Early Mathematics Learning APOS Theory Opportunities to learn · Chapter 2 From Piaget’s Theory...

Education springer.com/NEWSonline

228

I. Arnon, Givat Washington Academic, Israel; J. Cottrill, Ohio Dominican University, Columbus, OH, USA; E. Dubinsky, University of Miami, FL, USA; A. Oktaç, Cinvestav-IPN, Mexico City, Mexico; S. Roa Fuentes, Universidad Industrial de Santander, Bucaramanga, Colombia; M. Trigueros, Instituto Tecnologico Autonomo de Mexico, Mexico; K. Weller, Ferris State University, Big Rapids, MI, USA

APOS TheoryA Framework for Research and Curriculum Development in Mathematics Education

Features 7 The first book on APOS Theory in Math-ematics Education, written by the people who developed APOS Theory 7 Provides examples of curriculum development utilizing APOS The-ory 7 Links research and teaching APOS Theo-ry in a coherent manner 7 Describes relation of APOS Theory to Functions, Mathematical Induc-tion, Discrete Mathematics, Linear and Abstract Algebra and more

Contents Chapter 1 Introduction.- Chapter 2 From Piaget’s Theory to APOS Theory: Reflective Abstrac-tion in Learning Mathematics and the Historical Development of APOS Theory.- Chapter 3 Mental Structures and Mechanisms: APOS Theory and the Construction of Mathematical Knowledge.- Chapter 4 Genetic Decomposition.- Chapter 5 The Teaching of Mathematics Using APOS Theory.- Chapter 6 The APOS Paradigm for Research and Curriculum Development.- Chapter 7 Schemas, Their Development and Interaction.- Chapter 8 Totality as a Possible New Stage and Levels in APOS Theory.- Chapter 9 Use of APOS Theory to Teach Mathematics at Elementary School.- Chap-ter 10 Frequently Asked Questions.- Chapter 11 Conclusions.- Chapter 12 Annotated Bibliogra-phy.- References.- Index.

Fields of interestMathematics Education; Learning and Instruction

Target groupsResearch

Product categoryMonograph

Due July 2013

2014. XX, 250 p. 33 illus., 2 in color. Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-1-4614-7965-9

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C. Benz, Pädagogische Hochschule Karlsruhe, Germany; B. Brandt, U. Kortenkamp, G. Krummheuer, S. Ladel, R. Vogel (Eds)

Early Mathematics LearningSelected Papers of the POEM 2012 Conference

Contents .-1. Instruction and Construction: Integrat-ing Both Processes to Promote Quality Early Mathematics Education. - 2. A Dance of instruc-tion with construction in mathematics educa-tion. -3. The Roots of Mathematising in Young Children. - The first Discernment into the NMT-Family . - 4. Developing Critical Thinking Skill in Mathematics Education. - 5. Identifying quantities of representations - Children using structures to compose collections from parts or decompose collections into parts. - 6. What kind of challenges do teacher students encounter with respect to kin-dergarten mathematics? - A pilot Study of Exam Papers. - 7. Reconstruction of folk pedagogy in interaction processes. - 8. Children’s engagement with mathematics in kindergarten mediated by the use of digital tools. - 9. Professionalization of Early Childhood Educators with a Focus on Natural Learning Situations and Individual Development of Mathematical Competencies. - 10. Reconstruc-tion of conjunctive realms of experiences in early learning processes. - 11. The Interplay Between Gesture and Speech – Second Graders Solve Math-ematical Problems. - 12. Nice text by problem pos-ing – two samples with many challenges. - 13. The Relationship between cultural Expectation and the local Realization of a Mathematics learning Environment. - 14. Early maths with multi-touch – an activity-theoretic approach. - 15. How one preschool teacher recognises mathematical teach-ing moments. [...]

Fields of interestMathematics Education; Teaching and Teacher Education; Childhood Education


Product categoryContributed volume

Due June 2013

2013. XXV, 300 p. 50 illus. Hardcover7 approx. * € (D) 106,95 | € (A) 109,95 | sFr 127,507 approx. € 99,95 | £86.50ISBN 978-1-4614-4677-4

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S. Blömeke, Humboldt-Universität zu Berlin, Germany; F.‑J. Hsieh, National Taiwan Normal University , Taipei, Taiwan; G. Kaiser, University of Hamburg, Germany; W. H. Schmidt, Michigan State University, East Lansing, MI, USA (Eds)

International Perspectives on Teacher Knowledge, Beliefs and Opportunities to learnTEDS‑M Results

Contents 1. Introduction: State of research, framework and design of TEDS-M: S. Blömeke, F.-J. Hsieh, G. Kaiser & W. H. Schmidt.- 2. Teacher knowledge at the end of teacher education: International perspectives.- 2.1 Teacher education effectiveness: Quality and equity of future primary teachers’ mathe-matics content and mathematics pedagogi-cal content knowledge: S. Blömeke, U. Suhl & G. Kaiser.- 2.2 Teacher education effectiveness: Quality and equity of future lower secondary teachers’ mathematics content and mathematics pedagogical content knowledge: W. H. Schmidt et al.- 2.3 Teacher education effectiveness: Quality and equity of future primary and future lower sec-ondary teachers’ general pedagogical knowledge: J. König, S. Blömeke, L. Paine, W. H. Schmidt & F.-J. Hsieh.- 2.4 In-depth analyses of different coun-tries’ responses to MCK and MPCK items: Why did Taiwan excel? A view on the difference within and between East and West: F.-J. Hsieh et al.- 3. Teacher beliefs at the end of teacher education: International perspectives.- 3.1 The cultural no-tion of teacher education: Future primary teachers’ beliefs on the nature of mathematics: A. Felbrich, G. Kaiser & Ch. Schmotz. [...]

