In the twenty-first century, being able to collaborate effectively is important at all ages, in everyday life, education and work, within and across diverse cultural settings. People are increasingly linked by networks that are not only means for working and learning together, but are also ways of maintaining social and emotional support. Collaborating with others requires not only elaborating new ideas together, but also being able to manage interpersonal relations. In order to design and facilitate effective collaborative situations, the challenge is therefore to understand the interrelations between social, affective and cognitive dimensions of interactions in groups. Affective Learning Together contains in-depth theoretical reviews and case studies of group learning in a variety of educational situations and taught disciplines, from small groups working in the secondary school classroom, to teams of medical students and more informal working groups at university level. Contributors provide detailed analyses of the dynamics of interpersonal relations and affects, in relation with processes of meaning and knowledge elaboration, including discussion of: the variety of social learning situations and experiences; social identities in group learning; emotion, motivation and knowledge elaboration; conflict, arguments and interpersonal tensions in group learning. Bringing together a broad range of contributions from internationally recognised researchers who are seeking to broaden, deepen and integrate the field of research on collaborative learning, this book is essential reading for all serious students of contemporary educational research and practice.

This book addresses the past and future of research on the effectiveness of "asynchronous learning networks" courses in which students and teachers learn together online via the Internet. An integrated theoretical framework called "Online Interaction Lea

A blueprint for structuring the school environment around teacher learning and collaboration as a foundation for equitable learning and student engagement

The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of effective human resource policies that strengthen, recognise and preserve the positive impact that that teachers, school leaders and other school staff have on their students.

Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.

In this groundbreaking book, nationally recognized leaders in education and psychology examine the relationships between social-emotional education and school success—specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social emotional learning programs, including: building skills linked to cognitive development, encouraging student focus and motivation, improving relationships between students and teachers, creating school-family partnerships to help students achieve, and increasing student confidence and success.

Around the globe, there is a growing awareness of the importance of addressing students’ social and emotional development and wellbeing during schooling. Although the bulk of the work in this area has been conducted in North America and Europe, there is now a burgeoning interest in this topic in Australia and the wider Asia Pacific. This book is the first ever to provide a timely and important collection of diverse perspectives on and approaches to social and emotional learning in the Australian and Asia Pacific context. Adopting a broad view of social and emotional learning, the book explores positive psychology, belonging, teachers’ professional development, pre-service training and post-initial training in Australia and in neighbouring communities such as China, Hong Kong, Korea, Singapore, New Zealand, Fiji, and other Pacific nations. "Frydenberg, Martin, and Collie have provided an incredible service by bringing together in a single well planned scholarly volume an incredible and well balanced group of senior and early career cutting edge researchers from Australia, Asia and the Asia Pacific area tackling approaches and key issues of social and emotional learning. Their much needed volume links research on key factors, such as differing perspectives, measurement issues, the identification of at-risk children, teachers' social and emotional development, and these and other across the cultures of an increasingly vibrant and developing geographic region. It is indeed encouraging to gain the sense of depth and breadth of ongoing research that the volume gives. " John Roodenburg PhD FAPS MCEDP MCCOUNSP, Monash University Melbourne "Social and Emotional Learning is understood to be a crucial part of the school curriculum. This book covers the field, with a refreshing focus on work being done in Australia and in neighbouring countries. For school psychologists, the book helps us to understand how SEL can help at every level – from working with individuals, small groups, whole classes, or with the entire school. Our work with vulnerable students, individually or in small groups, is always more effective when embedded in the broader context of Social and Emotional Learning." Paul Bertoia FAPS MCEDP, Senior School Psychologist “This collected volume of researchers from Australia and the Asia-Pacific provides a thorough review of important educational, social, and emotional development issues for practitioners and researchers around the world. Readers will greatly benefit from the breadth and depth of treatment in each of the topics covered.” Kit-Tai Hau, PhD, Choh-Ming Li Professor of Educational Psychology, The Chinese University of Hong Kong.

Effective facilitation is complex What is central to leading powerful and effective facilitation in professional learning? You. Gone are the one-size-fits-all answers—instead, you’ll draw from your own knowledge and expertise to lead your PLC in actively solving complex problems that are unique to your context. For professional learning to have an improvement impact for both teachers and students, it needs to be more than a single event. Truly successful professional learning is sustained, collaborative, evidence-informed, and student-focused—generating multifaceted solutions to real-life, real-time issues rather than focusing on one piece of the practice puzzle at a time. This book, based on the results of a five-year research study, provides: • An innovative approach to the design and delivery of professional learning grounded in principles of adaptive expertise • Easy-to-use one-page summaries of "Deliberate Acts of Facilitation" • Guidance that’s fully congruent with Learning Forward Standards for Professional Learning The current educational landscape demands a new kind of leadership. This book gives you the tools you need to apply the principles of adaptive expertise to your leadership and facilitation—enabling you to draw on your own deep knowledge to address the complex challenges you and your teachers face every day.