability studies and vocabulary research in second or foreign languages.

Features 7 A timely volume on lexical availability in learners of English or Spanish as a second or third language 7 Integrates studies on lexical avail-ability in two of the world's most widely spoken languages 7 Using original data from learners of English or Spanish in Chile, Great Britain, Poland, Slovenia, and Spain

Contents Preface .- 1. Lexical Availability Studies .- Part I . 2. Lexical Availability of Basic and Advanced Semantic Categories in English L1 and English L2 .- 3. The Effect of Age on EFL Learners’ Lexical Availability: Word Responses to the Cue Words ‘Town’ and ‘Countryside’ .- 4. The Incidence of Previous Foreign Language Contact in a Lexical Availability Task. A Study of Senior Learners .- 5. Lexical Variation in Learners’ Responses to Cue Words: The Effect of Gender .- 6. Frequency Pro-files of EFL Learners’ Lexical Availability .- Part II . 7. The Relationship of Language Proficiency to the Lexical Availability of Learners of Spanish .- 8. Slo-vene Students’ Lexical Availability in English and Spanish .- 9. The Effect of Instruction on Polish Spanish Learners’ Lexical Availability .- 10. Cogni-tive Factors of Lexical Availability in a Second Language .- Conclusion .- 11. Researching Lexical Availability in L2: some Methodological Issues.

Fields of interestLanguage Education; Applied Linguistics; Literacy



Due August 2013

2014. XVI, 300 p. 23 illus., 14 in color. (Educational Linguistics, Volume 17) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7157-4

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J. Lang, RMIT University, Bundoora, VIC, Australia

Multimedia and Professional Learning in Initial Teacher EducationThis volume examines the complexity of pre-service teacher professional learning and the contributions that an interactive multimedia resource, known as QuILT (Quality In Learning and Teaching), offered for constructivist, reflec-tive and social learning experiences. The study focusses on preservice teachers’ meaning-making of their learning experiences as they developed their teacher knowledge while they used the multimedia resource QuILT within a subject in teacher education programs. Data analysis reveals the complexity of preservice teachers’ professional learning; particularly the rich and multilayered learning associated with QuILT use such as per-sonal reflection and those based within multiple communities of practice cultivated while studying with QuILT. The volume shows that the ways the preservice teachers engaged with the multimedia resource contributed significantly to how they learned from QuILT. This indicates that preservice teacher professional learning also relied on engag-ing the affective domain of learning.

Contents Chapter 1: Introducing the context: themes/ issues of professional learning of preservice teachers in initial teacher education.- Chapter 2: Professional learning and multimedia.- Chapter 3: QuILT Case Study Chapter.- 4: What multimedia offers the professional learning of preservice teachers.- Chapter 5: Opportunities and challenges using blended learning approaches in teacher education .

Fields of interestTeaching and Teacher Education; Educational Technology


Product categoryBrief

Due December 2013

2014. Approx. 120 p. (SpringerBriefs in Education) Softcover7 approx. * € (D) 53,45 | € (A) 54,95 | sFr 66,507 approx. € 49,95 | £44.99ISBN 978-94-007-4422-6

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208

S. K. Lee, W. O. Lee, E. L. Low, National Institute of Education Nanyang Technological University, Singapore, Singapore (Eds)

Educational Policy InnovationsLevelling Up and Sustaining Educational Achievement

