Education 2016

Gazelle Academic

Education - April 2016

New Titles published by Nova Science

�ĚƵĐĂƟŽŶ�ŝŶ�Ă��ŽŵƉĞƟƟǀ Ğ�Θ�

Globalizing World

D ƵƐŝĐ��ĚƵĐĂƟŽŶ

/ŶƐƚƌƵĐƟŽŶĂů�Technology& Teacher�ĚƵĐĂƟŽŶ

Languages &>ŝŶŐƵŝƐƟĐƐ

TeachingProfession

Progress in�ĚƵĐĂƟŽŶ

Bullying &s ŝĐƟŵŝǌĂƟŽŶ

ComputerTechnology

Θ��ƉƉůŝĐĂƟŽŶƐ

Disability Studies

LISTED TITLES AVAILABLE TO ORDER FROM

ALL GOOD BOOKSELLERS &

UNIVERSITY LIBRARY SUPPLIERS

Gazelle Book Services Ltd /+44(0) 1524 528500 / [email protected] / www.gazellebookservices.co.uk

1

CONTENTS

EDUCATION IN A COMPETITIVE & GLOBALIZING WORLD SERIES 1

MUSIC EDUCATION 14

INSTRUCTIONAL TECHNOLOGY & TEACHER EDUCATION 14

LANGUAGES & LINGUISTICS SERIES 15

TEACHING PROFESSION 15

PROGRESS IN EDUCATION SERIES 16

BULLYING & VICTIMIZATION SERIES 17

COMPUTER TECHNOLOGY & APPLICATIONS 17

DISABILITY STUDIES 18

EDUCATION IN A COMPETITIVE & GLOBALIZING WORLD SERIES

21ST CENTURY LIFELONG CREATIVE LEARNINGA Matrix of Innovative Methods & New Technologies for Individual, Team &Community Skills & CompetenciesNiki Lambropoulos, Margarida Romero

Information is now available almost instantaneously from multiple locations and diverseperspectives, through different tools and interoperable means, offering an onsite, online andmixed reality environment that facilitates learning more than ever before. Learning is aprogression from knowledge acquisition, meaning and signification construction to transferableknowledge, signification, skills and competencies across fields and disciplines with local andglobal impact. The individual is free from space and time boundaries, flexible and interconnectedand able to move without barriers within diverse teams and communities for personal orprofessional purposes. The 21st century Lifelong Learning program also involves the utilizationof new methodologies as well as technologies to promote connectivity and intimacy; theenvironment needs to be useful and supportive for all. This collective construction of newknowledge, skills and competencies on a global, collective intelligence network, enables creativebehaviors which influence everyone in close virtual or physical proximity. This book introduces amatrix of methods, tools and techniques referring to individual, team and wider social skillssupporting the realization of one's dream. Individual, small team, social and community skills andactual competences, aided by the ever-present new and emerging technologies, enable andsupport every learner to expand and thrive on the Lifelong Learning life course.

HB 9781634830959 £91.99 September 2015 Nova Science Publishers 150 pages


2

ACADEMIC ACHIEVEMENTStudent Attitudes, Social Influences & Gender DifferencesEdited by Eugene Ortega

In western countries there is a long tradition studying the academic performance of students.Today there is enough empirical evidence showing the link between social origin and educationalperformance. The first chapter of this book shows how the social class, socio-economic status offamily and parents' expectations about the academic development of their children influence inthe educational performance. Chapter two focuses on the empirical literature regarding therelationship of the 65% instructional expenditure ratio, education production function, studentachievement, and school district wealth. Chapter three dives into the aspects of executivefunctioning and its relation to academic achievement, as well as analyses the connectionbetween the academic achievement and the perception the children have of their own executivefunctioning. Chapter four analyses in detail, in accordance with previous theoretical andempirical data, self-protective mechanisms, self-handicapping and defensive pessimism. Chapterfive examines the interrelations between academic striving, effective functioning, personalresolve, and school experience of secondary school students. Chapter six examines the influenceof shared and non-shared environmental influences on math-based reaction time/chronometrictasks, as well as their influence on the relationship between chronometric and standardisedpaper-and-pencil tasks. Chapter seven examines the historical framework underlyingpostsecondary education in the United States and in Texas, current issues of student attrition,retention, and college success, and ethnicity as it relates to student performance, attrition, andpersistence. Chapter eight discusses the role of executive functions on academic performance inMexican at-risk adolescents. Chapter nine analyses Hispanic student achievement in reading andmathematics as a function of grade span configuration. The final chapter is an overview of thetransformation in education through ubiquitous access to the digital universe.

HB 9781634839860 £158.50 December 2015 Nova Science Publishers 240 pages

ACCREDITATION OF HIGHER EDUCATIONBackground, Issues & ConsiderationsEdited by Leah Martinez

Historically, accreditation in higher education developed as a part of the evolution of theAmerican higher education system, at a time when it was becoming problematic that no singlepoint of control or central body existed to set educational standards. In the late 19th century,there was no consensus on the content of the educational programs offered by postsecondaryeducational institutions or the distinctions between educational offerings at secondary andpostsecondary institutions. Because the boundaries were unclear, the first voluntary associationof postsecondary institutions was formed in 1895 to define the difference between high schooland college and to develop some guidelines and procedures for peer review as a condition formembership. Over time, a number of regional associations formed whose membership wascontingent on accreditation. The associations established separate accrediting bodies orcommissions that were responsible for developing standards and passing on the institutionalqualifications for membership. By the early 1970s, all but a small percentage of the degree-granting institutions of higher education were either accredited or applicants for accreditation.The United States does not have a centralized authority exercising singular national control overpostsecondary educational institutions. The states assume varying degrees of control overeducation, but in general, institutions of higher education (IHEs) are permitted to operate withconsiderable independence and autonomy. Consequently, the character and quality of IHEs'programs can vary widely. The role of accreditation in higher education, therefore, is to helpensure a level of acceptable quality across the wide array of programs and institutions in highereducation. This book discusses the background, issues and considerations of accreditation ofhigher education.

