Cross Disciplinary Stem Learning For Asian Primary Students
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| Author | : Winnie Wing Mui So |
| Publisher | : Taylor & Francis |
| Total Pages | : 276 |
| Release | : 2023-11-27 |
| Genre | : Education |
| ISBN | : 1000992292 |
Given the importance of student learning in the various types and integration of STEM education, this book provides a landscape of cross-disciplinary STEM learning in Asian primary schools, and a systematic overview of design, practices, and outcomes of STEM learning implementation. Science, Technology, Engineering and Mathematics (STEM) has continued to attract attention worldwide, and there have been calls for the promotion of STEM education in primary schools to nurture students to meet the needs of societies in terms of innovation and technology development. Since STEM is complex in nature and is related to various disciplines, the effort of a single discipline may not be as effective as cross-disciplinary efforts. This edited volume, involving an Asian team of authors, examines how cross-disciplinary STEM learning can be designed for students to achieve viable outcomes, and what opportunities and challenges have been offered to the next generation to equip them with the necessary skills, knowledge, and ways of thinking, as well as attitudes and values for lifelong learning. A resourceful text for students, researchers, and practitioners interested in the rich development of STEM education and practical methods for a variety of learning approaches from elementary to secondary education has been provided.
| Author | : Wing-mui Winnie So |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2024 |
| Genre | : Education, Primary |
| ISBN | : 9781032201078 |
"Given the importance of student learning in the various types and integration of STEM education, this book provides a landscape of cross-disciplinary STEM learning in Asian primary schools, and a systematic overview of design, practices and outcomes of STEM learning implementation. Science, Technology, Engineering and Mathematics (STEM) has continued to attract attention worldwide, and there have been calls for the promotion of STEM education in primary schools to nurture students to meet the needs of societies in terms of innovation and technology development. Since STEM is complex in nature and is related to various disciplines, the effort of a single discipline may not be as effective as cross-disciplinary efforts. This edited volume, involving an Asian team of authors, examines how cross-disciplinary STEM learning can be designed for students to achieve viable outcomes, and what opportunities and challenges have been offered to the next generation to equip them with the necessary skills, knowledge, ways of thinking, as well as attitudes and values for lifelong learning. A resourceful text for students, researchers and practitioners interested in the rich development of STEM education and practical methods for a variety of learning approaches from elementary to secondary education"--
| Author | : Mark G. Harrison |
| Publisher | : Taylor & Francis |
| Total Pages | : 210 |
| Release | : 2024-09-09 |
| Genre | : Education |
| ISBN | : 1040125522 |
This book explores trends in the practice of school counselling in East and Southeast Asia in response to socioeconomic changes, developments in education and schooling, the growth of technology, and the legacy of the recent COVID-19 pandemic. The volume adopts an ecological perspective, taking into account both schools’ institutional contexts and the sociocultural settings in which school counsellors work. Chapters focus on the needs, perspectives, and expectations of different stakeholders and explore the changing roles and identities of school counsellors. Contributions from Mainland China, Hong Kong SAR, Japan, Malaysia, The Philippines, Singapore, and Vietnam provide a wide-ranging account of the development of school counselling in the region and set out key themes and priorities for this fast-developing field. Academics in the field of school counselling, practising school counsellors, academics involved in training programmes for school counsellors and students will find this an invaluable volume. More broadly, this text will be of interest to individuals involved in accrediting bodies for international schools in Asia, and school leaders tasked with overseeing counselling provision and that of well-being.
| Author | : Huixuan Xu |
| Publisher | : Taylor & Francis |
| Total Pages | : 301 |
| Release | : 2024-11-12 |
| Genre | : Education |
| ISBN | : 1040254721 |
Following closely behind the global pandemic’s recent forced challenges to schools and teachers, Xu gives an overview of how educational researchers and schools in Asia respond to challenges in times of change. Her research focuses on how they adjust or change curriculum policy and practice to find a balance between developing innovation in response to fast-changing societal needs and maintaining the existing education systems that traditionally predict success for students. In this book, curriculum innovation is documented in three themes: 21st-century skills and competency-based curriculum, technology-supported curriculum and equity in curriculum. Xu includes three types of chapters: (1) case studies that provide detailed analyses of curriculum innovation at the school or country level, (2) conceptual analyses that deepen our understanding of curriculum issues using a new lens and (3) literature reviews that provide an overview of research in particular topics. The volume will be of great interest to researchers and educators interested in the role of curriculum innovation in times of change. In particular, it focuses on the ways innovative curriculum provides opportunities for individual students to maximize their potential while also acknowledging the constraints of local education systems.
| Author | : Adam Poole |
| Publisher | : Taylor & Francis |
| Total Pages | : 124 |
| Release | : 2023-09-27 |
| Genre | : Education |
| ISBN | : 1003812163 |
Poole’s book illuminates the experiences and perspectives of host country national teachers at internationalised schools in China. The international school sector in China has undergone significant changes in recent years. This is due to the growing demand for international education from local middle-class families. In response, a new type of school has emerged. Going by various names, such as private, bilingual or internationalised, these schools offer a fusion of national and international curricula and are staffed predominantly by host country national teachers. Despite these changes, we still know little about who host country national teachers are and what draws them to the world of international schooling. Accordingly, this book explores the motivations and mobilities of host country national teachers in China. It identifies three types of teacher: Returners, Reachers, and Remainers. Returners are graduates who have returned to China from overseas study. They are drawn to international schools by the opportunity to use their international experience and qualification. Reachers are internal migrants who face structural inequality and attracted to international schools by the opportunity for social mobility. Remainers are married teachers with children. They are motivated to work in international schools by the perceived stability and security these schools offer. Discussing implications for teacher recruitment, development, and retention in international schools, this book is an essential read for international educational researchers as well as students researching international education or teacher identity.