Contents Chapter 1 Introduction: Levelling Up and Sus-taining Educational Achievement by Sing Kong LEE, Wing On LEE, Ee Ling LOW and Jocelyn Shi Yah TAN.- Chapter 2 How Useful Are the Experiences of the High Performing Education Systems? by Wing On LEE, Ee Ling LOW and Sing Kong LEE.- Chapter 3 Developing Educa-tional Policies in a Holistic Skills Framework by Andreas SCHLEICHER.- Chapter 4 Concep-tualising Teacher Preparation for Educational Innovation: Singapore’s Approach by Sing Kong LEE and Ee Ling LOW.- Chapter 5 Singapore’s Performance in PISA: Levelling Up the Long Tail by Laik Woon THE THE.- Chapter 6 Singapore’s English Language Policy and Language Teacher Education: A Foundation for itsIts Educational Success by Ee Ling LOW.- Chapter 7 Purposeful Policy and Practice for Equity and Quality - A Finnish Case by Hannele NIEMI.- Chapter 8 The Light and Shadow of Educational Achievement in South Korea with Suggestions for Levelling Up by Youngdal CHO.- Chapter 9 Effective Teachers for Successful Schools and High Performing Students: The Case of Shanghai by Minxuan ZHANG, Junjie XU and Chuangyuan SUN.- Chapter 10 Levelling Up and Sustaining Educational Achievement: The Case of Hong Kong by Esther Sui Chu HO.- Chap-ter 11 Perspectives on High Performing Education Systems in Finland, Hong Kong, China, South Korea, and Singapore: What Lessons for the U.S.? by Lin GOODWIN. [...]

Fields of interestEducational Policy and Politics; Higher Education; International and Comparative Education



Due September 2013


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Q. Li, Beijing Normal University, Beijing, China, People’s Republic; C. Gerstl‑Pepin, University of Vermont, Burlington, USA (Eds)

Survival of the FittestThe Shifting Contours of Higher Education in China and the United States

Contents Preface.- Dedication.- Part One: Markets, Compe-tition, and Strategic Change in Higher Educa-tion.- Chapter 1: Wolverton: Creating Creative Creators: China and the United States’ Common Quest.- Chapter 2: Lane & Owens, Fostering Economic Competitiveness in China and the US: Untangling the Web of Competing Regulations and Interests.- Chapter 3: Zha & Lin, China’s Move to Mass Higher Education: Analyzing the Policy Execution with a “NATO-Scheme”.- Chapter 4: Powers, Conflict of Interest and U.S. University Technology Licensing.- Part Two: Strategies Used to Address Core Issues in Higher Education.- Chapter 5: Li, Beyond Summative Evaluation: Improving the Quality of Teaching and Learning in China’s Higher Education.- Chapter 6: Pepin, The Dilemma of Assessment in the U.S..- Chapter 7: Claussen, The Evolving Role of the Ombudsman in American Higher Education.- Chapter 8: Kezar & Gerke, Grassroots Leadership: Responding to Declining Shared Governance in the Neoliberal World.- Part Three: New Directions and Future Possibilities.- Chapter 9: Cook, Professional Development for Chinese University Leaders: Col-laboration, Not Competition.- Chapter 10: Mok, Transforming from “Economic Power” to “Soft Power”: Transnationalization and Internationaliza-tion of Higher Education in China.- Chapter 11: Mina, Strategic Planning: Devising the Way of U.S. Higher Education Institutions. [...]

Fields of interestHigher Education; Educational Policy and Politics; International and Comparative Education



Due October 2013

2013. Approx. 220 p. (New Frontiers of Educational Research) Hardcover7 approx. * € (D) 106,99 | € (A) 109,99 | sFr 133,507 approx. € 99,99 | £90.00ISBN 978-3-642-39812-4

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M. Papastephanou, University of Cyprus, Nicosia, Cyprus (Ed)

