C. Angeli, N. Valanides, McGill University ... - Springer...scientific research papers and the social contexts. It deals with both English and non-Anglophone science writers, and presents

Education springer.com/NEWSonline

164

C. Angeli, N. Valanides, University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus (Eds)

Technological Pedagogical Content KnowledgeExploring, Developing, and Assessing TPCK

Contents 1. Theoretical Perspectives about the Nature of TPCK.- 2. Re-thinking and Re-representing TPCK: Addressing the complexity of teaching with technology.- 3. Mapping TPACK and the Teacher Knowledge Base: Identifying Com-mon Language, Contexts, and Assessments.- 4: Transforming Teachers’ Knowledge for Teaching in the 21st Century: Advancing Teachers’ Educa-tion (Margaret L. Niess, Oregon State University, Oregon, USA).- Part II: Research-Based Perspec-tives about the Nature of TPCK.- 5: The Essential Role of Pedagogical Knowledge in Technology Integration (Cheryl L. Ward, Susan N. Kushner Benson, and Xin Liang, University of Akron, USA).- 6: The TPACK-model revisited (Petra Fisser and Joke Voogt, University of Twente, The Netherlands).- 7: Cognitively Representing TPCK – Mental Models of Tool Functions and Cogni-tive Integration Processes (Karsten Krauskopf, Carmen Zahn, and, Friedrich W. Hesse).- Part III: The Development of TPCK in Pre-service Teacher Education.- 8: Design and implementation of educational activities with the integration of TDCK: a case study of students at a Department of Early Childhood Education (Aggeliki Tzavara and Vasilis Komis, University of Patras, Greece).- 9: A TPACK-Based Instructional Design Model for Pre service Teacher Education (Chia-Jung Lee (Lily), University of Georgia, Georgia, USA). [...]

Fields of interestEducational Technology; Learning and Instruc-tion; Assessment, Testing and Evaluation

Target groupsResearch

Discount groupProfessional Non-Medical

Available

2014. Approx. 300 p. 50 illus. Hardcover7 approx. $129.00ISBN 978-1-4614-9247-4

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A. Ashgar, McGill University, Montreal, QC, Canada (Ed)

Evolution Education in Muslim SocietiesHistorical and Contemporary Perspectives

Contents Chapter 1 Introduction: Evolution Education in Diverse International Contexts Anila Asghar, Assistant Professor, Department of Integrated Studies in Education, McGill University, Canada Chapter 2 The Question of Authority: Who Speaks for Evolution in the Muslim World? [...]

Fields of interestScience Education; Religion and Education; Reli-gious Studies



Due January 2014

2014. Approx. 200 p. Hardcover7 approx. $139.00ISBN 978-3-319-00145-6

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M. M. Atwater, University of Georgia, Athens, GA, USA; M. Russell, Auburn University, Auburn, AL, USA; M. B. Butler, Univeristy of Central Florida, Orlando, FL, USA (Eds)

Multicultural Science EducationPreparing Teachers for Equity and Social Justice

Contents Foreword, Jane Butler Kahle.- Preface, Mary M. Atwater, Melody Russell, and Malcolm B. Butler.-Acknowledgements, Mary M. Atwater, Melody Russell, and Malcolm B. Butler.- Chapter 1. Intro-duction: Culture, Equity, and Social Justice for Sci-ence Teacher Educators, Malcolm B. Butler, Mary M. Atwater, and Melody Russell.- Part I. Historical and Sociocultural Perspectives on Science Teacher Education.- Chapter 2. The Systematic Misuse of Science - Andre Green.- Chapter 3. Second Class Citizens, First Class Scientists: Using Sociocul-tural Perspectives to Highlight the Successes and Challenges of African American Scientists during Jim Crow, Malcolm B. Butler.- Chapter 4. Science Education and Females of Color – The Play within a Play, Leon Walls.- Chapter 5. Sociocultural Consciousness and Science Teacher Education, Brenda Brand.- Part II. Foundations of Science Teacher Education.- Chapter 6. The Impact of Beliefs and Actions on the Infusion of Culturally Relevant Pedagogy in Science Teacher Education, Natasha Johnson and Mary M. Atwater.- Chapter 7. Motivation in the Science Classroom: Through the Lens for Equity and Social Justice, Melody Russell.- Part III. Pedagogical and Curricular Issues in Science Teacher Education.- Chapter 8. Negotiating Science Content: A Structural Bar-rier in Science Academic Performance, Barbara Rascoe. [...]

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



Due October 2013

2014. XX, 312 p. 2 illus. in color. Hardcover7 $129.00ISBN 978-94-007-7650-0

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www.springer.com/978-1-4614-9247-4



News 10/2013 Education

165

A. Bleakley, Peninsula College of Medicine, Cornwall, UK

Patient-Centered Medicine in TransitionThe Heart of the Matter

This book challenges functional models for more aesthetic and ethical models, where communica-tion is grounded in values systems of cultures.

