Higher Ed · Routledge · Teaching

Evaluation in Higher Education

Title: Handbook on Measurement, Assessment, and Evaluation in Higher Education

Authors: Charles Secolsky, D. Brian Denison,
2012 | ISBN-10: 0415880750, 0415880769 | 704 pages
Handbook on Measurement, Assessment, and Evaluation in Higher Education

Increased demands for colleges and universities to engage in outcomes assessment for accountability purposes have accelerated the need to bridge the gap between higher education practice and the fields of measurement, assessment, and evaluation. The Handbook on Measurement, Assessment, and Evaluation in Higher Education provides higher education administrators, student affairs personnel, institutional researchers who generate and analyze data, and faculty with an integrated handbook of theory, method, and application. This valuable resource brings together applied terminology, analytical perspectives, and methodological advances from the fields of measurement, assessment, and evaluation to facilitate informed decision-making in higher education.

Special Features:

Contributing Authors are world-renowned scholars across the fields of measurement, assessment, and evaluation, including: Robert E. Stake, Trudy W. Banta, Michael J. Kolen, Noreen M. Webb, Kurt Geisinger, Robert J. Mislevy, Ronald K. Hambleton, Rebecca Zwick, John Creswell, and Margaret D. LeCompte.
Depth of Coverage includes classroom assessment and student outcomes; assessment techniques for accountability and accreditation; test theory, item response theory, validity and reliability; qualitative, quantitative and mixed-methods evaluation; context and ethics of assessment.
Questions and Exercises follow each Section to reinforce the valuable concepts and insights presented in the preceding chapters.
Bridging the gap between practice in higher education with advances in measurement, assessment, and evaluation, this book enables educational decision-makers to engage in more sound professional judgment. This handbook provides higher education administrators with both high-level and detailed views into contemporary theories and practices, supplemented with guidance on how to apply them for the benefit of students and institutions.

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Books · Routledge · STEM · Teaching

Strategies for STEM Education

Title: Innovative Professional Development Methods and Strategies for STEM Education

Author: Kenan Dikilita

English | 2015 | ISBN: 1466694718 | 332 pages

Professional development of educators is an complex process through which teachers strive continuously for pedagogical improvement. In that sense, professional growth benefits learners and teachers while also promoting the quality of the schools, colleges, and academic departments where it takes place. is an authoritative publication featuring the latest scholarly research on a wide range of professional advancement topics in STEM education with special emphasis on content, process, implementation, and impact, as well as on the implications for teachers, educators, and administrators. Highlighting comprehensive research across a broad scope of relevant issues including, but not limited to, teacher training, development models, and the implementation of leadership practices, this book is a seminal reference source for STEM professionals working in schools, colleges, and various science and mathematics departments at secondary and post-secondary institutions.

 

Title: A Critical Examination of STEM: Issues and Challenges

Author: Chet Bowers
English | ISBN: 113865907X, 1138659088 | 2016 | 144 pages
A Critical Examination of STEM: Issues and Challenges

This critical examination of STEM discourses highlights the imperative to think about educational reforms within the diverse cultural contexts of ongoing environmental and technologically driven changes. Chet Bowers illuminates how the dominant myths of Western science promote false promises of what science can achieve. Examples demonstrate how the various science disciplines and their shared ideology largely fail to address the ways metaphorically layered language influences taken-for-granted patterns of thinking and the role this plays in colonizing other cultures, thus maintaining the myth that scientific inquiry is objective and free of cultural influences. Guidelines and questions are included to engage STEM students in becoming explicitly aware of these issues and the challenges they pose.

 

 

Title: Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes

Author: Lee Chao

2015 | 518 Pages | ISBN: 1466699248

As technology advances, so must our education system. Cloud computing serves as an ideal method for e-learning thanks to its flexibility, affordability, and availability. Cloud-based learning is especially dynamic in STEM education, as it can significantly lower the cost of building cumbersome computer labs while fostering engaged learning and collaboration among students. The Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes prepares current and future instructors for exciting breakthroughs in STEM education driven by the advancement of cloud technologies. From virtual lab and app construction, to information sharing and course material distribution, this volume touches on a variety of topics related to the benefits and challenges of adopting cloud technologies in the classroom. This book is an invaluable reference for educators, technology professionals, administrators, and education students who wish to become leaders in their fields.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Books · Math · Routledge · Teaching

Primary Mathematics

imageTitle: How to be inventive when teaching

Author: Steve Humble

Publisher: Routledge (15 April 2015), English
ISBN-10: 1138843423, ISBN-13: 978-1138843424

Have you ever taken your children on a maths walk?

Are your pupils shape detectives?