Fields of interestTeaching and Teacher Education; Mathematics Education; International and Comparative Educa-tion



Due July 2013

2014. Approx. 450 p. (Advances in Mathematics Education) Hardcover7 * € (D) 139,05 | € (A) 142,94 | sFr 173,007 € 129,95 | £117.00ISBN 978-94-007-6436-1

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www.springer.com/978-1-4614-7965-9



News 6/2013 Education

229

W. Boone, Miami University, Oxford, OH, USA; J. Staver, M. Yale, Purdue University, West Lafayette, IN, USA

Applying Rasch Measurement in Science Education ResearchApplying Rasch Measurement in Science Educa-tion Research fills a gap in the literature, namely a book that is truly introductory for the field of Rasch measurement. Each chapter walks the reader through a key topic in Rasch measurement that can be immediately used for the analysis of science education data, for the authoring of publi-cations, for presentations, and for the development of grants. Key components of nearly every chapter of the book include: 1) Introduction to Winsteps software. 2) How to interpret analysis results. 3) How to explain analysis results in written text, in tables, and in figures. 4) Common misconceptions of colleagues and paper reviewers. 5) Sample sta-tistical analysis of Rasch data, with sample tables and sample write ups. 6) Sample text/figures/tables for grant proposals, sample text/figures/tables for articles, sample text/figures/tables for talk propos-als. 7) Policy Implications. 8) Links to NCME/AERA/APA Standards for Educational and Psy-chological Testing. 9) Hands-on demonstrations to teach the chapter topic (i.e., discrepant events).

Features 7 Provides hands-on and minds-on examples Includes sample data sets and sample software code 7 Written by science educators for science educators 7 Sample data sets, sample software code, free version of Winsteps Rasch software

Fields of interestScience Education; Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law; Assessment, Testing and Evaluation



Due June 2013

2013. Approx. 200 p. 50 illus. Hardcover7 approx. * € (D) 106,99 | € (A) 109,99 | sFr 133,507 approx. € 99,99 | £90.00ISBN 978-94-007-6856-7

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New SeriesMathematics Education in the Digital EraEds: D. Martinovic, V. Freiman

The Mathematics Education in the Digital Era (MEDE) series explores ways in which digital technologies support mathematics teaching and the learning of Net Gen’ers, paying attention also to educational debates. Each volume will address one specific issue in mathematics education (e.g., visual mathematics and cyber-learning; inclusive and community based e-learning; teaching in the digital era), in an attempt to explore fundamental assumptions about teaching and learning mathe-matics in the presence of digital technologies. This series aims to attract diverse readers including: researchers in mathematics education, mathemati-cians, cognitive scientists and computer scientists, graduate students in education, policy-makers, educational software developers, administrators and teachers-practitioners. Among other things, the high quality scientific work published in this series will address questions related to the suitabil-ity of pedagogies and digital technologies for new generations of mathematics students.

The series will also provide readers with deeper insight into how innovative teaching and as-sessment practices emerge, make their way into the classroom, and shape the learning of young students who have grown up with technology. The series will also look at how to bridge theory and practice to enhance the different learning styles of today’s students and turn their motivation and natural interest in technology into an additional support for meaningful mathematics learning. The series provides the opportunity for the dissemina-tion of findings that address the effects of digital technologies on learning outcomes and their integration into effective teaching practices; the potential of mathematics educational software for the transformation of instruction and curricula; and the power of the e-learning of mathematics, as inclusive and community-based, yet personalized and hands-on.

A. Clark‑Wilson, O. Robutti, N. Sinclair (Eds)

The Mathematics Teacher in the Digital EraAn International Perspective on Technology Focused Professional Development

Contents 1. Maha Abboud-Blanchard: Teachers and technologies: shared constraints, common responses.- 2. Gilles Aldon: Didactical incidents: a way to improve the professional development of mathematics teachers.- 3. Allan Bellman and Rob Foshay: A developmental model for adaptive and differentiated instruction using classroom networking technology.- 4. Nicola Bretscher: Exploring the quantitative and qualitative gap be-tween expectation and implementation - a survey of English mathematics teachers’ use of ICT.- 5. Chantal Buteau and Eric Muller: Faculty teach-ing roles in technology intensive undergraduate mathematics courses in Canada.- 6. Alison Clark-Wilson: Researching teachers’ knowledge develop-ment in a multi-representational technological setting.- 7. Paul Drijvers, Cora van den Heuvel, Si-etske Tacoma, Michiel Doorman and Peter Boon: Digital technology and mid-adopting teachers’ professional development: a case study.- 8. Mer-rilyn Goos: Technology integration in secondary school mathematics: The development of teacher professional identities.- 9. Laetitia Bueno-Ravel, Ghislaine Gueudet and Caroline Poisard: Tech-nology, resources and mathematics at primary school: Orchestrations and teachers’ professional development.- 10. Mariam Haspekian: How do teachers integrate technology in their practices? A focus on the instrumental distance.- 11. John Mason: Teacher–Student–Software–Mathematics Interaction: Getting a purchase on learning with technology. [...]

Fields of interestMathematics Education; Pedagogic Psychology; Computers and Education



Due September 2013

2013. Approx. 350 p. 80 illus. (Mathematics Education in the Digital Era, Volume 2) Hardcover7 approx. * € (D) 139,05 | € (A) 142,94 | sFr 173,007 approx. € 129,95 | £117.00ISBN 978-94-007-4637-4

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230

M. Ferrari, N. M. Weststrate, J. Miller, University of Toronto, ON, Canada

Developing Wisdom Through EducationThe Science and Practice of Wisdom‑based Teaching

Wisdom has been sought since antiquity as an intellectual virtue associated with living a good life, but only recently has scientific evidence been gathered about it. Wisdom develops over the lifes-pan, and many suggestions exist about how it can be taught. This SpringerBrief in Education will examine the history and scientific evidence sur-rounding the development of wisdom, and about how it can be taught or fostered. We also situate our essay in the context of existing programs to promote character education, claiming that char-acter education that ignores teaching for wisdom is necessarily incomplete.