Philosophical Perspectives on Compulsory EducationContents Acknowledgements.- Editor’s Introduction.- Part One: The General, Theoretical Challenges.- Chap-ter One: Volker Kraft, ‘Constants of Educa-tion’.- Chapter Two: Robin Barrow, ‘Compulsory Common Schooling and Individual Difference’.- Chapter Three: Geoffrey Hinchliffe, ‘Education, Liberty and Authority: justifying compulsory education’.- Chapter Four: Kevin Williams, ‘Com-pulsion and Education as a Conversation: Are they compatible?’.- Chapter Five: Naoko Saito, ‘Compulsion without Coercion: liberal education through uncommon schooling’.- Chapter Six: An-ders Schinkel, ‘On the justification of compulsory schooling’.- Part Two: The Many Faces of Chal-lenges Confronting the Compulsory.- Chapter Seven: David Blacker, ‘Compulsory Education Cy-cles Down’.- Chapter Eight: Roni Aviram, ‘Is there hope for modern education systems in postmod-ern democracies?’.- Chapter Nine: Kevin Williams, ‘Conscripts or volunteers? The status of learners in faith schools’.- Chapter Ten: Helen Lees, ‘Is the idea of compulsory schooling ridiculous?’.- Chap-ter Eleven: Andrew Davis, ‘Homework: chronicles of wasted time?’.- Chapter Twelve: Amrita Zahir, ‘Understanding Transformation’.- Coda: Paul Gibbs, ‘Happiness and Education: Recognizing a fundamental attunement’.

Fields of interestEducational Policy and Politics; Educational Phi-losophy; Philosophy of Education



Due October 2013

2014. Approx. 200 p. Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7310-3

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209

P. Pashiardis, Open University of Cyprus, Nicosia, Cyprus (Ed)

Modeling School Leadership across Europein Search of New Frontiers

Features 7 Makes school leaders aware of their styles of leadership 7 Is both a checklist and a to-do list for school and leadership 7 Presents an evidence-based description of provided support systems for school leaders 7 Explores the per-spective of school leaders’ epistemological beliefs and their influence on school leadership

Contents Preface.- About the Editor.- About the Contribu-tors.- 1. The Origins of Two Research Projects: LISA and Pro-LEAD.- 2. The Conceptualization and Development of the Pashiardis-Brauckmann Holistic Leadership Framework.- 3. Methodologi-cal Approach for the LISA and Pro-LEAD Proj-ects.- 4. The Leadership Styles of the Pashiardis-Brauckmann Holistic Leadership Framework across Europe.- 5. Leadership Styles and School Climate Variables of the Pashiardis-Brauckmann Holistic Leadership Framework: An Intimate Relationship.- 6. An Italian Perspective.- 7. An English Perspective.- 8. Exploring A New Cocktail Mix in Cyprus: School Principals’ Epistemological Beliefs and Leadership Styles.- 9. In Search of the Right Leadership Cocktail Mix: Being Locally Re-sponsive to Global Issues.- APPENDIX 1: School Leadership Questionnaire.- APPENDIX 2 : School Climate Variables Questionnaire.- APPENDIX 3: Epistemological Beliefs Questionnaire.- APPEN-DIX 4: Think Aloud Scenario.

Fields of interestAdministration, Organization and Leadership; Professional and Vocational Education



Due September 2013

2014. XV, 208 p. 7 illus., 2 in color. Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7289-2

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B. Perry, S. Dockett, Charles Sturt University, Murray School of Education, Albury-Wodonga, NSW, Australia; A. Petriwskyj, Queensland University of Technology, School of Early Childhood, Kelvin Grove, QLD, Australia (Eds)

Transitions to School - International Research, Policy and PracticeContents About the editors.- About the authors.- Foreword; Wilfried Griebel.- Theorising Transitions: Shifts and Tensions; Sue Dockett, Anne Petriwskyj and Bob Perry.- Building on Bioecological Perspec-tives.- Reading of Media Accounts of Transition to School in Iceland; Jóhanna Einarsdóttir.- Thinking about Transitions – One Framework or Many? Populating the Theoretical Model over Time; Aline-Wendy Dunlop.- Multiple Influences on Children’s Transition to School; Elizabeth Mur-ray.- Intrapersonal and Interpersonal Influences on School Transition; Linda Harrison.- Transition and Adjustment to School; Kay Margetts.- Transi-tions and Emergent Writers; Noella Mackenzie.- Borderlands, Life Course and Rites of Passage.- Chasms, Bridges and Borderlands: A Transitions Research ‘Across the Border’ from Early Child-hood Education to School in New Zealand; Sally Peters.- Transition to School – A Rite of Passage in Life; Anders Garpelin.- A Sociocultural Ap-proach to Children in the Transition from Home to Kindergarten; Mei Seung Lam.- Experienced and Recalled Transition. Starting School as Part of Life History; Tuija Turunen.- Critical Perspec-tives.- The Relation of Research on Readiness to Research/Practice of Transitions; Elizabeth Graue and June Reineke.- Social Justice Dimensions of Starting School; Bob Perry.- Transition to School: Normative or Relative?; Sue Dockett. [...]