HB 9781634828673 £120.99 July 2015 Nova Science Publishers 165 pages


3

ALTERNATIVE EDUCATIONAn Overview & Survey of Programs Serving At-Risk StudentsEdited by Mario J. Mendoza

Since the publication of A Nation At Risk in 1983 that sounded alarms about the quality of thenation's schools, the United States has been on a path toward restructuring its education system.Alternative pathways to educational success are needed at every step of the way, ranging fromessential early intervention and prevention strategies in the early years, to a multiplicity of high-quality alternative options within mainstream K-12 systems at the middle and high school levels,and finally to opportunities outside of the mainstream for those who have been unable to learnand thrive in the general education system. The main focus of this book for the U.S. Departmentof Labor is community- or district-based programs that have as their primary focus the re-engagement of out-of-school youth in learning in order to better prepare these youth tosuccessfully enter high growth occupations and careers. This book examines the academicprogramming in alternative education programs by reviewing the literature specifically focusedon the academic programs in alternative education and summarising a survey of fifteenalternative education programs. It suggests options for further research on this topic based onthe literature review and reports from the programs surveyed.

PB 9781634838283 £51.99 December 2015 Nova Science Publishers 77 pages

BLENDED LEARNINGStudent Perceptions, Emerging Practices & EffectivenessEdited by Beverly R. Jones

The flexibility of the learning service provided by Internet based scenarios allows students tolearn at their own time, place and pace, enhancing continuous communication and interactionbetween all participants in knowledge and community building. This book discusses studentperceptions of blended learning as well as the emerging practices and the effectiveness of theseteaching methods.

HB 9781634820837 £158.50 April 2015 Nova Science Publishers 207 pages

BUREAU OF INDIAN EDUCATIONChallenges, Reform Proposals, Funding & Expenditure IssuesWilson Fisher

Unlike public schools, Bureau of Indian Education (BIE) schools receive almost all of their fundingfrom federal sources. BIE directly operates about a third of its schools, and tribes operate two-thirds. BIE, within Interior's office of Indian Affairs, oversees 185 schools, serving about 41,000students on or near Indian reservations. BIE's mission is to provide students with a qualityeducation. However, BIE student performance has been consistently below that of public schoolstudents, including other Indian students. This book examines how funding sources andexpenditures of BIE schools compare to those of public schools; the extent to which BIE has thestaff and expertise needed to oversee school expenditures; and the extent to which BIE'sprocesses for oversight adequately ensure that school funds are spent appropriately.

HB 9781634823364 £99.99 June 2015 Nova Science Publishers 113 pages


4

COLLABORATIVE LEARNINGDevelopments in Research & PracticeRobyn M. Gillies

Collaborative learning is well-recognised as a pedagogical practice that promotes socialisationand learning among students from kindergarten to the university level and beyond. Children,adolescents, and adults learn from each other in a vast array of formal and informal settings inschools and the wider community. This book brings together a diverse range of internationalscholars to profile new pedagogical developments in collaborative learning and to highlight howthese practices have been implemented. The term collaborative learning is used very broadly inthis volume and includes co-operative learning, peer learning, and peer collaboration. Theproponents of these practices argue that by working together, students have many opportunitiesto learn and develop a greater understanding of others with diverse social, personal, andacademic competencies. The emphasis in this volume is on chapters that have a strong evidence-base for the work that is presented. This includes chapters that present empirical studies,research reviews, case studies and theoretical reviews because there is much to be gained bysharing and learning about what happens and how different pedagogical practices have beenimplemented. These chapters include pedagogical practices in mathematics learning, classroom-based talk, literacy, learning processes, group work, pre-service teacher education, teacherprofessional development, web-based technologies, and affective education and development.

This book will have appeal to pre-service and experienced teachers who are interested in howdifferent collaborative pedagogies can be embedded in different curricula to promote studentengagement with learning. It will also be valuable as a reference text in post-graduate coursesthat focus on research training in education.


EDUCATIONAL & LEARNING GAMESNew ResearchEdited by Richard L. Lamb

How do we currently use educational technology? What are possible uses of educationaltechnology and games in the future? The purpose of this book is to provide answers to thesequestions and raise questions about how educational technology and gaming will be used in thenear and far future. During the early millennia, educational technology use exploded andcoincided with the rise in console and personal computer video game play. Today computers andelectronics such as cell phones and tablets are ubiquitous in today's schools and learningenvironments all with easy access to games. With over 93% of people reporting making use oftechnology for learning in, education, business and many other fields researchers, educators andadministrators struggle to integrate and make use of these powerful tool in education andtraining. In an increasingly technological society, the need for students, instructors, andadministrators who understand the world of educational technology and all of its possibilities isof paramount importance. There is an increasing understanding and growing need to assimilatethe growth and use of virtual environments, electronic games, and assistive technologies in suchplaces as businesses, after school programs, museums, zoo, and other places. The review of thecurrent trends in research, teaching, learning and assessments provides readers with and outlinewhere educational technology is now and where it may go in the future. Build upon theprominent leaders in the educational technology field, this book adds the voices of up andcoming leaders in educational technology Richard Lamb and Donald McMahon from WashingtonState University. This book targets researchers and practitioners working to develop and buildeducational technology to collect data, more effectively teach students, and seeking to shapethe future of educational technology. The book covers a wide variety of topics to includeaugmented reality, virtual environments, and video games in education.