Fields of interestEducational Psychology; Educational Philosophy


Product categoryBrief

Due December 2013

2014. Approx. 100 p. (SpringerBriefs in Education) Softcover7 approx. * € (D) 53,45 | € (A) 54,95 | sFr 66,507 approx. € 49,95 | £44.99ISBN 978-94-007-4401-1

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E. Fleury Mortimer, Universidade de Federal de Minas Gerais, Brazil; C. Niño El‑Hani, Universidade Federal de Bahia, Brazil (Eds)

Conceptual Profile: A Theory of Teaching and Learning Scientific ConceptsThe idea of a conceptual profile - that people can exhibit different ways of seeing and representing the world, which are used in different contexts - was proposed by Mortimer in the 1990s, as an alternative to counterbalance a strong tendency that theories and models of conceptual change exhibited at that time. The idea of conceptual profile is an attempt to frame the problem of generating new meanings in science teaching considering the interplay between modes of think-ing and ways of speaking. The basic assumption is that different modes of thinking that characerize the heterogeneity of verbal thinking are interwo-ven with different ways of speaking. The idea of conceptual profile recognizes the coexistence, in the individual, of two or more meanings for the same word or concept, which are accessed in the appropriate context. This book is about a research program on how people learn scientific concepts and how these concepts can be taught in terms of dialoguing this heterogeneity.

Features 7 Reports the construction of a research program that is responsive to all the main developments in the field of science education 7 Defines the fundamental tasks for founding the conceptual profile research program 7 Positions the lrearner of science in a place coherent with his/her pluralist condition of belonging to different communities

Fields of interestScience Education; Teaching and Teacher Educa-tion; Learning and Instruction



Due August 2013

2012. 270 p. (Contemporary Trends and Issues in Science Education, Volume 43) Hardcover7 approx. * € (D) 106,95 | € (A) 109,95 | sFr 143,507 approx. € 99,95 | £90.00ISBN 978-90-481-9245-8

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Y. Harpaz, Beit Berl Teachers’ College, Israel

Teaching and Learning in a Community of ThinkingThe Third Model

This book explores a new pedagogical model called The Third Model, which places the encoun-ter between the child and the curriculum at the center of educational theory and practice. The Third Model is implemented in an alternative classroom called Community of Thinking. Teach-ing and learning in a Community of Thinking is based on three “stations”: the fertile question; re-search; and concluding performance. The essence of a Community of Thinking is the formation of a group of students and teachers who grapple with a troubling question to which they do not know the answer at the outset – and sometimes even at the end of their investigation. The Community of Thinking framework is supported by a whole school model – the Intel-Lect School. The model, or parts of it, is currently implemented in schools in Israel, England, Australia, and New Zealand.

Features 7 The first to bridge child-centered and curric-ulum-based models of schooling 7 Sums up in an original way the leading educational insights of the last three decades 7 Provides a new horizon for education

Contents Foreword; David Perkins.- Preface.- Introduction.- Part One: Teaching and Learning in a Community of Thinking: the Context.- Part Two: Teaching and Learning in a Community of Thinking: the Theory.- Part Three: Teaching and Learning in a Community of Thinking: the Practice.- Appendix: An Inside Picture: Conversations with Teachers of Communities of Thinking.- References.

Fields of interestLearning and Instruction; Educational Philosophy



Due July 2013

2014. X, 196 p. Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-6939-7

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231

R. Huang, Kinshuk, N.‑S. Chen (Eds)

The New Development of Technology Enhanced Learning: Concept, Research and Best PracticesThe book will address the main issues concerned with the new development of learning processes, innovative pedagogies changes, effects of new technologies on education, future learning con-tent, which aims to gather the newest concepts, research and best practices on the frontiers of technology enhanced learning from the aspects of learning, pedagogies, and technologies in learning in order to draw a picture of technology enhanced learning in the near future. Some issues like “e-learning ... m-learning ... u-learning – innovative approaches” , “the Framework and Method for Understanding the New Generation Students”, “Context-aware Mobile Role Playing Game for Learning”, “ Pedagogical issues in content creation and use: IT literacy through Spoken Tutorials”, “ Supporting collaborative knowledge construction and discourse in the classroom”, “Digital Systems for Hierarchical Open Access to Education”, “ Using Annotated Patient Records to Teach Clini-cal Reasoning to Under- graduate Students of Medicine”, “ Utilizing Cognitive Skills Ontology for Designing Personalized Learning Environ-ments”, “Using Interactive Mobile Technologies to Develop Operating Room Technologies Compe-tency” will be discussed in each chapter.

Features 7 Presenting the most frontier of educational technology ongoing around the world 7 Show-ing the effective research methods on the newly emerging phenomenon in education 7 Guiding researches and practices in future educational technology

Field of interestEducational Technology

Target groupsProfessional/practitioner


Due September 2013

2014. Approx. 300 p. (Lecture Notes in Educational Technology) Hardcover7 approx. * € (D) 106,99 | € (A) 109,99 | sFr 133,507 approx. € 99,99 | £90.00ISBN 978-3-642-38290-1

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D. Ifenthaler, R. Hanewald (Eds)

Digital Knowledge Maps in Higher EducationTechnology‑Enhanced Support for Teachers and Learners

Digital knowledge maps are ‘at a glance’ visual rep-resentations that enable enriching, imaginative and transformative ways for teaching and learning, with the potential to enhance positive education-al outcomes. The use of such maps has generated much attention and interest among tertiary educa-tion practitioners and researchers over the last few years as higher education institutions around the world begin to invest heavily into new technolo-gies designed to provide online spaces within which to build resources and conduct activities.

Features 7 Provides the only cross-disciplinary model for creating digital knowledge maps in higher educa-tion 7 Includes concrete examples of technology enhanced curriculum design prototypes utilizing digital knowledge maps 7 Facilitates transfor-mative teaching and learning through the use of digital knowledge maps

Contents -Current issues in concept mapping for higher education. -Theories of metacognitive tools in education. -Framework for implementation of concept maps in higher education. -Case studies: Institutional scenarios and specific implementa-tions. -Innovative pedagogy and educational transformation. -Research using digital concept maps.