Fields of interestChildhood Education; Educational Policy and Politics



Due October 2013

2014. Approx. 330 p. (International perspectives on early childhood education and development, Volume 9) Hardcover7 * € (D) 139,09 | € (A) 142,99 | sFr 173,507 € 129,99 | £117.00ISBN 978-94-007-7349-3

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P. T. Thanh, University of Queensland, Brisbane, QLD, Australia (Ed)

Implementing Cross-Culture PedagogiesCooperative Learning at Confucian Heritage

Features 7 Discusses cooperative learning including un-derpinning perspectives, definitions and popular cooperative learning models 7 Discusses how and why CHC nations have been trying to replace teacher-centered instruction to student-cen-tered 7 Discusses comparative cultural theories as frameworks to clarify differences in teaching and learning between the West and East 7 Pro-poses culturally appropriate strategies to assist CHC teachers to reduce lecturing and adopt cooperative learning activities

Contents Chapter 1) Introduction and Research Overview.- Chapter 2) Cooperative Learning in Comparison with the Teacher-Centredness.- Chapter 3) Coop-erative Learning in CHC Countries.- Chapter 4) An Applied Theoretical Framework to Implement Cooperative Learning in CHC Countries.- Chap-ter 5) Teaching Practices at CHC Education Institutions: A Hidden Challenge and Techniques to Enhance Cooperative Learning.- Chapter 6) As-sessment at CHC Education Institutions: Problems and Strategies to Enhance Cooperative Learning .- Chapter 7) Learning Culture of CHC Students: Its Support and Challenge to Cooperative Learning.- Chapter 8) Structural Constraints at CHC Educa-tion Institutions: Barriers Hindering Cooperative Learning and Strategies to Overcome.- Chapter 9) Conclusion: Reflection and Integration.

Fields of interestInternational and Comparative Education; Phi-losophy of Education; Learning and Instruction



Due October 2013

2014. X, 190 p. 2 illus. (Education in the Asia-Pacific Region: Issues, Concerns and Prospects, Volume 25) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-981-4451-90-1

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210

New SeriesKnowledge Studies in Higher EducationSeries Editors: J. C. Shin, H. Horta

Knowledge studies used to be less highlighted in the field of higher education, although knowledge is the main content of teaching, and universi-ties are the knowledge producers per excellence in society. Recently, however higher education scholars have been actively involved in research on knowledge studies. They have focused their re-search on universities as core knowledge produc-ers (e.g., world-class university, global rankings), the characteristics of research productive scholars, research collaboration between scholars, the inter-nationalization of scholars, and the nexus between research and teaching as well as policy studies to facilitate knowledge production. In other words, research in higher education is increasingly overlapping with the research focus of other fields, namely those of research and science policy, and information studies. These fields of knowledge studies are interested in how policy can further link knowledge to society, and promote industrial development. As such in higher education, these fields use a variety of methods, but lean more heavily on empirical analysis on the determinants of knowledge production and transfer, using metric data (information studies). These different approaches have contributed to our understand-ing of knowledge characterization and dynamics (e.g., Pasteur’s Quadrants), its social contribution, and the role of and policies to foster the activi-ties of the knowledge producers (universities and researchers). We have increased our understand-ing of universities, researchers, and academics through higher education research, how knowl-edge contributes to industrial and social develop-ment through research (science) policy studies, and the scientific understanding of knowledge through information and metric studies. The issue is that so far, science policy and social studies of science, and higher education studies have devel-oped independently with little interaction between them with the result that our understanding of knowledge is still limited, compartmented and lacking a multidimensional understanding. This book series is designed to stimulate interactions between these three approaches. The series covers knowledge research from knowledge produc-tion systems (the university, professors, in-house research), the knowledge production process and channels (research collaboration, networks, cultural dimensions, etc.), and its social contribu-tion from the multidisciplinary perspective of higher education, research and science policy, and information studies.