Features 7 Challenges all previous models of communica-tion between patients and doctors 7 Explains how the non-technical focus of communication can improve patient outcomes and increase patient safety 7 Focuses on the dynamics of the doctor/patient relationship

Contents Communication hypocompetence – an iatrogenic epidemic.- Democracy in medicine.- Patient-centeredness without a center.- How doctors think can be judged from how they listen and speak.- A new wave of patient-centeredness.- Models of patient-centered care.- What is meant by ‘em-pathy’?.- Gender matters in medical education.- Working and learning in ‘teams’ in a new era of health care.- Theorizing team process through cul-tural-historical activity theory (CHAT): network-ing and knotworking.- Theorizing team process through a Foucauldian perspective: gaining a voice in team activity at the clinical coalface.- Theoriz-ing team process through actor-network-theory (ANT): communication practice as a theory in ac-tion.- Theorizing team process through Deleuzean rhizomatics: becoming a medical professional in nomadic teams.- Team process and complex-ity theory: blunting Occam’s Razor.- Building a collaborative community in medical education research.- Conclusion: professing medical identi-ties in the liquid world of teams.

Field of interestMedical Education



Due January 2014

2014. Approx. 515 p. 20 illus. (Advances in Medical Education, Volume 3) Hardcover7 approx. $189.00ISBN 978-3-319-02486-8

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A. Damlamian, Université Paris-Est Créteil Val de Marn, Créteil Cedex, France; J. F. Rodrigues, Universidade de Lisboa/CMAF-FCUL, Lisboa, Portugal; R. Sträßer, Universität Gießen FB 12 Mathematik, Gießen, Germany (Eds)

Educational Interfaces between Mathematics and IndustryReport on an ICMI-ICIAM-Study

Contents Part I:Dicsussion document and Study Re-port.- Discussion Document (appeared in L’Enseignement Mathématique and ZDM 2009).- Report on the Study (by the editors).- Part II: Plenary and Invited Lectures.- Getting Math Off the Ground: Applied Mathematics at Boe-ing.- Mathematics in the Workplace: Issues and Challenges.- Mathematical Modelling Education is the Most Important Educational Interface between Mathematics and Industry.- Models for Industrial Problems: How to find and how to use them – in industry and in education.- Interfacing Educa-tional & Research with Mathematics-for-Industry: The Endeavour in Japan.- Part III: WG Education/training with industry participation.- Report on the Working Group.- How is it Possible to Make Real-World Mathematics More Visible: Results From Italian Projects.- Project “Ways to More MINT-graduates” of the Bavarian Business Associ-ation with Focus on Mathematics at the University of Augsburg, Germany.- Mathematics in a Safety-Critical Work Context: The Case of Numeracy for Nursing.- Linking Professional Experiences With Academic Knowledge. The Construction of Sta-tistical Concepts by Sales Manager Apprentices.- Learning Conversation in Mathematics Practice – School-Industry Partnerships as an Arena for Teacher Education.- The Threefold Dilemma of Missing Coherence. [...]

Field of interestMathematics Education



Due November 2013

2013. XI, 411 p. 62 illus., 50 in color. (New ICMI Study Series, Volume 16) Hardcover7 $129.00ISBN 978-3-319-02269-7

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K. Englander, York University, Toronto, ON, Canada

Writing and Publishing Science Research Papers in EnglishA Global Perspective

This book provides a comprehensive review of the current knowledge on writing and publishing scientific research papers and the social contexts. It deals with both English and non-Anglophone science writers, and presents a global perspective and an international focus. The book collects and synthesizes research from a range of disciplines, including applied linguistics, the sociology of sci-ence, sociolinguistics, bibliometrics, composition studies, and science education. This multidisci-plinary approach helps the reader gain a solid understanding of the subject. Divided into three parts, the book considers the context of scientific papers, the text itself, and the people involved.

Contents 1 Introduction.- Part I The Context. 2 The Rise of English as the Language of Science.- 3 Measuring the Impact of Articles, Journals and Nations.- 4 English Competence, Funds for Research, and Publishing Success.- 5 Collaborations, Teams and Networks.- Part II The Text.- 6 The Scientific Re-search Article and the Creation of Science.- 7 Vari-eties of Science Texts.- 8 Structure of the Research Article in the Creation of Knowledge.- 9 Writing the Five Principal Sections: Abstract, Introduction, Methods, Results and Discussion.- 10 Variations in Different Languages and Cultures.- Part III The People.- 11 Graduate Students Becoming Scien-tists.- 12 Novice Scientists and Expert Scientists.- 13 English-Speaking Scientists and Multilingual Scientists.- 14 Gatekeepers, Guardians and Allies.- 15 Afterword: Negotiating Research Article Writ-ing and Publication.