Fields of interestEducational Technology; Learning and Instruc-tion; Computers and Education



Due August 2013

2014. L, 300 p. 50 illus. Hardcover7 approx. * € (D) 149,75 | € (A) 153,94 | sFr 186,507 approx. € 139,95 | £126.50ISBN 978-1-4614-3177-0

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M. Kell, Charles Darwin University, Darwin, NT, Australia; P. Kell, Charles Darwin University, Darwin, NT, Australia

Literacy and Language in East AsiaShifting Meanings, Values and Approaches

This book critically explores why some Asian na-tions are on top of the world in students’ achieve-ment tests in reading and literacy, yet governments and industry in these nations are anxious about a crisis in education.

Features 7 A critical analysis of the high performing East Asian nations and the “contests” and “league tables” derived from international literacy and numeracy achievement tests 7 Argues for education systems to embrace reforms that promote capabilities which prepare students for life and work in modern and globalised commu-nities 7 A unique approach that departs from traditional country study approaches and seeks to identify how each nation has been influenced by cross national policy borrowing

Contents Acknowledgements.- Introduction.- What is literacy and why is it important?.- High Stakes Testing, Literacy Wars, Globalisation and Asia.- League Tables and the Politics of Ranking.- Global Testing: PISA, TIMSS and PIRLS.- International Testing: The Global Education Space Race?.- Schooling, national development and growth in Asia.- The “East Asian Miracle” economies, inequalities and schooling.- Literacy and work-force capabilities.- The New Dynamic and shifting approaches literacy and language in East Asia.

Fields of interestLiteracy; International and Comparative Educa-tion; Educational Policy and Politics



Due July 2013

2014. Approx. 140 p. 4 illus. (Education in the Asia-Pacific Region: Issues, Concerns and Prospects, Volume 24) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-981-4451-29-1

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232

J. Knight, University of Toronto, ON, Canada (Ed)

International Education HubsStudent, Talent, Knowledge‑Innovation Models

Contents Dedication.- 1. Introduction; Jane Knight.- 2. Un-derstanding Education Hubs within the Context of Crossborder Education; Jane Knight.- 3. An Ana-lytical Framework for Education Hubs: Student, Talent, Knowledge-Innovation; Jane Knight and Jack Lee.- 4. The Evolution of Qatar as an Educa-tion Hub: Moving to a Knowledge Economy; Arwa Ibnouf, Lois Dou and Jane Knight.- 5. United Arab Emirates Education Hub: A Decade of Development; Warren Halsey Fox and Sabha Al Shamisi.- 6. Hong Kong: The Quest for Regional Education Hub Status; Ka Ho Mok and Peter Bodycott.- 7. Malaysia: Becoming an Education Hub to Serve National Development; Mohd Ismail Abd Aziz and Doria Abdullah.- 8. Singapore: Building a Knowledge and Education Hub; Ravin-der Sidhu, Ho Kong-Chong and Brenda Yeoh.- 9. Botswana: Africa’s First Education Hub; Bridget Poppy John, David Wilmoth and Brian Mokopak-gosi.- 10. Emerging Education Hubs: Korea, Sri Lanka, Mauritius, Bahrain; Lois Dou and Jane Knight.- 11. Comparative Analysis of Education Hubs; Jane Knight.- 12. Issues, Indicators, and Reflections; Jane Knight.- Bibliography.- Index.

Fields of interestInternational and Comparative Education; Higher Education; Educational Policy and Politics



Due July 2013

2014. Approx. 200 p. Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-7024-9

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P. Kutnick, University of Hong Kong, Hong Kong; P. Blatchford, Institute of Education, London, UK

Effective Group Work in Primary School ClassroomsThe SPRinG Approach

This book offers a challenge to traditional ap-proaches to classroom teaching and pedagogy.

Features 7 Offers a major contribution to understanding and evidence on collaborative group work that challenges traditional approaches to teaching and pedagogy 7 Develops a new and ambitious social pedagogic approach to classroom learning and group work 7 Makes a substantial contribu-tion to our knowledge of teaching and learning, particularly in the context of seeking more active forms of learning using more diverse forms of pedagogy

Contents Foreword.- 1. Can the grouping of children in classrooms affect their learning: an introduc-tion to social pedagogy.- 2. Groups and class-rooms.- 3. The SPRinG Project: the intervention programme and the evaluation methods.- 4. SPRinG at Key Stage 1: Effective group work with young children.- 5. Improving the effectiveness of collaborative group work at KS2: effects on pupil attainment, classroom behaviour and attitudes.- 6. ScotSPRinG: The effects of group work in Scottish primary schools on attainment, interaction and classroom relationships: Relational familiarity and class composition on support for group work; Andrew Tolmie.- 7. Teachers’ experiences of implementing the SPRinG Programme in schools; Ed Baines.- 8. Conclusions: The contribution of SPRinG to knowledge about collaborative group work.

Fields of interestLearning and Instruction; Child and School Psy-chology; Childhood Education



Due July 2013

2014. XV, 363 p. 2 illus. (Professional Learning and Development in Schools and Higher Education, Volume 8) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-6990-8

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J. Larusson, Brandeis University, Waltham, MA, USA; B. White, University of California, Berkeley, CA, USA (Eds)

Handbook of Learning AnalyticsMethods, Tools and Approaches

Learning Analytics (LA) refers to the collection, analysis, and application of data accumulated throughout a semester to assess the behavior of educational communities. Through the use of statistical techniques and predictive model-ing, its ultimate goal is to optimize both student learning and faculty performance, to refine pedagogical strategies, to streamline institutional costs, to determine students’ emgagement with course material, to highlight potentially strug-gling students and alter pedagogy accordingly, to fine-tune grading systems using real-time analysis, and to allow instructors to accurately judge their own efficacy.

Features 7 Consolidates current Learning Analytics research into one volume 7 Includes numerous examples of Learning Analytics implementa-tions 7 Provides strategies for integrating Learn-ing Analytics at the classroom, departmental, and institutional level

Contents - What Is Learning Analytics?- Learning Analytics and Its Impact on Learners.- Learning Analytics and Its Impact on Instructors.- Learning Analytics and Its Impact on Learning Communi-ties: CSCL, Distance Learning, Blended Learn-ing, e-Learning.- Learning Analytics on a Large Scale.- Supporting LA Frameworks.- Longitudi-nal Studies and Results.