J. C. Shin, Seoul National University, Seoul, Korea, Republic of (South Korea); U. Teichler, University of Kassel, Kassel, Germany (Eds)

The Future of the Post-Massified University at the CrossroadsRestructuring Systems and Functions

This book is to realign the university function to its core missions and to contribute to academic discussions as well as policy development. It focuses on the main functions of the university: teaching, research, and service. Modern univer-sities have experienced remarkable growth in terms of access. Some countries approach almost 100 percent of tertiary enrollment. In addition, academic research has grown exponentially in the knowledge society. Notwithstanding these growths, contemporary universities are confronted with critical challenges.

Features 7 Presents a new discussion on the university focus on "post-massification" 7 Discusses how to address social demands facing the university in a globalized world and during an economic crisis 7 Proposes systemic reforms of current higher education systems by realigning the teach-ing, research and service functions

Contents 1. Introduction - The University in the Post-Mas-sification Era: A Conceptual Framework.- PART 1: Post-massification and Changing Environments.- PART 2: Teaching, Research, and Service Func-tions at the Crossroads.- PART 3: The University as a Social System at the Crossroads.- PART 4: The University at the Crossroads.- Conclusion.

Fields of interestHigher Education; Educational Policy and Politics; Administration, Organization and Leadership



Due November 2013

2013. X, 195 p. 21 illus. (Knowledge Studies in Higher Education, Volume 1) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-3-319-01522-4

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F. M. Singer, University of Ploiesti, Bucharest, Romania; N. Ellerton, Illinois State University, Normal, IL, USA; J. Cai, University of Delaware, Newark, DE, USA (Eds)

Mathematical Problem PosingFrom Research to Effective Practice

Contents Mathematical Problem Posing Practices and Research: 1970-2010.- Problem Posing From a Modelling Perspective.- Conceptualizing Prob-lem Posing Via Transformation.- Developing a Problem-Posing Pedagogy From the History of Mathematics.- On the Relationship Between Prob-lem Posing, Problem Solving and Creativity .- Is Problem Posing a Tool for Developing Mathemati-cal Creativity?.- Using Digital Technology for Mathematical Problem Posing.- Problem Posing in Mathematics – The Relevance of Philosophy for Children (P4C).- Problem Posing as Lenses for Understanding and Improving Students’ Learning of Mathematics.- Examining Problem Posing in Different Grade Levels: How Students Posed Problems-To-Solve.- Problem Posing by Way of Mediated Activity at Grades Four and five.- Enhancing the Development of Chinese Fifth-Graders’ Problem Posing and Problem Solving Abilities, Beliefs, and Attitudes: A Design Experiment.- If You Don’t Know Why Do You Ask?.- Problem Posing to Provide Students with Content Related Motives to Proceed .- Providing Elementary Students with Opportunities to Pose problems Through Data Modeling.- Mathematical Problem Posing Activities Using Computers.- An Investigation of High School Students’ Mathemati-cal Problem Posing in the United States and China .- Studying the Evolution of Problem Posing in Relatively Constrained Situations.- Mathematical Problem Posing in Chinese Classrooms.- Prob-lem Posing as a Pedagogical Strategy: A Teacher’s Perspective” . [...]