5

ENHANCING K-12 FINANCIAL EDUCATIONA Resource Guide for PolicymakersEdited by Louis T. Richardson

Integrating financial education throughout the K-12 experience represents a promisingopportunity to reach consumers at a pivotal point in their development and their financial lives.This book provides a resource guide meant to help connect policymakers with tools, information,and insights to enhance K-12 financial education efforts. While the guide is targeted atpolicymakers, the guide was designed to benefit all members of the financial educationcommunity. The guide’s framework for advancing K-12 financial education has three mainsections: laying the groundwork, building the initiative and extending the impact. A secondchapter provides an overview of the financial decision-making context that consumers navigate,a review of existing efforts in the K-12 financial education field, and recommendations foradvancing financial education in policy and practice.


THE FPELEARNING™ SYSTEM FOR EDUCATION SYSTEMATIC RESEARCH ONCREATIVE TECHNOLOGYIntegration into Classroom PracticeEdited by Dale Herold Eberwein

The FPeLearning™ System for Education is a student-based creative technology-enhancededucational strategy that addresses all the aforementioned requisites and also encouragesforums for critique, aids in the creation of potential digital repositories of knowledge, and mayinspire portfolios of presentations designed by the students themselves. "The FPeLearning™System for Education: Systematic Research on Creative Technology Integration into ClassroomPractice" provides a conceptual overview and developmental "how-to" architecture on thisdynamic approach to integrating educational technology into classroom practices. By harnessingthe creativity of students, the FPeLearning™ Systems' design makes use of student-basedpractices considered beneficial to performance outcomes while promoting skill-sets deemednecessary to potential careers and continuing education. Empowering students with his or herown learning as well as developing necessary skill-sets technologically may represent theparadigm shift that education seeks to fully integrate technology at a student-centric level. TheFPeLearning™ System for education binds education to a "Technological Constructivist" (makingmean from technology) method that may provide the proverbial missing link for education whentechnology is the lens for development.

PB 9781634829793 £68.50 September 2015 Nova Science Publishers 360 pages

FUNDAMENTALS OF RESEARCH METHODOLOGYA Holistic Guide for Research Completion, Management, Validation & EthicsEngwa Azeh Godwill

Fundamentals of Research Methodology: A Holistic Guide for Research Completion,Management, Validation and Ethics is a rich conceptual, comprehensive and practical text forresearchers. A book for beginners and experts, it focuses on research across medical, social,natural and applied sciences. This text aims to fully expose research methodology from a broaderprospective, to accompany its readers in research, management and continuity.



6

GOAL SETTING & PERSONAL DEVELOPMENTTeachers' Perspectives, Behavioral Strategies & Impact on PerformanceEdited by Bernice Higgins

There are important links between teachers' own experiences at work and their students'outcomes. A crucial part of providing successful learning environments for students in K-12classrooms is to have effective teachers. In this book, the authors lead a discussion on howattending to teachers' experiences in the classroom is central for promoting effective teachingand learning. The authors examine the relationship of goal setting processes of teachers acrossdifferent professional development (PD) experiences with teacher pedagogical learning. A matrixis also developed that can be used to help teachers integrate entrepreneurial mindset trainingthroughout the curricula and the education system as a whole. The third chapter explores thelinks between instructional practices and interest and satisfaction of the teachers' students. Thefourth chapter focuses on the positive impact of effective functioning on achievement-relatedoutcomes.


HEAD STARTBackground, Funding & the Role of School Readiness GoalsEdited by Martin H. Boyd

Head Start is a federal program that has provided comprehensive early childhood developmentservices to low-income children since 1965. The program seeks to promote school readiness byenhancing the social and cognitive development of children through the provision of educational,health, nutritional, social, and other services. Head Start is administered by the U.S. Departmentof Health and Human Services (HHS). Federal Head Start funds are provided directly to localgrantees rather than through states. Programs are locally designed and are administered by anetwork of roughly 1,600 public and private non-profit and for-profit agencies. This bookdiscusses the background and funding of the program, and examines the role it plays in schoolreadiness goals.


HIGH SCHOOL DROPOUT & COMPLETION RATESU.S. Trends, 1972-2012Edited by Alvin Evans

Dropping out of high school is related to a number of negative outcomes. Among adults age 25and older, a lower percentage of dropouts are in the labor force than are adults who earned ahigh school credential. Similarly, among adults in the labor force, a higher percentage of dropoutsare unemployed than are adults who earned a high school credential. In addition, dropouts age25 and older reported being in worse health than adults who are not dropouts, regardless ofincome. Dropouts also make up disproportionately higher percentages of the nation'sinstitutionalised population. This book builds upon a series of National Center for EducationStatistics (NCES) reports on high school dropout and completion rates that began in 1988. Itpresents estimates of rates in 2012, provides data about trends in dropout and completion ratesover the last four decades (1972–2012), and examines the characteristics of high school dropoutsand high school completers in 2012. This book also discusses federal policy, programs, and issuesrelated to high school graduation, completion, and dropouts. The discussion covers theprovisions enacted in federal law that govern the definition, calculation, and reportingrequirements of these critical high school outcomes. The book then looks at historical data aswell as the most recent indicators of these outcomes. That analysis is followed by a descriptionof the federal programs designed to help youth who have dropped out, or who are at risk ofdropping out, in completing high school or an equivalency certificate program.