Fields of interestEducational Technology; Computers and Educa-tion; Assessment, Testing and Evaluation


Product categoryHandbook

Due June 2013

2013. Approx. 500 p. 50 illus. (Computer-Supported Collaborative Learning Series, Tentative volume 10000) Hardcover7 approx. * € (D) 149,75 | € (A) 153,94 | sFr 186,507 approx. € 139,95 | £126.50ISBN 978-1-4614-3304-0

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233

C. Lindstrøm, The University of Sydney, NSW, Australia

Human Knowledge ConstructionOn learning, teaching and discipline development

This book offers an introduction to how the brain learns, both physiologically and cognitively.

Contents 1 Delving into a complex system. 2 Knowledge. 2.1 Epistemology. 2.2 Types of knowledge – Bloom’s revised taxonomy. 2.3 Knowledge in physics. 3 Neuroscience. 3.1 Definitions. 3.2 Implicit memory. 3.3 Explicit memory. 3.3.1 Sensory input and attention. 3.3.2 Encoding. 3.3.3 Memory consolidation. 3.3.4 Memory storage. 3.3.5 Recall 3.4 Neuroscientific teaching. 4 Cognitive psychol-ogy. 4.1 Attention. 4.2 Working memory. 4.2.1 Cognitive load theory. 4.3 Long-term memory. 4.3.1 Concepts. 4.3.2 Schema theory. 4.3.3 Sweller’s cognitive architecture. 5 Constructiv-ism. 5.1 The transmission myth. 5.2 Different perspectives within constructivism. 5.3 Personal constructivism. 5.3.1 Piagetian constructivism. 5.3.2 Radical constructivism. 5.4 Social construc-tivism. 5.4.1 Social constructivism in science. 5.4.2 Sociocultural constructivism. 5.4.3 Postmodern constructivism. 5.5 Compare and align: Do they really disagree? 6 Theory into practice. 6.1 Direct instruction vs. discovery learning – the great de-bate. 6.2 The individual 6.2.1 Novices vs. experts. 6.2.2 The journey from novice to expert. 6.2.3 The Model of Domain Learning. 6.2.4 Instructional design. 6.3 The social 7 A reflection on the fields of Physics and Education.

Fields of interestLearning and Instruction; Educational Psychol-ogy; Science Education


Product categoryBrief

Due December 2013

2014. Approx. 75 p. (SpringerBriefs in Education) Softcover7 approx. * € (D) 53,45 | € (A) 54,95 | sFr 66,507 approx. € 49,95 | £44.99ISBN 978-94-007-4865-1

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M. Miwa, S. Miyahara (Eds)

Quality Assurance in LIS EducationAn International and Comparative Study

Features 7 Compares and examines LIS education systems in Asia, North America, Latin America, Europe and Africa 7 Written by leading researchers and scholars of LIS education in each country repre-sented 7 Focuses on the quality assurance of LIS professional education at the university level

Contents Part I: Background: of the Quality Assurance in the LIS Field.- Chapter 1. GlobaLIS: Toward the regional cooperation of Asia-Pacific.- Chapter 2. SLAP Project.- Chapter 3. Internationaliza-tion of LIS Education.- Chapter 4. Changing LIS Schools and Curricula in the World.- Chapter 5. Current Trends of Quality Assurance Models in LIS Education. Chapter 6. Issues of the Quality Control System for LIS Professionals in Asia.- Part II. Country Report: LIS Education and Quality As-surance System in Asia-Pacific.- Chapter 7. Japan.- Chapter 8 . Korea.- Chapter 9. C hina.- Chapter 10. Taiwan.- Chapter 11 . Indonesia.- Chapter 12. Singapore.- Chapter 13. Malaysia.- Chapter 14. Philippines.- Chapter 15. Thailand.- Chapter 16. Australia.- Part II. Regional Quality Assurance System.- Chapter 17. EU.- Chapter 18. United Kingdom.- Chapter 19. North America.- Chapter 20. Latin America.- Chapter 21 . Southeast Asia.- Chapter 22. South Asia.- Chapter 23. GCC.- Chap-ter 24. Africa.

Fields of interestEducational Technology; Information Systems and Communication Service; International and Comparative Education



Due June 2013

2013. 200 p. 50 illus. Hardcover7 approx. * € (D) 106,95 | € (A) 109,95 | sFr 127,507 approx. € 99,95 | £86.50ISBN 978-1-4614-6494-5

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C. Reid, University of Western Sydney, NSW, Australia; J. Collins, University of Technology Sydney, NSW, Australia; M. Singh, University of Western Sydney, NSW, Australia

Global Teachers, Australian PerspectivesGoodbye Mr Chips, Hello Ms Banerjee

This is the first book on global teachers and the increasingly important phenomenon of ‘brain circulation’ in the global teaching profession. A teaching qualification is a passport to an inter-national professional career: the global teacher is found in more and more classrooms around the world today. It is a two-way movement.

Features 7 The first detailed contemporary account of the experiences of global teachers in Australia 7 Im-portant text for the fields of sociology of education and immigration studies for undergraduate and postgraduate levels 7 Contributes to the inter-national literature across the globe regarding the mobility of professionals

Contents Introduction .- Chapter 1) Introduction.- Chapter 2) Globalizing Teachers: policy and theoretical dimensions.- Chapter 3) Immigrant Teachers in Australia: Quantitative Insights.- Chapter 4) Global Teachers’ Pathways to Australia.- Chapter 5) The Capital Reconversion of Global Teachers in Australia.- Chapter 6) Internationally Educated Teachers’ Critiques of Tests of their Employ-ability.- Chapter 7) Global Teachers Living and Teaching in Australia.- Chapter 8) Goodbye ‘Mr Chips’: the global mobility of Australian-educated teachers.- Chapter 9) Revisiting Ms Banerjee and Mr Chips.