Fields of interestLanguage Education; Literacy



Due October 2013

2014. X, 116 p. 16 illus. (SpringerBriefs in Education) Softcover7 $49.99ISBN 978-94-007-7713-2

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166

R. Fox, Penn State University - Abington College, Abington, PA, USA

Teachers’ Responses to Unanticipated Student QuestionsThis book reports on findings from a study regard-ing two experienced secondary school teachers’ approaches to handling unanticipated student questions during typical classroom discussions. Although teachers can anticipate common ques-tions or misconceptions from students when planning a lesson or unit, teachers can never fully prepare for how students construct new knowl-edge. This book examines a blend of mathematical and pedagogical knowledge teachers used to re-spond quickly to unanticipated student questions.

Features 7 Examines how teachers think while in the practice of teaching 7 Combines mathematical and pedagogical knowledge to encourage reflective practice among teachers 7 Presents diagrams and illustrations for successful teacher respons-es 7 Illustrates the various patterns teachers ex-hibit when addressing students' comments

Contents 1. Preface.- 2. Introduction to Question and Relevant Literature.- 3. Study Design.- 4. Posing Counterexamples.- 5. Posing Simpler and Related Questions.- 6. Acknowledging Challenging Ques-tions.- 7. Following Through with the Student’s Comment of Question.- 8. The V Formation: Addressing One Student Question Individually.- 9. The W Formation: Addressing Multiple Students Questions Consecutively.- 10. The U Formation: Coordinating Student Questions with Planned Lesson.- 11. Future Considerations .

Fields of interestTeaching and Teacher Education; Mathematics Education



Due December 2013

2014. Approx. 100 p. 5 illus. (SpringerBriefs in Education) Softcover7 approx. $49.95ISBN 978-1-4614-9256-6

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E. K. Henriksen, University of Oslo, Oslo, Norway; J. Dillon, King’s College London, London, UK; J. Ryder, Leeds University, Leeds University, UK, UK (Eds)

Understanding Student Participation and Choice in Science and Technology EducationThis book offers different perspectives on the participation of young people (notably women) in science, technology, engineering and mathematics (STEM) education. It presents relevant theoreti-cal frameworks from sociology, social psychology and gender studies; reviews of relevant research within science education, and empirical findings concerning young people’s educational choices in various STEM disciplines in 5 European countries. The empirical results have been generated within the EU-supported project IRIS (Interests & Re-cruitment In Science) and include quantitative and qualitative analyses. The book aims to contribute to developing theoretical frameworks, extending the empirical knowledge base, and giving policy-relevant guidelines concerning how participation and gender balance in the STEM disciplines may be improved. Most chapters are written by IRIS project members, with some additional invited contributors.

Features 7 Offers new insights into what determines how students' interest in science and scientific careers evolves 7 Describes specific strategies for the im-provement of recruitment and retention in STEM Higher Education 7 Provides tools for helping students to make a meaningful educational choice

Fields of interestScience Education; Mathematics Education; Higher Education



Due January 2014


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E. B. Hilty, Western Carolina University Dept. Educational, Cullowhee, NC, USA

Teacher’s WorkA Profession in Crisis

This book is an attempt to look at the professional lives and work of teachers in the 21st century. If teachers represent the front-line of hope for chil-dren in America, it is imperative that their efforts to achieve the status of a “real” profession must be understood and supported by those who have a vested interest in the success of the public schools. In this book, it will be argued that the low status of teachers and the general dissatisfaction of teachers with the profession have very little to do with sala-ries or education. Instead, the problems that afflict the teaching profession have more to do with the dismal working conditions that characterize the daily lives of teachers.

Features 7 First volume to explore the complex rela-tionship between teacher moonlighting and the professional lives of teachers 7 Creates a coherent picture of teacher’s work in the 21st century 7 Connects this work to the problems afflicting the profession and the larger issues and problems dominating present-day discussions of schools 7 Presents a brief history of the profes-sion within the context of a discussion of the professional status

Contents 1. Introduction. 2. An Abbreviated History of a Troubled Profession. 3. Those Who Can, Teach and Work Two Jobs. 4. Teacher Moonlighting in North Carolina: A Case Study. 5. Teacher’s Lives, Teacher’s Work in the 21st Century. 6. The Depro-fessionalization of Teaching in the 21st Century: A Profession in Crisis. 7. Conclusions: What We Don’t Know Can Hurt Us.