How to be Inventive When Teaching Primary Mathematics is a pocket guide to inspire primary teachers to become confident, effective, imaginative teachers who enjoy teaching, and whose pupils enjoy learning. It is packed with exciting, creative, unexpected ideas, to help teachers and pupils open their eyes to the mathematical world around them. It gives teachers the tools to develop their own classroom activities and experiences, supporting learners as they move fluently between mathematical ideas and develop their ownership of mathematics: Take your pupils on a maths walk, meet dinosaurs, visit art galleries, learn your destiny number, create your first human graph in the playground and learn how to be an algebra magician.

Written by Steve Humble, expert teacher, teacher trainer and, as Dr Maths, advocate for the power and potential of mathematics, this friendly, stimulating guide offers a fresh, practical approach to teaching mathematics, based on the best research and practice, and years of experience in the field. Focussing on five key mathematical topics – number, geometry, measurement, statistics and algebra – it is structured in the form of a journey, introducing historical facts, ideas for innovative and inventive classroom activities and explorations of the key misconceptions for each topic.

How to be Inventive When Teaching Primary Mathematics will challenge you to think about your own beliefs and how they influence your practice, and help you understand how best to transform your teaching to stimulate children’s emotions to improve knowledge, learning and enjoyment of the beauty of maths.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Books · Educational Philosophy · ICT · Routledge · Springer · Teaching

Design of Educational Technology

Title: Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches

Authors: Robert N. Ronau, Christopher R. Rakes and Margaret L. Niess
English | ISBN: 1609607503 | 2011 | 406 pages


Recent technological innovation has altered the way educators approach teaching and learning. These new technologies provide countless advantages in the classroom; however, we are not yet clear on how they should be implemented. The pedagogical value of specific technology tools and the cumulative effects of technology exposure over time on student learning are two areas that need to be explored in order to better determine the effectiveness of technology as a teaching tool.

Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research. This book provides essential support for compiling the resulting literature and envisioning future research directions in this area.

Title: Design in Educational Technology: Design Thinking, Design Process, and the Design Studio (Educational Communications and Technology: Issues and Innovations)

Authors: Brad Hokanson and Andrew Gibbons
English | 2013 | ISBN: 3319009265 | 300 pages

This book is the result of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. The fifteen chapters were developed by leaders in the field and represent the most updated and cutting edge methodology in the areas of instructional design and instructional technology.

The broad concepts of design, design thinking, the design process, and the design studio, are identified and they form the framework of the book. This book advocates the conscious adoption of a mindset of design thinking, such as that evident in a range of divergent professions including business, government, and medicine. At its core is a focus on “planning, inventing, making, and doing.” (Cross, 1982), all of which are of value to the field of educational technology. Additionally, the book endeavors to develop a deep understanding of the design process in the reader. It is a critical skill, often drawing from other traditional design fields. An examination of the design process as practiced, of new models for design, and of ways to connect theory to the development of educational products are all fully explored with the goal of providing guidance for emerging instructional designers and deepening the practice of more advanced practitioners. Finally, as a large number of leading schools of instructional design have adopted the studio form of education for their professional programs, we include this emerging topic in the book as a practical and focused guide for readers at all levels.

Title: Handbook of Design in Educational Technology

Editors: Rosemary Luckin , Sadhana Puntambekar, Peter Goodyear, Barbara Grabowski, Joshua Underwood, Niall Winters

 English | 2013 | ISBN: 978–0–415–80734–0 | Routledge |501 pages
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The complex act of design is an enterprise engaged in by multiple disciplines across the Arts and Sciences from the formality of Engineers to the creative individualism of the
Arts. There is much active debate about what constitutes design, how design should be done and who can participate in the process of designing. The purpose of the Handbook
of Design in Educational Technology is to provide a practical guide for students and professionals that mines this complexity to extract and explain key approaches and tools.
The design of educational technology is a young discipline that is evolving quickly. It is concerned with both designing the learning situation and designing the technology. It is also concerned with the people who will eventually use what results from the designprocess and with finding a way to engage them in the design process. When the editors of this volume first started to discuss the type of book that we wanted to produce it was clear that we were embarking on a process that needed to mirror the subject matter of the product.
The handbook would need to be carefully designed so that it would draw together a collection of chapters that were:
• interdisciplinary and that spanned social and technical expertise;
• reflective of advances in innovative technologies and methodologies;
• theoretically grounded to substantiate pedagogical integrity;
• carefully evaluated and reviewed to ensure quality; and
• contemporary so that the needs of modern designers, learners and teachers would be met.
Books · Educational Philosophy · General · ICT · Routledge · Teaching