Fields of interestSociology of Education; Migration; Educational Policy and Politics



Due July 2013

2014. Approx. 180 p. 40 illus. Hardcover7 approx. * € (D) 106,95 | € (A) 109,95 | sFr 133,507 approx. € 99,95 | £90.00ISBN 978-981-4451-35-2

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234

M. Renck Jalongo, Indiana University of Pennsylvania, PA, USA (Ed)

Teaching Compassion - Humane Education in Early ChildhoodContents Foreword; Mary Rivkin.- Part One: Foundations of Humane Education.- Editor’s Introduction.- 1. Humane Education and the Development of Em-pathy in Early Childhood: Definition, Rationale and Outcomes; Mary Renck Jalongo.- 2. Short-Term Interventions that Accomplish Humane Education Goals: An International Review of the Research; Virginio Aguirre and Agustín Orihuela.- 3. Using Interactions between Children and Com-panion Animals to Build Skill in Self-Regulation and Emotional Regulation; Wanda Boyer.- 4. Teaching Preservice Early Childhood Educa-tors about Humane Education; Tunde Szecsi.- 5. Humane Education and Education for Sustainable Development: Educational Initiatives with Com-mon Goals; Nicole B. Stants.- Part Two: Homes and Communities.- 6. Animals in the Fam-ily: Antecedents of Compassion and Violence; Marjorie L. Stanek.- 7. Including Animals in Play Therapy for Young Children and Families; Risë VanFleet.- 8. Foundational Humane Education: Love of Nature and Affinity for Animals; Nancy Bires.- 9. Collaborating to Create Community Di-saster Plans That Save Human and Animal Lives; Holly Travis.- Part Three: Humane Education in the Early Childhood Curriculum and Beyond.- 10. The Role of Therapy Animals in Promoting Humane Education Concepts; Lori Friesen.- 11. Beyond Words—Using Language and Literature to Teach Compassion for Others; Patricia A. Craw-ford.- 12. Initiatives of Intermountain Therapy Animals, Inc. that Promote Humane Education; Kathy Klotz. [...]

Fields of interestChildhood Education; Learning and Instruction; Educational Psychology



Due July 2013

2014. XII, 242 p. 5 illus., 1 in color. (Educating the Young Child, Volume 8) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-6921-2

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New SeriesCultural Studies and Transdisciplinarity in EducationSeries editors: V. Carrington, A. KOH

We live in a time where the complex nature and implications of social, political and cultural issues for individuals and groups is increasingly clear. While this may lead some to focus on smaller and smaller units of analysis in the hope that by understanding the parts we may begin to under-stand the whole, this book series is premised on the strongly held view that researchers, practitio-ners and policy makers interested in education will increasingly need to integrate knowledge gained from a range of disciplinary and theoreti-cal sources in order to frame and address these complex issues. A transdisciplinary approach takes account the uncertainty of knowledge and the complexity of social and cultural issues relevant to education. It acknowledges that there will be unresolved tensions and that these should be seen as productive. With this in mind, the reflexive and critical nature of cultural studies and its focus on the processes and currents that construct our daily lives has made it a central point of reference for many working in the contemporary social sciences and education.

This book series seeks to foreground transdisci-plinary and cultural studies influenced scholarship with a view to building conversations, ideas and sustainable networks of knowledge that may prove crucial to the ongoing development and relevance of the field of educational studies. The series will place a premium on manuscripts that critically engage with key educational issues from a position that draws from cultural studies or demonstrates a transdisciplinary approach. This can take the form of reports of new empirical research, critical discussions and/or theoretical pieces. In addition, the series editors are particularly keen to accept work that takes as its focus issues that draw from the wider Asia Pacific region but that may have relevance more globally, however all proposals that reflect the diversity of contemporary educa-tional research will be considered.

K. Sanford, T. Rogers, M. Kendrick (Eds)

Youth Literacies in New TimesEverywhere Everyday

Contents Preface.- 1) Introduction: New Frames, New Lens-es.- 2) Narrative Comprehension and Cross-over Strategies .- Part I Diverse Contexts.- 3) The New Literacies as Placed Resources in a Globalized World.- 4) Public pedagogies of street youth: Iden-tity positions, informal learning, new literacies, and civic engagement.- 5) New writing practices in the liminal space of an afterschool journalism club in rural Kenya.- 6) Language teachers as language planners: Grassroots literacy in Uganda .- Part II Youth Production and Consumption: Prosumers.- 7) New Literacies: Key Shifts and Emerging Issues.- 8) Making Schooling Relevant: Adding New Literacies to the Policy Agenda.- 9) What will we know when we know it?: Youth as knowledge-producers and digital media in the age of AIDS.- 10) Complexities of Gaming Cultures: Adolescent gamers adapting and transforming learning .- Part III Tensions/Discontinuities.- 11) From Othering to Incorporation: Theoretical, Ethical and Practical Dilemmas in Crossing Infor-mal and Formal Learning Boundaries.- 12) Can we play fun Gay?: Disjuncture and Difference, and the precarious mobilities of millennial queer youth narratives.- 13) The Affordances and Challenges of Multiliteracy Pedagogies and Refugee Youth.- 14) Overcoming linguistic exclusion: Shack Video Halls in Uganda as community learning and cul-tural interaction sites.- 15) Conclusion/Epilogue

Fields of interestLiteracy; Languages and Literature; Media Re-search



Due November 2013

2014. Approx. 160 p. 10 illus. (Cultural Studies and Transdisciplinarity in Education, Volume 1) Hardcover7 approx. * € (D) 106,95 | € (A) 109,95 | sFr 133,507 approx. € 99,95 | £90.00ISBN 978-981-4451-02-4

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235

J. C. Shin, Seoul National University, Korea; A. Arimoto, Kurashiki Sakuyo University, Okayama, Japan; W. K. Cummings, George Washington University, Washington, DC, USA; U. Teichler, University of Kassel, Germany (Eds)

Teaching and Research in Contemporary Higher EducationSystems, Activities and Rewards