| Author | : Sam Bamkin |
| Publisher | : Taylor & Francis |
| Total Pages | : 220 |
| Release | : 2024-03-15 |
| Genre | : Education |
| ISBN | : 1003829074 |
Drawing on the case of moral education reform, this book provides an authoritative picture of how policy is enacted between state policymaking and school practice in Japan, focusing on how national policy is enacted locally in the classroom. The study follows the 2015 moral education reform from its genesis in central government, through the Ministry of Education to its enactment by local government and schools. The book looks beyond written policies, curricula and textbooks to examine how teachers, school administrators and others make sense of, and translate, policy into practice in the Japanese classroom context. Chapters explore how moral education practice has changed in response to the intentions of national policy, and analyzes the implications for understanding processes of policy enactment in the Japanese education system. This book presents a new perspective on the complexity of education policy making, practice, and the gaps in between. It will be of interest to postgraduate students, researchers, and academics in the fields of education policy and politics, moral education, school administration, and international and comparative education more broadly, particularly in Asia.
| Author | : Stephen J. Ceci |
| Publisher | : Frontiers Media SA |
| Total Pages | : 168 |
| Release | : 2018-04-20 |
| Genre | : |
| ISBN | : 2889454347 |
There is no shortage of articles and books exploring women’s underrepresentation in science. Everyone is interested--academics, politicians, parents, high school girls (and boys), women in search of college majors, administrators working to accommodate women’s educational interests; the list goes on. But one thing often missing is an evidence-based examination of the problem, uninfluenced by personal opinions, accounts of “lived experiences,” anecdotes, and the always-encroaching inputs of popular culture. This is why this special issue of Frontiers in Psychology can make a difference. In it, a diverse group of authors and researchers with even more diverse viewpoints find themselves united by their empirical, objective approaches to understanding women’s underrepresentation in science today. The questions considered within this special issue span academic disciplines, methods, levels of analysis, and nature of analysis; what these article share is their scholarly, evidence-based approach to understanding a key issue of our time.
| Author | : Forkosh Baruch, Alona |
| Publisher | : IGI Global |
| Total Pages | : 408 |
| Release | : 2019-03-15 |
| Genre | : Education |
| ISBN | : 1522581073 |
The use of mobile technology for learning in organizations and the workplace is spreading widely with the development of infrastructure and devices that allow ubiquitous learning and training. Since learning, teaching, and training in a mobile-saturated environment is a developing field, implications for a combined overview of these topics may be beneficial both for research and practice in the broader view of a user’s lifespan. Mobile Technologies in Educational Organizations is a collection of innovative research on the methods and applications of mobile technologies in learning and training and explores best practices of mobile learning in organizations and the workplace. While highlighting topics including ethics, informal education, and virtual reality, this book is ideally designed for teachers, administrators, principals, higher education professionals, instructional designers, curriculum developers, managers, researchers, and students.
| Author | : Ellen Chase |
| Publisher | : Taylor & Francis |
| Total Pages | : 129 |
| Release | : 2024-05-13 |
| Genre | : Art |
| ISBN | : 1040089925 |
Cultural Heritage Conservation for Early Learners explores how to introduce young audiences to art conservation. Conservators and educators from around the world share their approach to creating engaging, hands-on programs for children aged three to eight and their caregivers. Drawing on their experiences as conservators and educators, the authors provide an in-depth look at the Smithsonian Institution’s popular “Art & Me” family workshops. Readers will gain practical insights into the workshop design, which draws upon years of program evaluation and discover how these workshops foster an understanding of cultural preservation; familiarize attendees with museum spaces; and encourage a sense of responsibility for preserving history and culture. The book also explores case studies beyond the United States, showcasing diverse approaches to early learner engagement in cultural heritage conservation. These real-world examples, encompassing various settings and collaborations, delve into the adaptation of virtual and online resources in response to contemporary challenges. Cultural Heritage Conservation for Early Learners is an indispensable guide for emerging and established educators, conservators, and museum professionals who wish to integrate art conservation and cultural heritage preservation into early learning. It is a valuable resource for anyone interested in innovative, arts integration teaching methods that enhance critical thinking and foster a deeper appreciation of cultural heritage.
| Author | : Jane Hunter |
| Publisher | : Routledge |
| Total Pages | : 168 |
| Release | : 2020-12-21 |
| Genre | : Education |
| ISBN | : 1000296881 |
This book offers a new, research-based approach to STEM education in early, elementary, and middle years of schooling, concentrating on building teacher agency and integrated approaches to teaching and learning in High Possibility STEM Classrooms. Author Jane Hunter presents a globally oriented, contemporary framework for powerful Integrated STEM, based on mixed-methods research data from three studies conducted in 14 schools in language-diverse, disadvantaged, and urbanized communities in Australia. Theory, creativity, life preparation, public learning, and contextual accommodations are all utilized to help educators create hands-on, inquiry-led, and project-based approaches to STEM education in the classroom. A set of highly accessible case studies is offered that places pedagogy at the center of practice – an approach valuable for researchers, school leaders, and teachers alike. Ultimately, this text responds to the call for examples of what successful Integrated STEM teaching and learning looks like in schools. The book concludes with an evidence-based blueprint for preparing for less siloed and more transdisciplinary approaches to education in schools. Hunter argues not only for High Possibility STEM Classrooms but for High Possibility STEM Schools, enriching the dialogue around the future directions of STEM, STEAM, middle leadership, technological literacies, and assessment within contemporary classrooms.