Routledge Teaching Guides

Title: A Practical Guide to Teaching ICT in the Secondary School

Author: Steve Kennewell
Routledge; 1 edition | March 29, 2007 | English | ISBN: 0415402999 | 152 pages

routsci_coverThis practical and accessible workbook is designed to support student and newly qualified teachers as they develop their basic teaching skills. A Practical Guide to Teaching ICT in the Secondary School draws on the best available research concerning student-teachers’ needs and approaches to learning. It focuses on the key pedagogical issues which arise during the school experience, including:

managing the class and learning environment
developing pupils’ understanding of concepts including challenging misconceptions
different ways of explaining aspects of the subject which pupils find problematic.
It provides a wealth of practical activities and materials, underpinned by relevant theory, which have been developed through the authors’ vast experience of working with student teachers. These activities provide opportunities to analyze learning and performance. The book has been designed to be written in directly, and so provide a useful record of progress. Case studies are also included, as are examples of existing good practice and a range of tried-and-tested strategies.

Title: A Practical Guide to Teaching Design and Technology in the Secondary School 

Author:  Gwyneth Owen-Jackson
Routledge; 1 edition | June 21, 2007 | English | ISBN: 0415423694 | 144 pages

routdesign_coverContaining a wealth of practical activities and materials that provide excellent opportunities to analyse learning and performance within Design and Technology, this book also includes case studies and examples of existing good practice and a range of tried-and-tested strategies. Specially designed to be written in directly it provides a useful record of progress and is accompanied by a Companion Website.

Designed to be used by student teachers, NQTs and beginning teachers, this workbook covers each main specialist area of Design Technology: electronics and communications technology (ECT), food technology, materials technology and textiles technology. Topics covered include:

  • design and technology in the school curriculum
  • the importance of health and safety
  • the use of ICT in the teaching of design and technology
  • planning lessons
  • managing the classroom
  • assessment issues
  • the integration of literacy, numeracy, citizenship and sustainability into design and technology
  • your own professional development.

Title: A Practical Guide to Teaching History in the Secondary School

Author: Martin Hunt
English | 2006 | ISBN: 0415370248 | 120 Pages

routhist_coverThis practical workbook contains all the advice, guidance and resources new and student history teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations. Helpful features include: case studies examples of pupils’ work examples of existing good practice a range of tried-and-tested teaching strategies photocopiable resources and training materials activities in each chapter to help student history teachers analyze their learning and performance web links for further reading on evidence-based practice. Designed to be used independently or as an integrated extension of the popular textbook, Learning to Teach History in the Secondary School which provides detailed examples of theory in practice, this book is packed with examples of how to analyze practice to ensure maximized learning in the classroom.

Title: A Practical Guide to Teaching Modern Foreign Languages in the Secondary Schoolroutmodlang_cover

Authors: Norbert Pachler and Ana Redondo
English | 2007 | ISBN: 0415393280 | pages: 148

This practical guide offers valuable support for student-teachers and teachers in their early professional development. Divided into three sections it covers:

  • key pedagogical issues and planning
  • developing key skills, knowledge and understanding
  • broadening your perspective.

Teaching is rapidly becoming a more research and evidence-informed profession and the materials in this book are specifically designed to support developments in the (pedagogical) knowledge base in teaching.

The guide extends the popular Learning to Teach Modern Foreign Languages in the Secondary School by providing detailed examples of theory in practice. These examples are based on the up-to-date research and practice. In addition, they provide links to relevant sources supporting evidence-informed practice.

Title: A Practical Guide to Teaching Music in the Secondary School

Author: Julie Evans

Routledge; 1 edition | June 4, 2009 | English | ISBN: 0415482585 | 120 pages

A Practical Guide to Teaching Music in the Secondary School provides valuable support, guidance and creative ideas for student teachers, mentors and practising teachers who want to develop their music teaching. Written to accompany the successful textbook Learning to Teach Music in the Secondary School, it will help you understand important current developments and explore new possibilities for teaching and learning.

Focusing on teaching music musically, the book explores musical learning through placing pupils at the centre of a musical experience. Considering the revised KS3 curriculum and the 14–19 agenda in music, it also seeks to broaden the perspectives of music teachers through engaging with collaborative practice, transitions and cross-curricular work. Key issues explored include:

  • personalising musical learning
  • teaching creatively and promoting creativity
  • approaches to using ICT in the classroom
  • musical collaboration with other adults
  • assessment for learning in music
  • making connections with other subjects.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Books · Educational Philosophy · Routledge · Teaching · Uncategorized

Book Review #2

Title: Digital Didactical Designs: Teaching and Learning in CrossActionSpaces

Author: Isa Jahnke
English | Aug. 29, 2015 | ISBN: 1138928496, 1138928488 | 236 Pages

digdact_cover
As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences―learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.