Contents Introduction: Teaching and Research in Contem-porary Higher Education: An Overview; Cum-mings and Shin.- PART I. Theoretical Basis.- 2. The Teaching and Research Nexus in the Third Wave Age; Arimoto.- 3. The Research Role in Comparative Perspective; Cummings.- 4. Teaching and Curriculum Development across Countries; Huang.- PART II. Research Focused Systems.- 5. Teaching and Research in Germany: The Notions of University Professors; Teichler.- 6. Teaching and Research at Italian Universities: Continuities and Changes; Rostan.- 7. The Changing Balance of Teaching and Research in the Dutch Binary Higher Education System; De Weert and Van der Kaap.- 8. The Scholarly Question in Finland: to Teach or not to Teach; Aarrevaara, Dobson and Postareff.- 9. Teaching and Research: perspec-tives from Portugal; Santiago, Sousa, Carvalho, Marchado-Taylor and Dias.- 10. Teaching and Re-search of Korean Academics across Career Stages; Shin, Jung and Kim.- PART III. Teaching Focused Systems.- 11. The Divergent Worlds of Teaching and Research among Mexican Faculty: Tendencies and Implications; Galaz-Fontes, Martinez-Stack, Estevez-Nenninger, Padilla-Gonzalez, Gil-Anton, Sevilla-Garcia and Arcos-Vega. [...]

Fields of interestInternational and Comparative Education; Higher Education; Sociology of Education



Due July 2013

2014. X, 431 p. 41 illus., 33 in color. (The Changing Academy – The Changing Academic Profession in International Comparative Perspective, Volume 9) Hardcover7 * € (D) 139,09 | € (A) 142,99 | sFr 173,507 € 129,99 | £117.00ISBN 978-94-007-6829-1

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V. C. Tong, Birbeck, University of London, UK (Ed)

Geoscience Research and EducationTeaching at Universities

Contents PART I: INTRODUCTION.- 1. The context.- From research-implicit to research-enhanced teaching: A geoscience perspective, Vincent C. H. Tong.- Teaching and research in the contem-porary university, Simon Marginson.- PART II: RESEARCH-TEACHING NEXUS IN GEOSCI-ENCE.- 2. Perspectives.- The challenge of combin-ing research and teaching: A young geoscientist’s perspective, Laura J. Cobden.- Incorporating research into teaching geosciences: the Masters student’s perspective, Barbara McNutt.- Teaching on the High Seas: How Field Research Enhances Teaching at All Levels, Ken C. Macdonald.- 3. Promoting research-enhanced teaching.- Cur-ricula and departmental strategies to link teaching and geoscience research, Alan Jenkins.- The Role of scholarly publication in geocognition and dis-cipline-based geoscience education research, Julie Libarkin.- Geologic Displays as Science and Art, Marjorie A. Chan.- Teaching Geoscience Research to Adult Undergraduates and Distance Learners, Hilary Downes.- Geoscience Internships in the Oil and Gas Industry: A Winning Proposition for both Students and Employers, Rolf V. Ackermann and Lucy MacGregor.- PART III: PEDAGOGICAL EXAMPLES.- 4. Use of technology.- Integration of Enquiry Fossil Research Approaches and Students’ Local Environments within Online Geoscience Classrooms, Renee M. Clary and James H. Wan-dersee.- Embedding Research Practice Activi-ties into Earth and Planetary Sciences Courses Through the Use of Remotely Operable Analytical Instrumentation, Jeffrey G. Ryan. [...]

Fields of interestScience Education; Earth Sciences, general; Educa-tional Technology



Due July 2013

2014. XIV, 302 p. 34 illus., 28 in color. (Innovations in Science Education and Technology, Volume 20) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-6945-8

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V. C. Tong, Birbeck, University of London, UK (Ed)

Geoscience Research and OutreachSchools and Public Engagement

Contents PART I: INTRODUCTION.- 1. The context.- Geoscience and educational research in outreach activities, Vincent C. H. Tong.- Perceptions of time matter: the importance of geoscience outreach, Samuel A. Bowring.- PART II: LINK-ING GEOSCIENCE RESEARCH AND OUT-REACH.- 2. Field-based approaches.- Engaging Alaska Communities and Students in Cryospheric Research, Kenji Yoshikawa and Elena B. Sparrow.- The Salish Sea Expedition: Walking the Gang-plank of Science Outreach, K. Westnedge and A. Dallimore.- Problem-based learning in the field setting, Lung Sang Chan and Loretta M. W. Ho.- 3. Online approaches.- From Local to Extreme Environments (FLEXE): Connecting students and scientists in online forums, William S. Carlsen, Liz Goehring and Steven C. Kerlin.- Communicating scientific research through the web and social me-dia: Experience of the United Nations University with the Our World 2.0 web magazine, Brendan F.D. Barrett, Mark Notaras and Carol Smith.- Marine geosciences from a different perspective: “edutainment” video clips by pupils and scientists, J. Dengg, S. Soria-Dengg and S. Tiemann.- Small, subject-oriented educational resource gateways: what are their roles in geoscience education?.- Matteo Cattadori, Cristiana Bianchi, Maddalena Macario and Luca Masiello.- 4. Workshop and laboratory-based approaches, The European experience of educational seismology, A. Zollo, A. Bobbio, J.L. Berenguer, F. Courboulex, P. Denton, G. Festa, A. Sauron, S. Solarino, F. Haslinger and D. Giardini. [...]

Fields of interestScience Education; Earth Sciences, general; Educa-tional Technology



Due August 2013

2014. X, 327 p. 95 illus., 69 in color. (Innovations in Science Education and Technology, Volume 21) Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-94-007-6942-7

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236

S. R. Waldstein, University of Maryland School of Medicine, College Park, MD, USA (Ed)

Behavioral and Social Science in MedicinePrinciples and Practice of Biopsychosocial Care

Behavioral and Social Science in Medicine: Principles and Practice of Biopsychosocial Care provides state of the art reviews of the critical topic areas in undergraduate medical education identified in the 2004 Institute of Medicine (IOM) report, “Improving Medical Education: Enhanc-ing the Behavioral and Social Sciences Content of Medical School Curricula.