7

HIGHER EDUCATION OF PEOPLE OF COLORViews on Effectiveness of Historically Black Colleges & Universities &Encouraging Pursuit of STEM CareersEdited by Dana G. Perry

The Black College and University Act defined a historically black college and university (HBCU) asone that existed before 1964 with a historic and contemporary mission of educating blacks whilebeing open to all. An HBCU must either have earned accreditation from a nationally recognisedaccrediting agency or association or be making reasonable progress toward accreditation. TheU.S. Commission on Civil Rights conducted a briefing on May 5, 2006, to assess the educationaleffectiveness of HBCUs. This book discusses HBCUs and examines why minority college studentswho begin their college studies intending to major in science, technology, engineering or math(STEM) leave these disciplines in disproportionate numbers before graduation.


IMPROVING THE FINANCIAL CAPABILITY OF ELEMENTARY SCHOOL STUDENTSA Research Study & GuidanceEdited by Lawrence Rodriguez

Programs and policies designed to promote higher levels of financial capability among youthhave proliferated in recent years in the aftermath of the recent economic crisis. This trend isfueled by the growing recognition that more must be done to equip young people with theknowledge, skills and attitudes that will serve as the basis for a lifetime of sound financialdecision‐ making. The recent Executive Order establishing the President s AdvisoryCouncil on Financial Capability for Young Americans and the recent announcement of theFinancial Literacy Education Commission‘s (FLEC) new strategic focus on "Starting Early forFinancial Success" are both significant markers of increased levels of commitment and dedicationamong national policy makers to this important issue. This book examines the findings from theAssessing Financial Capability Outcomes (AFCO) Youth Pilot, and provides options and ways tosave and invest for students.

HB 9781634830454 £99.99 August 2015 Nova Science Publishers 95 pages

INFORMATION LITERACYEducational Practices, Emerging Technologies & Student Learning OutcomesEdited by Jessie Collier

Assisting students in locating relevant information remains especially critical in the digital era. AsRempel and Cossarini (2013) remind us the "quantity of conveniently available information hasmade students less inclined to seek out" information in the library. Information literacy isnecessary so that people can continue lifelong learning. It is recognised that basic library skillsand IT (Information Technology) skills are the foundations of information literacy competences.Especially for children, who are novices in library use, it is essential to understand how to use thelibrary and how to obtain sufficient knowledge through library materials and informationresources on the Internet. Inquiry based learning takes into account the complexity ofinterrelated knowledge building and strives to provide opportunities for teachers and studentsfor teamwork, building, testing, and reflection on their learning. This book discusses howemerging technologies influence information literacy, and it examines student learningoutcomes and educational practices in school systems.



8

INVESTMENTS IN EARLY CHILDHOOD DEVELOPMENT & EDUCATIONEconomic Impact & Federal AssistanceEdited by Albert W. Massey

Early childhood, beginning in infancy, is a period of profound advances in reasoning, languageacquisition, and problem-solving, and importantly, a child's environment can dramaticallyinfluence the degree and pace of these advances. By supporting development when children arevery young, early childhood development and education programs can complement parentalinvestments and produce large benefits to children, parents, and society. Federal support forchild care and education comes in many forms, ranging from grant programs to tax provisions.Some programs serve as specifically dedicated funding sources for child care services oreducation programs. For other programs, child care is just one of many purposes for which fundsmay be used. In many cases, federal programs target low-income families in need of child care,but in the case of certain tax provisions, the benefits reach middle- and upper-income familiesas well. This book provides a funding overview and brief background information on federal childcare, early education, and related programs (and tax provisions).


MOBILE LEARNINGTrends, Attitudes & EffectivenessEdited by Mohamed Hamada

Mobile learning (m-learning) can be seen as learning across multiple contexts, through social andcontent interactions, using personal electronic devices such as handheld computers, smartdevices (e.g. Smartphone and tablets), notebooks, mobile phones, etc. It reflects how society andits institutions can accommodate and support an increasingly mobile population.

M-learning is convenient in that it is accessible from virtually anywhere and at any time. Likeother forms of e-learning, m-learning is also collaborative. Sharing is almost instantaneousamong everyone using the same content, which leads to the reception of instant feedback andtips. This highly active process can help in improving students' performance and motivation. M-learning also brings strong portability by replacing books and notes with mobile devices, filledwith tailored learning content.

The challenges that face e-learning and m-learning systems come from the growth rate ofstudents, education contents, services that can be offered and resources made available. Thesechallenges include: optimising resource computation, storage and communication requirements,dealing with dynamic concurrency requests, etc. Such challenges highlight the necessity of theuse of a platform that meets scalable demands and cost control. This environment is cloudcomputing. The cloud computing environment rises as a natural platform to provide support toe- and m-learning systems.

The book contains a variety of relevant topics. The first chapter gives an overall view on mobilelearning. The next three chapters discuss the psychological issues related to mobile learning andlearners' motivation in addition to the contextualisation of mobile learners. The following twochapters introduce some theoretical framework for mobile learning and its cloud-basedapplications in addition to a mobile-based recommendation system. The last four chapters focuson case studies of mobile learning on natural language education.



9

THE JOB CORPS PROGRAMFinancial & Management IssuesEdited by Clinton L. Zimmerman

The Job Corps program is a job training and academic program for youth ages 16 to 24 who arelow-income and have a barrier to employment, such as having dropped out of high school. It isadministered by the Employment and Training Administration's (ETA's) Office of Job Corps in theU.S. Department of Labor (DOL). Job Corps seeks to provide disadvantaged youth with the skillsneeded to obtain and hold jobs, enter the Armed Forces, or enroll in advanced training or highereducation. Job Corps is the nation's largest residential, educational, and career training programfor economically disadvantaged youth. This book examines how ETA selected the measures itimplemented to address Job Corps' financial challenges; the timeliness and completeness ofETA's communications to contractors, including centre staff, and Congress; how spending cutsaffected applicants and students; and steps ETA has taken since to improve Job Corps' financialmanagement.