Field of interestTeaching and Teacher Education



Due February 2014

2012. 240 p. (Explorations of Educational Purpose, Volume 41) Hardcover7 approx. $139.00ISBN 978-90-481-9439-1

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167

S. Kemmis, J. Wilkinson, C. Edwards-Groves, Charles Sturt University, Wagga Wagga, NSW, Australia; I. Hardy, University of Queensland, Brisbane, QLD, Australia; P. Grootenboer, Griffith University, Queensland, Australia; L. Bristol, Charles Sturt University, Wagga Wagga, NSW, Australia

Changing Practices, Changing EducationThis book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics.

Features 7 Covers educational change from the points of view of teaching, learning and leading 7 Focuses on the transformation of learning and lead-ing practices 7 Shows how education can be revitalised

Contents 1) Education: The need for revitalisation.- 2) Praxis, practice and practice architectures.- 3) Ecologies of practices.- 4) Student Learning: Learning practices.- 5) Teaching: Initiation into practices.- 6) Professional learning as practice de-velopment.- 7) Practising leading.- 8) Researching as a practice-changing practice.- 9) Revitalising Education: Site based education development.- Appendix) Analysing practices using the theories of practice architectures and ecologies of practices: An example.

Fields of interestAdministration, Organization and Leadership; Educational Policy and Politics



Due November 2013

2014. Approx. 250 p. 10 illus. Hardcover7 $129.00ISBN 978-981-4560-46-7

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S. Kroop, ZSI Vienna Centre for Social Innovation, Vienna, Austria; A. Mikroyannidis, Open University UK-UKOU, Milton Keynes, UK; M. Wolpers, Fraunhofer Institute for Applied Informa, Sankt Augustin, Germany (Eds)

Responsive Open Learning EnvironmentsOutcomes of Research from the ROLE Project

This book presents the outcomes of four years of educational research in the EU-supported project called ROLE (Responsive Online Learning Envi-ronments). Authors of the book are researchers, developers and teachers who have worked in the ROLE project and belong to the ROLE partner consortium consisting of 16 internationally re-nowned research institutions, including those from 6 EU countries and China.

Features 7 Reports on results of four year EU funded research project, ROLE 7 Delivers best practices on how to develop and use PLEs 7 Provides tutorials on creating innovative learning widgets

Contents ROLE Visions and Concepts.- Psycho-pedagogical Frameworks and Models for Personalised Self-directed Learning.- ROLE Requirement Analyses: Methods and Findings.- ROLE Interoperabil-ity framework.- ROLE Services and Showcase Platform on Learning Scenarios and Prototypes.- ROLE Widget Store, Cloud-based Widgets and Enabler Spaces.- ROLE Concepts, Challenges and Community Building to Increase the Number of High Quality Learning Widgets.- ROLE Test-beds Evaluations.- Business Cases and Future Use Case Partners.- Main ROLE Outcomes for Further Discussion, Research and Development.

Field of interestEducational Technology



Due January 2014

2014. Approx. 300 p. 50 illus., 25 in color. Hardcover7 approx. $179.99ISBN 978-3-319-02398-4

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S. Leong, B. W. Leung, The Hong Kong Institute of Education, Tai Po, Hong Kong SAR (Eds)

Creative Arts in Education and CulturePerspectives from Greater China

Contents Preface.- Acknowledgements.- Contributors.- Part I: Overview. 1. Creative Arts, Education, and Culture in a Global Perspective. 2. National Acts for Transmission of Chinese Culture and Heritage in Arts Education. 3. Cultural Policy and the De-velopment of Local Cultures in Hong Kong.- Part II: The Arts and Culture in Education. 4. Aesthetic Creativity: Bridging Arts, Culture and Education. 5. Theoretical Foundation for Spirituality Oriented Holistic Art Education: Integration of Eastern and Western Aesthetics. 6. The New Awareness of Canto-jazz in the Jazz Arrangement Project. 7. Popular Visual Culture in Art Education: A Group Creativity Perspective. 8. Music Composition Education in Hong Kong. 9. Transmission of Xibo Music Culture in Northwest China: Develop-ment of School-based Curriculum. 10. Teaching Traditional Music Teaching in Mainland China.- Part III: Issues of Cultural Transmission and Transformation. 11. Transmission and Transfor-mation of Cantonese opera in Hong Kong: From School Education to Professional Training. 12. Sun Tzu’s The Art of War for Choral Leadership. 13. Transmission and Education of Hakka Folk Songs in Hong Kong: Distinctiveness and Commonality among Local, National, and Global Contexts. Liv-ing Traditions: Educational Issues and Practices of Indigenous Art in Taiwan. 14. Creative Music Cul-ture through Vernacular Songs for Education by Different Generations. 15. Condensation of Ritual Symbolism and Visual Culture: From Chinese Liqi to Contemporary Art Expressions. [...]

