Centred around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally. Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use.

This book explores a value-based research methodology, Living Educational Theory Research (LETR), which aligns a values-based approach with key tenets of professional development to inform and inspire future educators’ practice. Written by world-leading scholars in the field of LETR, the chapters are global in reach and promote the evolving and dynamic nature of the methodology and its application with real-world professional training within higher education. Through discussion and dialogue on the evolution of Living Educational Theory Research, the chapters explore topics such as professional development and community-based contexts, supporting academics wishing to improve their practice by placing the theory within a scholarly paradigm to legitimise its use for scholarly learning. Demonstrating how insights from disciplines such as philosophy, sociology and psychology are integrated within the generation of living-educational-theories, this outwardly looking volume will appeal to postgraduate students, scholars and researchers involved with educational theory, action research and other forms of practitioner research, and education research methods more broadly.

This book challenges common understandings of boredom and disengagement in classrooms, taking a relational approach to boredom which looks beyond the usual distinctions between in-school and out-of-school practices. The book explores how a sociomaterial perspective can provide an alternative analysis of boredom as performative, and as a phenomenon assembled in space and time rather than as a psychological attribute of the individual student. This perspective explores the affective experience of learning and how it is created in the classroom through assemblages of people, technology, objects and environment and the differing relations within them. Drawing on empirical data from a case study which compares formal learning and digital gaming practices in a group of secondary schools in England, the book suggests that by altering the affordances and constraints available in learning situations we can prevent boredom and disengagement emerging in the classroom. This innovative book proposes that the mobility and dynamism of game spaces offer us new ways to re-imagine engagement in learning and will be of relevance to scholars, researchers and postgraduate students in the fields of teaching and learning, digital gaming, educational philosophy and educational technology.

Presenting cutting-edge research from around the world, this book demonstrates how critical pedagogy is shaped by social-political contexts and ideological constructions of knowledge and power. The edited collection brings together a global author team using critical pedagogy to synthesise political and theoretical ambitions with the complex realities of classroom practice. The book addresses two key questions: what does critical pedagogy look like in educative work with young people around the globe? And how can critical praxis enacted in schools and classrooms push the core tenets of critical pedagogy so that they are more responsive to the complex power relations of the real world? Bringing together chapters that create a nuanced understanding of some of the challenges involved in the intersection of ideologies, systems and institutions, the authors offer a set of resources which respond to claims that critical pedagogy is often little more than emancipatory rhetoric with limited practical application. Spanning almost two decades of pedagogical thinking, practice, outreach, community development and activism, this robust volume will be of great interest to researchers and postgraduate students investigating critical education, curriculum, creative thinking and pedagogies.

This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education. Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest. Chapters 1, 3, and 6 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

With unique insights into the potential power of Japan’s STEM education, Isozaki and his team of contributors share multiple perspectives on STEM education theory and practices in Japan. Examining how Japan has become an economic superpower based on scientific and technological innovations, this book provides a particular focus on the theoretical and practical analysis of STEM education from historical and comparative perspectives. Additionally, it links the theory and practice of STEM education from primary education to teacher education at universities across Japan and considers both societal and individual needs in advancing STEM literacy. Chapters are written by researchers from a diverse range of fields in education, including science, mathematics, technology, and pedagogy. The book also offers practical teaching tools and materials for teacher education and assessment to promote STEM literacy in students so that they are able to address local and global socio-scientific issues in a real-world context. Covering a wide spectrum of STEM education, this book provides valuable insights and practical suggestions, from a Japanese perspective, for academic researchers, policymakers, and educators who are interested in STEM education.

This volume contains the papers presented at the Third International Symposium on New Ways of Teaching & Learning held from August 6-10, 2024, at the Aemilia Hotel, Bologna, Italy. The Conference was organized by The Mathematics Education for the Future Project - an international educational project founded in 1986 and dedicated to innovation in mathematics, statistics, science and computer education world wide.

In the last thirty years or so, the need to address the challenges of teaching and learning mathematics at university level has become increasingly appreciated by university mathematics teachers, and beyond, by educational institutions around the world. Indeed, mathematics is both a condition and an obstacle to success for students in many educational programmes vital to the 21st century knowledge society, for example in pure and applied mathematics, engineering, natural sciences, technology, economics, finance, management and so on. This breadth of impact of mathematics implies the urgency of developing research in university mathematics education, and of sharing results of this research widely. This book provides a bespoke opportunity for an international audience of researchers in didactics of mathematics, mathematicians and any teacher or researcher with an interest in this area to be informed about state-of-the-art developments and to heed future research agendas. This book emerged from the activities of the research project INDRUM (acronym for International Network for Didactic Research in University Mathematics), which aims to contribute to the development of research in didactics of mathematics at all levels of tertiary education, with a particular concern for the development of early-career researchers in the field and for dialogue with university mathematicians. The aim of the book is to provide a deep synthesis of the research field as it appears through two INDRUM conferences organised in 2016 and 2018. It is an original contribution which highlights key research perspectives, addresses seminal theoretical and methodological issues and reports substantial results concerning the teaching and learning of mathematics at university level, including the teaching and learning of specific topics in advanced mathematics across a wide range of university programmes.

Building Effective Physical Education Programs is a unique text focused on designing and delivering school physical education programs. The text succeeds in helping pre-service, novice, and more experienced teachers to understand the essential components necessary to create and deliver impactful physical education programs within their school or organization. Through its use of engaging learning experiences found in each chapter, this text is ideal for use across various physical education teacher courses and teacher professional development programs. Written for an international audience, Building Effective Physical Education Programs acknowledges both the similarities and differences of physical education programs from country to country. International case studies are included to further illustrate worldwide practices. This text is appropriate for the student who is interested in the field of physical education as well as the seasoned professional with years of experience. Key Features: Learning Experience boxes help readers apply knowledge gained from the text to real-world practice by utilizing activities and critical-thinking questions to drive comprehension. An international perspective on physical education provides a global viewpoint and gives students a broad context for different program types A focus on current trends and issues makes this text relevant and timely Ancillaries provide instructors with the tools to implement a successful physical education teacher education course. Instructor resources include: Instructor's Manual, Test Bank and PowerPoint presentations Student resources include: Companion website and Student Study Guide

This volume supports educators in integrating meaningful education for social justice and sustainability across a wide range of curricular subjects by drawing on educational theory, innovative pedagogical approaches and creative ideas for teaching and learning. Both practical and theoretical in its approach, it addresses subject areas ranging from mathematics to visual arts to language teaching. Chapters provide subject entry points for teachers seeking to embed social justice and sustainability principles and pedagogies into their work. Transferable across various areas of learning, a range of pedagogical approaches are exemplified, ranging from inquiry approaches to ethical dilemmas to critical relational pedagogies. Ready-to-use teaching exemplars, activities and resources address issues which are of interest and relevance to children’s lives, including gender stereotyping, racism, heterosexism, climate change and species extinction. Practical guidance is provided on how to engage children in dialogue and reflection on these complex issues in a safe and ethical way. This accessible and unique volume is essential reading for student teachers, teachers, educational leaders, teacher educators and anyone interested in inspiring children to work towards creating a more socially just and sustainable world.