ORGANIZATIONAL LEARNINGIndividual Differences, Technologies & Impact of TeachingEdited by Harold Lewis

Organisational learning is the process of creating, retaining and transferring knowledge withinan organisation. This book aims to examine the relationship between five contextual factors andthe occurrence frequency of learning organization (LO) problems in companies that areimplementing LM (lean manufacturing). Other chapters present an overview about the new webtechnologies' potential (such as blogs, wikis and social networks) in the learning process. Thefinal chapter revisits Brooks' Law, improving software productivity by managing complexity.


PRIVATE & PUBLIC SCHOOLSInternational Perspectives, Management & Educational EfficiencyEdited by Gina Abbott

This book discusses international perspectives, management and the educational efficiency ofboth private and public schools. Some of the topics discussed include the differences in studentachievement by grade span for students who are economically disadvantaged; status rivalry inpublic schools; oral health education; modelling language-based cognitive fitness implications foreducating children; and leading and managing action research for school improvement.



10

PEDAGOGICAL SCIENCE THROUGH PLACE & TIMEThomas K. Babalis

This book is an invitation to reflect on anything concerning culture, and especially itsinstitutionalized form of education. It aims to share with readers any data shaped by place andtime that concerns education.

The content of this interesting and informative manuscript is an expansive overview of theevolution of education, starting from the ancient era all the way to present. It includes the workof renowned theorists, researchers, and authors and highlights the epistemological orientationsof pedagogy and pedagogical trends over time, demonstrating the breadth and depth ofeducation that certainly cannot be a mere set of techniques. The approach of the terms"upbringing", "education" and "pedagogy" is at the heart of this book/guide for every spiritualman.

The purpose of this work is the dissemination of pedagogical values and concerns that, asevidenced by the approach of great pedagogues, do not substantially differ from one country toanother. This indeed is the hallmark of classic works, particularly works related to thehumanitarian values.

In difficult times, we must all turn to defend values — human values — which should permeateeducation. Modern society presents obvious signs of crisis in the global context, and this is whymodern humanity has ceased to be a purpose. This work is faced with constant challenges in theeducation sector and raises the concern about the progress of education and its future. It is anecessity and a masterpiece that can be shared with various audiences, directly or indirectlyrelated to the theory and practice of pedagogy.

As aptly noted by Dostoevsky in his work "The Basement", if man seeks to remain human andnot a "piano key", he must show consistency in human capacity. The culture and institutionalizedforms, dissemination of pedagogical values are the one and only answer, the single orientation.


PROJECT BASED LEARNING ON ENGINEERINGFoundations, Applications & ChallengesEdited by Juan Valenzuela-Valdes, Pedro Pardo Fernandez

There is a worldwide interest today in improving the quality of education. Improving teaching fora more professional world is necessary; in fact, the application of the European Higher Educationhas encouraged the use of methodologies increasing learning activity in recent years. One of themost popular active learning methods is project-based learning or problems based learning (PBL).Despite this methodology being developed over 30 years ago, it has shown to be one of the mostsuitable methodologies for obtaining meaningful learning. It also has the advantage of beingcombined with other modern learning techniques such as e-learning and m-learning.

The relevance of this technique and a collaboration of personal experience have led to this book.This book contains three distinct parts. The first part will contain the basics of this PBL and areview of the literature of the last years. The second part will contain practical examples ofsuccessful implementations of PBL conducted in different universities. In the last part, novelimplementations of PBL combined with different methods of distance learning will be exposed(ie: PBL combined with e-learning, PBL combined with synchronous classroom and PBL combinedwith m-learning). Finally, in the last chapter, the conclusions of this research are outlined.



11

SCHOOL DISCIPLINEViews on Disparate Impacts for Children of ColorEdited by Ralph Marshall

Book & CD-ROM.

The Commission held a briefing entitled, "School Discipline and Disparate Impact" on 11 February2011 to examine the effect of the U.S. Department of Education's disparate impact initiativeannounced in the fall of 2010 for schools and school districts across the country. The Commissionasked teachers and administrators from racially diverse public school districts how they haveresponded to the new initiative; specifically, whether their teachers and administrators havechanged their policies and practices as a result, and what those changes were. The book discusseswhether the districts kept statistics to track the effectiveness of policies; how they train theirteachers in implementing discipline policies; and what other means the districts used to evaluatewhether their policies worked.


SCHOOL DROPOUTSEarly Warning, Intervention, & Prevention StrategiesEdited by Laurie Reid

Every 26 seconds in the United States, a teenager drops out of school. A well implemented earlywarning system can help educators and others identify students at risk of dropping out and assignand monitor interventions to keep them on track for graduation. This book summarises what isknown about early warning system implementation and describes how states, districts, andschools can draw on the research to inform their work locally. It provides evidence-basedrecommendations for use by educators addressing the challenge of reducing student dropouts.


STUDENT ENGAGEMENTLeadership Practices, Perspectives & Impact of TechnologyEdited by Jaime Hawkins

The need to engage students is a common theme within higher education. However, the exactmeaning of engagement is itself more nebulous. Engagement may be thought of as how mucheffort and active learning students make with their studies. There are some approaches tocategorising and measuring engagement that can be helpful when planning teaching and learningand the supporting activities. The opportunity to monitor attendance, attempts at formativework and accessing course materials offered by computer based and supported learningenvironments provides new opportunities to measure engagement. This book discussesleadership practices, perspectives and the impact of technology on student engagement inschools.