Fields of interestArts Education; Music; Curriculum Studies



Due November 2013

2014. X, 332 p. 22 illus., 14 in color. (Landscapes: the Arts, Aesthetics, and Education, Volume 13) Hardcover7 $129.00ISBN 978-94-007-7728-6

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168

C.-H. Lum, National Institute of Education, Nanyang Technological University, , Singapore (Ed)

Contextualized Practices in Arts EducationAn International Dialogue on Singapore

This edited book not only makes a much-needed contribution to research in arts education but also provides a strong grounding of evidential support for Singapore arts education, in contrast to the current state of affairs in arts education in many parts of the world where severe cuts in funding, lackluster support for the arts and imperialist agendas are pervasive.

Features 7 An up-to-the-minute look at Singapore’s arts education strengths in the last decade 7 Provides a valuable comparison and contrast across arts ed-ucation worldwide 7 Showcases exemplary arts education pedagogies and practices in Singapore

Contents Part 1: Singapore Arts Landscape.- Part 2: Creative Music Making in Primary School.- Part 3: The Art of Digital Storytelling.- Part 4: Free Improvisa-tion.- Part 5: Dance in Physical Education.- Part 6: Band Directing in Primary School.- Part 7: Integrating the Arts & Partnerships.- Part 8: Flow in Young Artists-in-Training.- Part 9: Weaving and Anchoring the Arts into Curriculum.- Part 10: Signature Pedagogies in the Visual Arts.- Part 11: Pedagogical Issues in Multicultural Music Education.- Part 12: Reflective Journeys of Music Teachers.- Part 13: Critical Dialogue with the Contemporary in Traditional Theatre Forms.- Part 14: Music Theory for the 21st Century Music Teacher.- Part 15: The Synaesthetic Mind & Ways of Knowing in the Arts.

Fields of interestArts Education; Curriculum Studies; International and Comparative Education



Due January 2014

2014. Approx. 170 p. 20 illus. (Education Innovation Series) Hardcover7 approx. $139.00ISBN 978-981-4560-54-2

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M. Matthews, University of New South Wales, Sydney, NSW, Australia (Ed)

International Handbook of Research in History, Philosophy and Science TeachingContents INTRODUCTION, MICHAEL R. MATTHEWS.- Part I: PEDAGOGICAL STUDIES.- Physics.- MICHAEL R. MATTHEWS, Pendulum Motion: A Case Study in How History and Philosophy can Contribute to Science Education.- COLIN F. GAULD, Using History to Teach Mechanics.- IGAL GALILI , Teaching Optics: A Historico-Philosophical Perspective.- JENARO GUISA-SOLA, Teaching and Learning Electricity: The Relations between Macroscopic Level Observa-tions and Microscopic Level Theories.- OLIVIA LEVRINI, The Role of History and Philosophy in Research on Teaching and Learning of Relativity.- ILEANA M. GRECA & OLIVAL FREIRE Jr, Meet-ing the Challenge: Quantum Physics in Introduc-tory Physics Courses.- MANUEL BÄCHTOLD & MURIEL GUEDJ, Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education.- UGO BES-SON, Teaching about Thermal Phenomena and Thermodynamics: The Contribution of History and Philosophy of Science.- Chemistry.- SIBEL ERDURAN & EBRU MUGALOGLU, Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions.- KEVIN C. DE BERG, The Place of the History of Chemistry in the Teaching and Learning of Chemistry.- JOSÉ ANTONIO CHAMIZO & ANDONI GARRITZ, Historical Teaching of Atomic and Molecular Structure.- Biology. [...]

Fields of interestEducational Philosophy; Science Education; Phi-losophy of Education



Due December 2013

2014. X, 2668 p. 70 illus., 20 in color. Hardcover7 $999.00ISBN 978-94-007-7653-1

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W. M. Roth, Mt Gravatt, Australia

Graphs and Graphing in Scientific Discovery WorkImplications for and Applications in STEM Education

This book describes and theorizes the function of graphs and graphing in scientific discovery work from a social practice perspective. In this work, graphs are both topic and tool. In discovery work, where scientists do not initially know what to make of graphs, there is a lot of uncertainty and scientists struggle in trying to make sense of what to make of graphs. Contrary to the belief that scientists unproblematically “interpret” graphs, the chapters in this book show that uncertainty about their research object is tied to uncertainty of the graphs. It may, as in this study, take several years of struggle in their workplace before scientists come to know just what their graphs are evidence of. Scientists may resist what eventually comes to be known as the correct interpretations – leading, as in the present case, to a discovery that over-throws what has been a 60-year scientific canon. Graphs turn out to stand to the entire research in a part/whole relation, where scientists not only need to be highly familiar with the context from which their data are extracted but also with the entire process by means of which the natural world comes to be transformed and represented in the graph.