Field of interestMathematics Education



Due November 2013

2013. Approx. 300 p. 50 illus. Hardcover7 approx. * € (D) 144,40 | € (A) 148,44 | sFr 177,507 approx. € 134,95 | £120.50ISBN 978-1-4614-6257-6

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211

A. Stone‑MacDonald, University of Massachusetts, Boston, MA, USA

Community-Based Education for Students with Developmental Disabilities in TanzaniaBased on a yearlong ethnographic study, this book describes the daily life and work of the Irente Rainbow School, a special education school for students with developmental disabilities in Lushoto, Tanzania. It examines the use of local context, community funds of knowledge, cultur-ally relevant pedagogy, and community support to teach students with disabilities important life skills, independence, self-advocacy and to fight for their human rights.

Features 7 Is the first to examine a school for children with disabilities in an African country 7 Ex-plains how this work can serve as an example for other countries 7 Shows that knowledge of local context is essential for designing functional curricula

Contents Chapter 1. Introduction.- Chapter 2. The Local Culture.- Chapter 3. Irente Rainbow School.- Chapter 4. A Week at the Irente Rainbow School.- Chapter 5. The Academic and Vocational Class-rooms.- Chapter 6. Circles Of Influence.- Chapter 7. What Can We Learn from this Community.

Fields of interestSociology of Education; Childhood Education; Sociology, general


Product categoryBrief

Due September 2013

2014. VIII, 207 p. 22 illus. (SpringerBriefs in Education) Softcover7 * € (D) 53,49 | € (A) 54,99 | sFr 67,007 € 49,99 | £44.99ISBN 978-94-007-7319-6

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J. Trent, X. Gao, The Hong Kong Institute of Education, Taipo, Hong Kong SAR; M. Gu, The Chinese University of Hong Kong, Shatin NT, Hong Kong SAR

Language Teacher Education in a Multilingual ContextExperiences from Hong Kong

Contents 1. Introduction.- 2. It is Not a Bad Idea for Me to Be a Language Teacher! .- 3. Cross-Border Pre-service Teachers in Hong Kong: Identity and Integration.- 4. Journeys towards teaching. Pre-service English language teachers’ understandings and experiences of teaching and teacher education in Hong Kong.- 5. Language Teachers and the Falling Language Standards in Hong Kong: An Internet-based Inquiry.- 6. A Comparative Study on Commitment to Teaching.- 7. The construc-tion and reconstruction of teacher identities: The case of second career English language teachers in Hong Kong.- 8. Learning, teaching, and construct-ing identities abroad: ESL pre-service teacher experiences during a short-term international experience programme.- 9. Identity construction in a foreign land: Native-speaking English teach-ers and the contestation of teacher identities in Hong Kong schools.- 10. Political Conspiracy or Decoy Marketing?: Experienced Chinese teachers’ perceptions of using Putonghua as a Medium of Instruction in Hong Kong.- 11. An Ethico-polit-ical Analysis of Teacher Identity Construction.-Conclusion: Crossing boundaries and becoming English language teachers in multilingual contexts.

Fields of interestTeaching and Teacher Education; Language Edu-cation; Applied Linguistics



Due September 2013

2014. X, 150 p. (Multilingual Education, Volume 6) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7391-2

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B. Wattchow, R. Jeanes, Monash University, Frankston, VIC, Australia; L. Alfrey, Monash University, Frankston, Australia; T. Brown, Monash University, Frankston, VIC, Australia; A. Cutter‑Mackenzie, Southern Cross University, Eagle Heights, Australia; J. O’Connor, Monash University, Frankston, VIC, Australia (Eds)

The Socioecological EducatorA 21st Century Renewal of Physical, Health,Environment and Outdoor Education

Features 7 Contains real-world examples of socio-eco-logically inspired teaching, learning and research practices 7 Provides students and program participants with better ways to learn about and respond to real-world issues that impact upon their lives

Contents 1. Starting with stories: The power of socio-eco-logical narrative.-2. Social ecology as education.-3. Becoming a socio-ecological educator.- 4. The am-bitions, processes and politics of socio-ecological curriculum reform: An Aotearoa-New Zealand case study.- 5. Through coaching: Examining sports coaching using a socio-ecological frame-work.- 6. Through community: Connecting class-rooms to community.-7. Through belonging: An early childhood perspective from a New Zealand preschool.-8. Through adventure education: Using the socio-ecological model in adventure educa-tion to solve environmental problems.-9. Through school: Ecologising schooling – a tale of two educators.-10. Outdoor education on Scotland’s River Spey: A sense of place.-11. Through Physical Education: What teachers know and understand about children’s movement experiences.-12. Con-clusions and future directions: A socio-ecological renewal.