12

U.S. INTERNATIONAL EDUCATION ASSISTANCEStrategy, Associated Materials, & Reading Program AssessmentEdited by Ivan L. Peterson

Education is foundational to human development and critical to broad-based economic growth.Few societies have achieved high and sustained rates of growth or significantly reduced povertywithout first investing in expanding access to quality education. Further, education has provenessential for developing an informed and active citizenry, required for healthy democraticpractice and for enabling individuals to make smarter choices affecting health and householdwelfare. Education remains the key for unlocking the individual's intellectual and creativepotential. In late 2010, USAID Administrator Rajiv Shah commissioned a new Agency-wideEducation Strategy to ensure that USAID's global education investments would be informed byrecent Presidential policy guidance; grounded in the most current evidence-based analysis ofeducational effectiveness; and aimed at maximizing the impact and sustainability ofdevelopment results. The 2011-2015 Education Strategy was created to reflect core principles.The Education Strategy Implementation guidance serves as the primary reference tool forMissions and other operating units to address questions that may arise during theimplementation of the strategy. This book examines five USAID missions' implementation,monitoring, and evaluation of reading programs and assesses USAID's efforts to estimateprogress toward its reading goal.


CHILDREN & YOUNG PEOPLE IN SCHOOL & IN SOCIETYEdited by Anette Sandberg, Anders Garpelin

This is a book for everyone trying to improve early childhood education and special needseducation. The main goal with this book is to describe theoretical and empirical research on earlychildhood education and special needs education that focuses on children and students' learningconditions.

This book is dominated by a research tradition which stays close to practice. The chapters focuson research pertaining to preschool, school and its participants in different social contexts, andstudying ways in which preschool and other schools offer pedagogical challenges to children withdifferent abilities and experiences.

The chapters include children's encounters with language, entrepreneurial learning, musiceducation and indoor environments in preschool. Some chapters highlight transitions betweenpreschool, and school, as well as the processes of social interaction and identity. The chaptersalso deal with questions about inclusion and special educational needs.

Children and Young People in School and in Society offers an insight into children and students'learning conditions of Twenty-first century early childhood education and special needseducation. It provides an informative reading experience for students, researchers and policy-makers, and even parents that are interested in this subject.



13

VIRTUAL WORLDS FOR ONLINE LEARNINGCases & ApplicationsEdited by Sue Gregory, Mark J. W. Lee, Barney Dalgarno, Belinda Tynan

This book showcases contemporary examples of three-dimensional virtual world use for Internetand web-mediated tertiary education from across the globe that cut across a range of disciplinarycontexts and settings. By doing so, it seeks to promote scholarly dialogue as well as to assist thedevelopment and dissemination of good practice and best practices in the field. While there havebeen a number of other volumes published on virtual worlds and learning, many were writtenprior to the existence of mature applications and thus consist largely of early proof-of-conceptreports; a number of practical or "how-to" guides for teachers considering using virtual worldsin their teaching have also been produced that have to do with either the technology or learningdesign. In general, much of what is available in the area is "show and tell" and does not engagedeeply with theory or with key researchable questions and issues.

This book is unique in the way it combines analysis and discussion of recent theoretical andempirical research with descriptive accounts and evaluations of exemplary and innovativediscipline-based applications, all of which are focused on factors influencing the successfuluptake and use of virtual worlds in online learning at universities and colleges.

The book is a useful resource for educators with an interest in virtual worlds, irrespective of theirlevel of experience and/or proficiency. The collection of exemplars presented will not onlyexpose newcomers to the potential and possibilities of the technology but will also alert them tothe problems and pitfalls of whose existence they need to be mindful of as they make their forayinto the educational virtual worlds arena. Potential solutions and mitigating strategies for manyof the common problems are suggested as well. For those who are more seasoned virtual worldusers, they will benefit from the evidence-based perspectives offered and from opportunities tosituate their practice within the scholarly knowledge base, comparing their own experiences withthose of others and learning from the stories, vignettes, insights, and reflections being shared.Novices and veterans alike will find the book valuable in helping them manufacture a sustainablebusiness case to put forth to their managers and in their quests to champion investment in virtualworlds at their institutions.

HB 9781634821490 £158.50 April 2015 Nova Science Publishers 186 pages


14

MUSIC EDUCATION

MUSIC EDUCATION & PERCEPTIONSEdited by Eric Burgess

Many scientific studies confirm the positive effects of music education in prenatal and earliestphases of life on childrens' holistic development. In this book, the authors' examine how musicaldevelopment and learning are established in the family environment and the effects of music onchildren's development. Other chapters examine musical and non-musical learning as areflection of the internationalization of China's sociopolitical ideologies and the relativenationalism of its education system; the planning of musical objectives in the psychomotordomain; and a multicultural perspective of the "Orff-Schulwerk" music-movement approach,using it primarily as a possible means of expressing one's own sensations and recognizing thesensations of others.


INSTRUCTIONAL TECHNOLOGY & TEACHER EDUCATION

STUDENT, ENVIRONMENT, TASK & TECHNOLOGY TOOLS FOR THE 21STCENTURY LEARNEREdited by Sarah McPherson, Elfreda V. Blue

For the past two decades, Joy Zabala's SETT framework has served Assistive Technology (AT)professionals as an effective tool in the collaborative decision-making process toward identifyingeffective technology resources for students with special needs. Attention to the student, theenvironment, learning tasks, and technology (SETT) has made the difference for students withdisabilities to be able to participate effectively in the inclusive general education classroom.

Education policy has changed since then. Federal legislation (NCLB & IDEIA) enacted since 2000drastically changed the way schools and practitioners address inclusive education, providingstudents with disabilities extensive access to their peers and the general education curriculum.Students with disabilities are often required to receive general education instruction fromgeneral educators in math, science, social studies, and English language arts as indicated by theirindividual education plan (IEP). In many instances, special education students are placed incollaborative teaching settings in which a special education and general education partner teachall the students in the class. This gives students with disabilities access to their general educationpeers, curriculum and teachers. However, this inclusive instruction setting presents thesestudents with learning challenges. With such changes have come changes in instructionalpractice and decision-making. No longer can traditional approaches to classroom instructioncontinue to meet the needs of all children.