Features 7 Further development of Roth's 'anthropology of graphing' 7 Describes graphs and graphing in scientific discovery work from the initial study to the publication of a journal article 7 Raises serious doubts about teaching graphs and graph-ing independent of the settings in which they are produced

Fields of interestScience Education; Mathematics Education



Due January 2014


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169

D. G. Sampson, University of Piraeus Dept. Technology in Education &, Piraeus, Greece; D. Ifenthaler, Open Universities Australia, Melbourne, VIC, Australia; J. M. Spector, University of North Texas, Denton, TX, USA; P. Isaias, Universidade Aberta, Lisbon, Portugal (Eds)

Digital systems for open access to formal and informal learningResearch from CELDA 2012

Contents Open access to learning and education: inter-national perspectives.- Theorizing “why” in e-learning.- Evaluation of EPE videos in different phases of a learning process.- Development of visualization of learning outcomes using cur-riculum mapping.- Assessing student learning online: overcoming reliability issues.- Lingobee and social media: mobile language learners as social networkers.- Mobile location-based situated learning framework for supporting critical think-ing.- Mobile access to virtual and remote labs for science learning.- Mobile and ubiquitous language learning.- Virtual summer school in second life.- Augmented reality in the science museum.- Devel-oping technological and pedagogical affordances to support collaborative inquiry.- Intelligent con-structionist environments for learning and test-ing.- Learning in or with games? quality criteria for digital learning games from the perspectives of learning, emotion, and motivation theory.- Rede-fining public policy education through and explor-atory digital curriculum: Singapore’s Statecraft X.- Stimulating learning via tutoring and cognitive entrepreneurship gaming.- Agoras: towards col-laborative game-based learning experiences on surfaces.- The three learning sciences: biological, artificial and human.

Fields of interestEducational Technology; Computers and Educa-tion



Due November 2013


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K. Schneider, Friedrich Schiller University of Jena, Jena, Germany (Ed)

Transfer of Learning in OrganizationsFeatures 7 Features empirical studies as well as the development of models for securing transfer and evaluating transfers 7 Offers new insights about learning transfer in organizations and their impli-cations for both research and practice 7 Details theoretical models on learning transfer in further vocational training and develops concepts that are conducive to guaranteeing the transfer of learning for further training in organizations

Contents Introduction, Käthe Schneider.- Transfer of Learning in German Companies, Käthe Schnei-der, Maria Pältz, Helmut Stauche.- Enablers and Inhibitors of Learning Transfer from Theory to Practice, Karima Bouzguenda.- Learning Transfer in Organizations: An Adaptive Perspective Cen-tered on the Learner and the Development of Self-Regulation, Jean-François Roussel.- A Systemic Perspective of Training Transfer, Constantine Kontoghiorghes.- Integration for Training Trans-fer: Learning, Knowledge, Organizational Culture, and Technology, Doo Hun H. Lim, Brent Nowell.- Training Transfer in Teachers Training Program: A Longitudinal Case Study, Francesco Pisanu, Franco Fraccaroli, Maurizio Gentile.- Evaluation of Training Transfer Factors: The FET Model, Pilar Pineda Herrero, Carla Quesada, Anna Ciraso.- The Measurement of Transfer Using Return on Investment, Paul Donovan.- Conclusion, Käthe Schneider.

Fields of interestProfessional and Vocational Education; Human Resource Management; Lifelong Learning/Adult Education



Due December 2013

2014. Approx. 170 p. 10 illus. in color. Hardcover7 $129.00ISBN 978-3-319-02092-1

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M. Schwartz, Oranim Academic College of Education, Kiryat Tivon, Israel; A. Verschik, Institute of Estonian Language & Culture Tallinn University, Tallinn, Estonia (Eds)

Successful Family Language PolicyParents, Children and Educators in Interaction

Contents 1. Achieving Success in Family Language Policy: Parents, Children and Educators in Interaction.- Part I Family Language Ideology, Practices and Management in Interaction with Mainstream Educational and Bilingual Education. 2. Parents’ Choice of a Bilingual Hebrew-Arabic Kinder-garten for their children. 3. The Role of Family Background in Early Bilingual Education: The Finnish-Russian Experience. 4. Children Learning Multilingually in Home, Community and School Contexts in Britain.- Part II Family Language Policy as a Joint Social Venture. 5. Love, Language and Little Ones: Successes and Stresses for Moth-ers Raising Bilingual Children in Exogamous Rela-tionships. 6. Family Language Policy and Manage-ment in a Changed Socio-Political Situation: Russians and Russian Speakers in Lithuania. 7. To Make the Root Stronger: Language Policies and Experiences of Successful Multilingual Intermar-ried Families with Adolescent Children in Tallinn. 8. Family Language Policy from the Children’s Point of View: Bilingualism in Place and Time.- Part III The Interaction Patterns between Parents and their Children in their Shared Language and Literacy Practices. 9. Bimodal Bilingual Families: The Negotiation of Communication Practices between Deaf Parents and their Hearing Children. [...]

