This is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching.

The Psychology of Teaching and Learning Music introduces readers to the key theoretical principles, concepts, and research findings about learning and how these concepts and principles can be applied in the music classroom. Beginning with an overview of the study of teaching and learning, and moving through applying theory to practice, and reflective practice in the process of personal growth, this text focuses on music learning theories, behavioral approaches, cognitive, social-cognitive development, and constructive views of learning. It includes culture and community, learning differences, motivation, effective curricular design, assessment, and how to create learning environments, illustrated by practical case studies, projects, exercises, and photos. Showing students how to apply the psychology theory and research in practice as music educators, this book provides a valuable resource for undergraduate and graduate music education students and faculty.

This third edition has been substantially updated to include current research, written by a team of respected science education researchers. It complements the Australian Early Years Learning Framework and the Australian Curriculum: Science. Concepts are brought to life through case studies, practical tasks and activity plans.

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions: What’s working well? What needs changing? What are we learning? Where do we go from here? With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.

This book is focused on ten action research and evaluative case studies in environmental education carried out by teacher educators and teachers. The case studies range across five European countries: Austria, Hungary, Italy, Sweden and Switzerland. They are followed by cross-case comparisons. I Robottom, Deakin University, Australia.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

"A book that puts new forms of relationship and dialogue at the core of teaching and learning. It is likely to give courage to those who are daring to reflect differently on their teaching and learning practice, and to those who recognise the limitations of technology as some 'panacea solution' to challenges of mass higher education." - Professor Susan Weil"A passionate and practical book...I would recommend highly to teachers, students, staff developers and anyone else with a concern for higher education." - Sarah MannThis book offers hope and the practical means for university and college teachers seeking a new experience of learning, for their students and themselves. The book deals with learning which is real, genuine, relevant to learners now and for the future which is significant for their lives. Such learning embraces their relationships, work and careers, community, society and their world.Anne Brockbank and Ian McGill provide direct support for teachers who wish to move from teaching toward facilitating learning, thereby transforming the relationship between teacher and learner and between learners. Information technology, whilst useful, is not a substitute for the learning advocated here; facilitation enables learners to use technology productively and complementarily as a part of the learning process.This book enables teachers to acquire an understanding of facilitation and to enhance their ability to facilitate rather than teach in the traditional way. The authors emphasize the centrality of engaging in reflective dialogue with both colleagues and students. They explore the significance of emotion and action as well as cognition in learning. In addition they examine how teachers can best create the conditions for reflective learning.This is a practical book for university and college teachers which will help them facilitate their students' reflective learning.