Fields of interestInternational and Comparative Education; Sociol-ogy of Education; Childhood Education



Due August 2013

2014. X, 232 p. 8 illus., 6 in color. Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7166-6

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212

X. Yang, School of Mathematics and Statistics, Chongqing, China, People’s Republic

Conception and Characteristics of Expert Mathematics Teachers in ChinaThe superior performance of East Asian students in recent international studies of mathematics achievement has attracted the attention of educa-tors and policy makers worldwide. Xinrong Yang focuses on exploring how an expert mathematics teacher is conceptualized by mathematics educa-tors in China and the characteristics that expert mathematics teachers share. The author adopts a sociocultural theory and a prototypical view of conception in this study of teacher expertise and shows that some of the roles expected to be played by expert mathematics teachers in China, such as being at the same time a researcher, a mentor, an expert in examination, and an exemplary model, are quite different from the roles expected of an expert teacher in Western cultures. In addition, some characteristics of expert mathematics teach-ers the author identifies are different from those reported in previous studies. Examples include the expert mathematics teachers´ contemporary-constructivist oriented beliefs about mathematics and its learning and teaching, and their ability to teach with flexibility, balance, and coherence.

Feature 7 Publication in the field of natural sciences

Contents Conception of Expert Mathematics Teach-ers.- Beliefs and Knowledge of Expert Mathemat-ics Teachers.- Classroom Teaching Practice and Sociocultural Influences .

Field of interestMathematics Education



Due August 2013

2014. I, 340 p. 25 illus. (Perspektiven der Mathematikdidaktik) Softcover7 * € (D) 85,59 | € (A) 87,99 | sFr 106,507 € 79,99 | £72.00ISBN 978-3-658-03096-4

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G. K. Zarifis, Aristotle University of Thessaloniki, Thessaloniki, Greece; M. N. Gravani, Open University of Cyprus, Latsia, Cyprus (Eds)

Challenging the ‘European Area of Lifelong Learning’A Critical Response

This book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field. Through a critical lens the book reinterprets the core content of the messages that are conveyed by the European Commission in the “Memorandum for Lifelong Learning”, the most important policy document in the area, which after a decade from its publication still remains the vehicle for all cur-rent developments in lifelong learning in Europe.

Features 7 Analyzes the implementation of the Memo-randum for Lifelong Learning from a wide range across the European Union 7 Helps understand-ing and interpreting the different dimensions of lifelong learning 7 Brings forward new aspects of lifelong learning that are critically positioned towards European policy trends

Contents Contributors.- 1. Introduction; Maria Gravani and George K. Zarifis.- PART 1: Lifelong Learning and New Basic Skills for ll.- PART 2: Lifelong Learning and More Investment in Human Resources.- PART 3: Lifelong Learning, Innovative Teaching and Learning, and Rethinking Guidance and Counselling.- PART 4: Lifelong Learning and Valuing Learning.- PART 5: Lifelong Learning and Bringing Learning Closer to Home.- Index.

Fields of interestLifelong Learning/Adult Education; Educational Policy and Politics; Teaching and Teacher Educa-tion



Due September 2013

2014. XVI, 333 p. 5 illus., 4 in color. (Lifelong Learning Book Series, Volume 19) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7298-4

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Globalisation, International Civic Learning, Democratic Education

Documents

Transcript of Globalisation, International Civic Learning, Democratic Education