Fields of interestLanguage Education; Sociolinguistics; Educational Policy and Politics



Due November 2013

2014. X, 302 p. 18 illus., 12 in color. (Multilingual Education, Volume 7) Hardcover7 $129.00ISBN 978-94-007-7752-1

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170

R. Sims, Knowledgecraft, Woodbum, NSW, Australia

Instructional Design and Online Learning EnvironmentsDesign Alchemy

The provision of online learning is increasing almost exponentially, with both established and emerging educational institutions creating new and revised courses to meet the needs of students demanding flexible access and delivery. However, the staff recruited to support this development often does not have the design skills or experi-ence to generate courses that bear the hallmarks of effective online learning experiences While the principles associated with the practice of instruc-tional design provided pedagogical guidance for these design efforts, it remains commonplace for courses to present as little more than informa-tion delivery with no clear strategies for student engagement and interaction. The purpose of this book is to expand on the design concepts docu-mented by the lead author and to present both a design framework and design strategies that will allow organisations to provide courses that embed the affordances of the online, social environment and maximize opportunities for engagement and learning in formal learning contexts.

Features 7 Uses colloquial language to explain in-structional design 7 Documents state of the art strategies for online learning environ-ments 7 Presents educational design theory and provides practice strategies for researchers and practitioners alike

Contents 1. Why Design Alchemy? .- 2. The Online Experience.- 3. The Design Alchemist.- 4. The Alchemist’s Toolkit.- 5. Practical Online Alchemy.-

Fields of interestEducational Technology; Learning and Instruction



Due February 2014

2014. Approx. 200 p. 4 illus. (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, Volume 8) Hardcover7 approx. $129.00ISBN 978-3-319-02422-6

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R. Small, The University of Auckland, Auckland, New Zealand

Karl MarxThe Revolutionary as Educator

This book is an introduction to Karl Marx (1818–1883) as a radical educational thinker. Marx’s own schooling and education are examined and we see how his interest in educational issues was informed by his own experience. Educational themes in Marx’s thinking are identified: the role of education within capitalist society, the contribu-tion of education to human development and the character of education in a future society. These are placed in a historical setting by the author and related to public debates over educational policy. Throughout his career, Marx identified education as key to the prospects of the working class. The story of this engagement adds a new dimension to the picture of his work as a philosopher, political economist and socialist revolutionary. The aspects of education that concerned Marx matched prominent features of his theoretical and political activity, and educational themes provided him with a critical application for many of his most important ideas.

Features 7 Presents new scholarship on Karl Marx’s educational ideas, drawing on original sourc-es 7 Brings Marx’s educational ideas to life by setting them in their biographical and historical context 7 Demonstrates Marx’s relevance to the educational issues of the twenty-first century

Contents 1. The Education of an Educator.- 2. Marx’s radical turn.- 3. Capitalism and Education.- 4. The politics of schooling.- 5. Lessons from Marx.

Fields of interestEducational Philosophy; Philosophy of Education; Sociology of Education



Due October 2013

2014. VI, 109 p. (SpringerBriefs in Education / SpringerBriefs on Key Thinkers in Education) Softcover7 $54.99ISBN 978-94-007-7656-2

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Y. Steinert, McGill University, Montreal, QC, Canada (Ed)

Faculty Development in the Health ProfessionsA Focus on Research and Practice

Contents Section I – Introduction.- 1. Faculty Development: Core Concepts and Principles; Yvonne Steinert.- Section II – The Scope of Faculty Development.- 2. Faculty Development for Teaching Improvement; Carol S. Hodgson and LuAnn Wilkerson.- 3. Faculty Development for Leadership and Manage-ment; Tim Swanwick and Judy McKimm.- 4. Faculty Development for Research Capacity Building; Brian Hodges.- 5. Faculty Development for Academic and Career Development; Karen Leslie.- 6. Faculty Development for Organizational Change; Brian Jolly.- Section III – Approaches to Faculty Development.- 7. Learning from Experi-ence: From Workplace Learning to Communities of Practice; Yvonne Steinert.- 8. Peer Coaching and Mentorship; Miriam Boillat and Michelle Elizov.- 9. Workshops and Seminars: Enhancing Effectiveness; Willem de Grave, Anneke Zanting, Désirée D. Mansvelder-Longayroux and Wil-lemina M. Molenaar.- 10. Intensive Longitudinal Faculty Development Programs; Larry Grup-pen.- 11. Faculty Development Online; David A. Cook.- Section IV – Practical Applications.- 12. Faculty Development to Promote Role-Modeling and Reflective Practice; Karen V. Mann.- 13. Faculty Development for Curriculum Change: Towards Competency-Based Teaching and As-sessment; Linda Snell.- 14. Faculty Development for Interprofessional Education and Practice; Liz Anderson, Sarah Hean, Cath O’Halloran, Richard Pitt and Marilyn Hammick. [...]