This textbook is designed to outline the multiple factors to be considered in order to effectivelymake essential decisions relative to the student, the environment, the task, and the technologythat is being used. The goal of this book is to guide classroom teachers to re-examineinstructional practices which limit access to students with disabilities and also provides access touseful and appropriate instruction technology.



15

LANGUAGES & LINGUISTICS SERIES

ENGLISH LANGUAGE EDUCATION IN A GLOBAL WORLDPractices, Issues & ChallengesEdited by Lap Tuen Wong, Aditi Dubey-Jhaveri

With English becoming the world's foremost lingua franca, the pressure to improve Englishlanguage education (ELE) has been steadily increasing. Consequently, the nature of ELE haschanged drastically in the last decade. This has not only brought about a number of changes inthe way English is taught and learnt, but it has also led to various innovative practices around theworld. As a result, this edited book aims to shed light on the new theoretical and methodologicaldevelopments in the field of ELE as well as the major issues and difficulties faced by practitionersin different parts of the globe.

One very important variable that the book takes into account is the role that English already playsin a particular society since this may affect the views that teachers and students hold of thelanguage. This in turn can significantly influence the way English is taught and learnt in givenpolitical, economic and socio-cultural settings. The purpose of this book is therefore to providea comprehensive overview of the pedagogical methods, policies and problems that underlieEnglish language education in ten different regions across the world, including: the USA, Canada,the UK, Australia, New Zealand, India, Singapore, Japan, China and Hong Kong. In doing so, thedifferent chapters in the book emphasise the importance of responding to linguistic and otherforms of diversity in order to develop English language education in a globalised world.

This book will be useful for teachers and students of English language, for English languagecurriculum and materials developers, and for those involved in educational policy-making andlanguage acquisition research. Written by experts in the field, the range of content covered inthe book's chapters will also help policy-makers, researchers and practitioners develop effectiveEnglish language education practices and policies, and propose solutions to emerging issues inEnglish language teaching and learning in different environments around the world. The newly-developed arguments and concerns pertaining to English language education will serve as futurereference for professionals interested in this area of expertise.


TEACHING PROFESSION

INTERPROFESSIONAL CLIENT-CENTRED COLLABORATIVE PRACTICEWhat Does it Look Like? How Can it be Achieved?Edited by Carole Orchard

Interprofessional client-centered collaborative practice (ICCCP) is collective by nature, emergingas it does at the intersection of a wide variety of professional knowledge and scopes of practice.Many studies of ICCCP focus on the determinants or inputs of collaborative practice as well as onthe results, outputs, or outcomes. This is echoed methodologically, as a preponderance of ICCCPteamwork studies primarily employ interview and survey data. However, close observations arealso necessary to build understanding of the collective behavioral processes of interprofessionalcollaboration. Many authors point out the need for more studies of the actual practices ofcollaboration. In many senses, ICCCP represents what Rittel and Webber (1973) have called a"wicked" problem. (p. 155) Wicked problems are "difficult or impossible to solve. Their solutionsdepend on incomplete, contradictory and changing requirements that are often difficult torecognize. And they are confounded by complex interdependencies between actors and agents."(Drinka & Clark, 2000, p. 37) If ever there was a wicked problem, innovation in ICCCP is surelyone.



16

RESEARCH ON UNIVERSITY TEACHING & FACULTY DEVELOPMENTEdited by Olga María Alegre de la Rosa, Luis Miguol Villar-Angulo

This book builds on the tradition of concern for university innovation that has characterisedhigher education throughout the world. It recognises the university needs for continuousdevelopment of students and faculty. It involves recommendations applicable to classroomteaching, thus providing a bridge between research and practice. It helps readers meet someuniversity challenges and build effective universities for present times. For all those reasons, webelieve that this book is right.

The need for renewed focus on innovation in higher education stems from several sources. First,some social and educational agencies are expressing dissatisfaction with the performance of thegeneral higher education system. Although we do not agree with the criticism, many universitiesaround the world assume their responsibility for launching research projects, and programs forpromoting quality in teaching and learning within their faculty and community.

Second, the world in which universities operate is changing noticeably. Colleges and universitiesare experiencing basic changes in student admission and placement. In the nearest future thestudent body will be over 25 years of age. Students will need methodologies to access learningmaterials and participate in online actions and communications over the Internet at their ownconvenience.

The third reason for a special attention on university innovations comprises market competitionin society. Students are annually evaluating the value of any university degree based upon theirperceptions on quality in flexible teaching, resources and new educational technologies, campusand classroom learning environments, services and fees. Students are demanding more than apiece of paper as a premium placed on a college degree. They envisage universities must providethe major guide and best way for finding jobs and career progress.

Fourth, colleges and universities are encouraging the development of long-distance educationand massive open online courses. Government agencies foster competition among institutions,in order to provide powerful mental tools to help students to master tough subjects. Besides,private higher education institutions are emerging and competing for students with those of thepublic sector.

Finally, some books outline improvement processes needed by faculty members to undertakecurriculum and teaching innovations. However, very few claim to describe the teachingcompetencies needed by university faculty who work in higher education classroom settings.Furthermore, universities offering innovation programs and courses use those competencies toidentify learning change and teacher and student progress toward curriculum development.


PROGRESS IN EDUCATION SERIES

PROGRESS IN EDUCATIONEdited by Roberta V. Nata

This series presents substantial results from around the globe in selected areas of educationalresearch. The field of education is consistently on the top of priority lists of every country in theworld, yet few educators are aware of the progress elsewhere. Many techniques, programs andmethods are directly applicable across borders.