Features 7 Only comprehensive textbook on behavioral and social science in medicine 7 Outlines the skills necessary to integrate complex interacting health-related variables across multiple frames of reference 7 Addresses what physicians need to know and do to provide appropriate care to pa-tients with differing social, cultural, and economic backgrounds

Contents 1. Biological Pathways of Mind-Body Interac-tions.- 2. Psychological Factors.- 3. Patient Behavior and Behavior Change.- 4. Social-Cultural Factors in Health and Healthcare.- 5. Develop-ment/Life Course Aspects and Family Dynamics of Illness.- 6. Clinical Applications of the Biopsy-chosocial Perspective.- 7. Applications to Specific Medical Conditions.- 8. Impact of Illness and Treatment on the Patient.- 9. Physician Role and Behavior.- 10. Physician-Patient/Family Interac-tions.- 11. Society: Health Policy and Economics.

Fields of interestMedical Education; Primary Care Medicine; Health Psychology

Target groupsGraduate

Product categoryGraduate/Advanced undergraduate textbook

Due July 2013

2013. 900 p. Hardcover7 approx. * € (D) 165,80 | € (A) 170,44 | sFr 222,007 approx. € 154,95 | £139.50ISBN 978-1-4614-1730-9

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L. Wang, Zhejiang University, Hangzhou, P.R. China

A New Cultural Revolution?The Road to Privatization of Higher Education in China

Contents Chapter 1: Introduction - This chapter explains the aim and scope of the book. Chapter 2: Higher education in China: local, national and global context - This chapter provides the background for privatization of HE in China. Chapter 3: Privatiza-tion of higher education: theoretical underpin-nings - This chapter conceputualizes privatiza-tion of HE in the Chinese context. Chapter 4: Implementation of privatization: scale and scope - This chapter aims to answer how privatization is implemented by looking at the development of the private HE sector, and the privatization strategies adopted in publish HEIs. Chapter 5: Financing higher education: changing rationales for funding - This chapter examines the financial aspects of HE in terms of revenue and expenditure. Chapter 6: Control and regulation of higher education: innovated university governance - This chapter looks into the control of HE from three aspects, i.e. educational regulation, institutional autonomy and the mechanism of HE control. Chapter 7: Rethinking privatization of higher education in China: lessons and impacts - This chapter concludes the book by evaluating the privatization of HE in China in terms of effects and problems. References Appendices

Fields of interestHigher Education; Educational Policy and Politics; Sociology of Education



Due July 2013

1st ed. 2013. Approx. 180 p. 30 illus. Hardcover7 approx. * € (D) 106,99 | € (A) 109,99 | sFr 133,507 approx. € 99,99 | £90.00ISBN 978-3-642-38302-1

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W. Wang, The University of Hong Kong, PR China

The Yuanpei Program in Peking UniversityA Case Study of Curriculum Innovation

The Yuanpei program is an institution wide curriculum innovation, modeling on the core curriculum in Harvard which is committed to car-rying out general education. This research investi-gated the major conflicts that arose in the process of initiation and implementation of the Yuanpei program, how these conflicts evolved during the process, and what were the sources of these conflicts. The conflict model, primarily derived from conflict theory, was adopted to interpret and analyze the process of curriculum innovation in this context. The study employed a qualitative case study approach. Data were collected primarily through interviews, observations and document analysis.

Features 7 Provide useful experience in general education curriculum innovations for Chinese educa-tors 7 Help readers better understand the in-novation process in Peking University 7 Helped identify and illuminate many salient issues that are essential to the success of general education innovations in Chinese universities

Contents Chapter 1 Introduction.- Chapter 2 Theoretical Frameworks for Understanding the Innovation.- Chapter 3 The Concept of General.- Education Chapter 4 Methodology.- Chapter 5 The case of the Yuanpei program: Background and contextual factors.- Chapter 6 Findings—Major conflicts, its process and sources.- Chapter 7 Conclusions and Discussion.- References.- Appendix.

Fields of interestLiteracy; Migration



Due July 2013

2014. XVIII, 166 p. Hardcover7 * € (D) 106,99 | € (A) 109,99 | sFr 133,507 € 99,99 | £90.00ISBN 978-3-642-37514-9

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237

C. Wyatt‑Smith, V. Klenowski, P. Colbert (Eds)

Assessment for Learning Improvement and AccountabilityThe Enabling Power

Contents Preface.- 1. Introduction: Assessment past, present and futures.- PART 1: Assessment Quality.- 2. Assessment as a generative dance: Connecting teaching, learning and curriculum.- 3. Student involvement in assessment of their learning.- 4. Large-scale testing and its contribution to learn-ing.- 5. The role of assessment in improving learning in a context of high accountability.- PART 2: Becoming Assessment Literate.- 6. Assessment literacy.- 7. The power of learning-centered task design: An exercise in the application of the varia-tion principle.- 8. Developing assessment tasks.- 9. Using assessment information for professional learning.- 10. Teachers’ professional judgment in the context of collaborative assessment practice.- 11. Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges.- PART 3: Teachers’ Responsibilities in Assessment.- 12. Elements of better assess-ment for improving learning: a focus on quality, professional judgment and social moderation.- 13. Enabling all students to learn through assessment: A case study of equitable outcomes through the use of criteria and standards.- 14. Assessment and the reform of education systems: From good news to policy technology.- 15. Authentic assessment, teacher judgment and moderation in a context of high accountability.- 16. Formative assessment as a process of interaction through language: A framework for the inclusion of English language learners.- PART 4: Leading Learning and the Enabling Power of Assessment. [...]

Fields of interestAssessment, Testing and Evaluation; Learning and Instruction



Due September 2013

2014. Approx. 210 p. Hardcover7 approx. * € (D) 106,95 | € (A) 109,95 | sFr 133,507 approx. € 99,95 | £90.00ISBN 978-94-007-5901-5

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