Fields of interestProfessional and Vocational Education; Medical Education; Higher Education



Due January 2014

2014. Approx. 330 p. (Innovation and Change in Professional Education, Volume 11) Hardcover7 approx. $179.00ISBN 978-94-007-7611-1

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171

K. Strohl, Case Western Reserve University, Cleveland, OH, USA

Competencies in Sleep MedicineAn Assessment Guide

Competencies in Sleep Medicine provides the knowledge and curriculum needed for a Sleep Medicine Training Program.

Features 7 Provides competency based training pro-gram templates consistent with the goals of the ACGME 7 Features a companion website for supplemental materials 7 Authored by leaders in the field

Contents Chapter 1: Sleep Medicine and Competency Train-ing.- Chapter 2: Neurophysiology of Sleep.- Chap-ter 3: Pharmacology of Sleep Medicine.- Chapter 4: Sleep and Organ Physiology.- Chapter 5: Upper Airway Physiology.- Chapter 6: Epidemio-logic Concepts and Statistics in Clinical Decision Making.- Chapter 7: Clinical Evaluations of the Patient.- Chapter 8: Diagnostic Testing.- Chapter 9: Insomnia.- Chapter 10: Circadian Rhythm Sleep Disorders.- Chapter 11: Hypersomnolence.- Chapter 12: Sleep-Related Movement Disorders and Parasomnias.- Chapter 13: Sleep Disordered Breathing.- Chapter 14: Sleep and Neurologic Disorders.- Chapter 15: Sleep in Psychiatric Dis-orders.- Chapter 16: Sleep in Medical Disorders.- Chapter 17: Pediatric Sleep Medicine.- Chapter 18: Sleep and Aging.- Chapter 19: Ethical, Legal and Social Issues in Sleep Medicine.- Chapter 20: Administration and Delivery of Sleep Medicine.- Professional Training: Fellows and Faculty as Teachers.

Fields of interestMedical Education; Neurology

Target groupsProfessional/practitioner


Due November 2013

2014. XIV, 366 p. 25 illus., 16 in color. Hardcover7 $179.00ISBN 978-1-4614-9064-7

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K. S. Taber, University of Cambridge, Cambridge, UK

Modeling Learners and Learning in Science EducationDeveloping Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research

This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive develop-ment and conceptual learning. The conclusion outlines significant implications for science teach-ers and those researching in this field. This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others.

Features 7 Offers an integrated account of the modelling processes involved in research into student under-standing and learning in science 7 Emphasises the case for the importance of acknowledging the modelling processes necessarily underpinning any account of student thinking, knowledge or learn-ing 7 Reviews the current state of knowledge in science education in relation to the modelling of scientific thinking, understanding and learning in science 7 Develops the personal constructivist perspective on learning

Contents Modelling learners and learning in science educa-tion.- Modelling mental processes in the science learner.- Modelling the science learner’s knowl-edge.- Development and learning.- Conclusion.

Fields of interestScience Education; Learning and Instruction; Teaching and Teacher Education



Due October 2013

2014. X, 660 p. 82 illus. Hardcover7 $129.00ISBN 978-94-007-7647-0

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V. M. Warfield, University of Washington, Seattle, WA, USA

Preparing Future Teachers of K-12 MathematicsWashington Teachers of Teachers of Mathematics

This brief has a twofold motivation. One is to present an organization, Washington Teachers of Teachers of Mathematics (WaToToM), that has become a solid player in the arena of mathemat-ics education in the state of Washington and has aspects that might be of value to people with similar goals in other states. The other is to present a history in grassroots development. WaToToM had its origins 15 years ago as a small gathering whose direction was not clearly defined. From those small roots it has grown not to an enormous organization, but to a lively, goal-oriented and highly functional one that has had profound influ-ences on educational policy, curriculum develop-ment and teacher preparation.

Contents Introduction.- A brief history of WaToToM.- Ex-cerpts from WaToToM Newsletters with helpful commentaries and illustrative examples.- Lessons learned from 15 years of WaToToM. -Future Di-rections and guidance for beginning a grassroots organization to develop and nurture mathematics teacher educators, promote progressive education-al policies, and develop innovative and effective curriculum.

Fields of interestMathematics Education; Teaching and Teacher Education



Due January 2014

2014. Approx. 65 p. (SpringerBriefs in Education) Softcover7 approx. $49.95ISBN 978-1-4614-9250-4

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