Volume 33 HB 9781634821582 £133.50 April 2015 Nova Science Publishers 172 pages

Volume 34 HB 9781634824668 £158.50 June 2015 Nova Science Publishers 194 pages

Volume 35 HB 9781634825030 £158.50 June 2015 Nova Science Publishers 224 pages

Volume 36 HB 9781634827973 £158.50 September 2015 Nova Science Publishers 195 pages

Volume 37 HB 9781634833370 £133.50 September 2015 Nova Science Publishers 172 pages


17

BULLYING & VICTIMIZATION SERIES

PEER-TO-PEER BULLYING & HARASSMENTBackground & Federal Response EffortsEdited by Audrey Robbins

Many Members of Congress have become increasingly concerned about what can be done toaddress student bullying. This concern has arisen in response to high-profile bullying incidentsthat have occurred in recent years, and due to a growing body of research on the negativeconsequences of school bullying. This book focuses on the government's efforts to enforcefederal civil rights laws with respect to peer-to-peer violence based on race, national origin, sex,disability, religion, and sexual orientation or gender identity.

HB 9781634836692 £120.99 October 2015 Nova Science Publishers 251 pages

COMPUTER TECHNOLOGY & APPLICATIONS

CLOUD 9Learning in the Information AgeLuke Strongman

Education is the harbinger of change; technological learning in the Information Age is at the cuspof that change, bringing new technologies, enhanced interfaces, dialogue, mobile learning andnetworked resources that shape content, sharing and distribution of information. These aspectsinfluence the people and society of the "climate century". The Information Age follows theproduction of data in previously unheard quantities. In the early days of widespread computerusage, we had a plethora of theories with only a paucity of data. Now, the data we produce is solarge that it requires new analytics and new patterns of interpretative meaning. New methodsof storage and analysis are needed in order to quantify ‘big data.' But we live in uncertain times,in which even the climate—like financial markets is more volatile than it was in the pre-industrialsecond millennium, making technological adaptation ever more critical. This technologicaladaptation needs to occur in conjunction with an attitude which fosters a ‘caring curiosity' forthe biosphere which sustains us. Education is about gaining qualifications, but it is also aboutintrinsically dispelling uncertainty in the quest for knowledge and techniques to enhance theexperience of life and living. Cloud 9: Learning in the Information Age explores some of themethods and learning techniques and technologies that help us to do this.



18

DISABILITY STUDIES

EDUCATION OF STUDENTS WITH DISABILITIESSchool Accountability & PracticesEdited by Michelle Garza

Formerly excluded from measures of educational performance, students with disabilities (SWDs)are now explicitly recognised in federal and state accountability systems. At the national level,the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) laid thefoundation for accountability for SWDs by requiring states to include these students in state anddistrict assessments and to report their participation and performance. This requirement wasfurther reinforced by the Elementary and Secondary Education Act (ESEA), as reauthorised in2001, which established SWDs as an explicit student subgroup for the purpose of determiningwhether schools make adequate yearly progress (AYP). The Institute of Education Sciences (IES)of the U.S. Department of Education (ED) has a congressional mandate to conduct a nationalassessment of how well the IDEA is achieving its purposes. As part of the national assessment ofIDEA, this study is intended to provide policy-relevant information about the education of SWDsby examining their inclusion in school accountability systems and by describing the use of schoolpractices that may relate to educational outcomes for these students. This book presentsdescriptive information on school-level accountability, AYP performance, and schoolimprovement status of schools accountable for SWD subgroup performance under Title I of theESEA, as well as schools not accountable for SWD subgroup performance. Moreover, the bookpresents descriptive findings focusing on school practices related to staffing, student support,instructional time, educational placements, teacher collaboration, and professionaldevelopment in schools explicitly held accountable for the performance of the SWD subgroupand schools that are not accountable for the performance of the SWD subgroup.


SPECIAL EDUCATIONDevelopments, Teaching Strategies & Parental InvolvementEdited by Shaun Bowman

The authors of this book discuss the latest developments in special education research. Thechapters included examine the three main components of "sense of coherence," all of which areinvolved in the long-term outcome of people in special education; the development andevaluation of competency-based teacher training programs in the field of special education;cultural models of school inclusion in terms of shared representations regarding inclusiveeducation of children with disabilities; recommendations for more systematic and consistentattention to course content for professional development to increase faculty's capacity toincorporate ELL content into course curriculum; an analysis of alternate assessments based onalternate achievement standards (AA-AASs) for students with significant cognitive disabilities;experiences and the perspectives of parents of children with disabilities; and a practitionerproposed model for effective working with parents of children with disabilities.


Gazelle Academic

Education - April 2016

New Titles published by Nova Science

For further information about any of these titles or to request future catalogues in this subject area,please contact:

Tel: +44 (0)1524 528500Fax: +44 (0)1524 528510

Email: [email protected] www.gazellebookservices.co.uk

Gazelle Book Services, White Cross Mills, Hightown, Lancaster, LA1 4XS

�ĚƵĐĂƟŽŶ�ŝŶ�Ă��ŽŵƉĞƟƟǀ Ğ�Θ�

Globalizing World

D ƵƐŝĐ��ĚƵĐĂƟŽŶ

/ŶƐƚƌƵĐƟŽŶĂů�Technology& Teacher�ĚƵĐĂƟŽŶ

Languages &>ŝŶŐƵŝƐƟĐƐ

TeachingProfession

Progress in�ĚƵĐĂƟŽŶ

Bullying &s ŝĐƟŵŝǌĂƟŽŶ

ComputerTechnology

Θ��ƉƉůŝĐĂƟŽŶƐ

Disability Studies

Education 2016

Documents

Transcript of Education 2016