First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.

This book takes an in-depth look at how education and psychology relate to each other, and at the current state of this relationship. Through comprehensive analysis of the ideological, historical, social and professional contexts of this interaction, the author develops the theme that, despite basic differences in aims, the fields are interconnected.

This book provides the reader with an introduction to the world of educational research. A two-pronged approach is adopted: to help the reader understand the concepts and terminology widely used in educational research and a range of methodological issues; and to provide the reader with guidance on initiating and implementing research studies. In this highly accessible book, the authors consider the perspectives, concepts and techniques in common usage in the field of research, and the variety of approaches that may be taken in researching different subjects. A glossary is also provided covering the relevant terms and concepts referred to and used in current educational research.

As tourism matures as an academic subject and the number of tourism higher education providers continues to expand world-wide, there is an increasing interest in its educational aspects. At the same time the development of research into education issues related to tourism means that there is now a developing literature on the subject. This international handbook offers a timely evaluation of the sate of the art of tourism higher education. The book brings together expert contributors from around the world to present current thinking and practice about what is now a major element of education provision world-wide. It is structured round four key themes: - Curriculum - International perspective - Teaching, learning and assessment - Resources, progression and quality Its global survey of tourism education offers a comprehensive basis for comparative review. In addition to setting out the development and current provision of tourism education it also addresses cutting edge issues such PhD education, non-formal education, cultural issues in learning, research and teaching, e-learning and e-assessment. It offers practical advice for the design, delivery, evaluation and resourcing of courses and concludes with a reflective agenda of issues for the future.

Master's Thesis from the year 2016 in the subject Pedagogy - The Teacher, Educational Leadership, , language: English, abstract: School inspection is one of the most challenging aspects in education; it represents an approach of accountability in teaching and learning. Moreover, school inspection provides policy and decision makers with accurate information about the current state of education in their respective institutions. The main purpose of this study is to examine and determine the impact of school inspection on teaching and learning in Dubai-based private schools, and to give some recommendations into how to conduct effective school inspection that would positively influence teaching and learning. This research included 37 participants; 2 inspectors, 4 head-teachers and 31 teachers, from 4 private schools, who follow different types of curricula, from all grades of performance according to inspection reports conducted in the 2014/2015 academic year. The findings show that school inspection has a significant role in school improvement, especially in teaching and learning. Teachers acknowledge the feedback that inspectors give to them. However, school inspection also has a negative impact on teaching and learning; for instance, it forces some schools to show activities they have never done before. Moreover, the school inspection reports and recommendations, in some cases, are superficial and are not related to the school context; moreover, they often do not show teachers how they can respond to criticism in the reality of their teaching practice. Nevertheless, the relationship between inspectors and teachers is not that positive, especially in some subjects, such as Arabic language and Islamic Studies. This piece of research suggests some areas for the betterment in school inspection, such as giving more importance for SSE School-Self evaluations, shortening the notice period, visiting schools at different times throughout the academic year, making such visits every three years, as well as ensuring that school inspectors have a high degree in education and in the subject they inspect. Nevertheless, it recommends establishing an independent school inspection system. On the other hand, this study suggests further research on the accountability of teaching and learning in Dubai in specific subjects, such as Arabic and Islamic studies, because reality shows that the recent intervention and policy have not been as fruitful as expected

Throughout the world, healthcare professionals often lack knowledge of the possibilities and limitations of systematically processing data, information and knowledge and of the resulting impact on quality decision-making. They are often asked to use information technologies of which they have limited appreciation, in order to enhance their practices through better use of information resources. However, for systematically processing data, information and knowledge in medicine and in healthcare, healthcare professionals who are well-trained in medical informatics or health informatics are needed. It will only be through improved education of healthcare professionals and through an increase in the number of well-trained workers in health and medical informatics that this lack of knowledge and associated skills can begin to be reversed. Although we can recognize further progress in educating health and a considerable number of educational programs for health informatics / medical informatics specialists have been set up, there is still a need to enhance these educational activities world wide, considering global developments as well as new curricular concepts and technological opportunities. IMIA and in particular its working group on health and medical informatics education is the leading international society stimulating such educational activities in various ways. This book is especially helpful for educators in the field of health / medical informatics.

Are you thinking of studying at university in Britain? Do you feel confused about which course is best for you, which university to choose, and how to apply? Are you wondering about what kinds of challenges you will be faced with, how best to approach them and how to overcome them? If so, this guidebook is for you. Honest and accurate, this book acts as an international student introduction and cultural guide to UK Higher Education. It informs and guides students in their preparation for all aspects of UK HE, from university selection and application through to participation, and provides a clear understanding of how British universities function. Helping international students make the most of the many opportunities that university offers, this text will expand your knowledge of UK Higher Education with regards to: Application procedures Finances Self-awareness, cultural understanding and adaptation (social and academic) University administrative procedures, facilities and support Work and career information and advice. The International Student’s Guide to UK Education is a comprehensive guide that will help students to develop critical and reflective ability in order to become independent, well-informed and empowered decision makers.

Indigenous peoples around the world are calling for control over their education in order to reaffirm their identities and defend their rights. In Latin America the indigenous peoples, national governments and international organisations have identified intercultural education as a means of contributing to this process. The book investigates education for and by indigenous peoples and examines the relationship between theoretical and methodological developments and formal practice. An ethnographic study of the Arakmbut people of the Peruvian Amazon, provides a detailed example of the social, cultural and educational change indigenous peoples are experiencing, an insight into Arakmbut oral learning and teaching practices as well as a review of their conceptualisations of knowledge, pedagogy and evaluation. The models of intercultural education being promoted by Latin American governments are, nevertheless, biliterate and school-based. The book analyses indigenous and non-indigenous models based on different conceptualisations of culture and curriculum in the context of the Arakmbut search for an education which respects their dynamic oral cultural traditions and identity, provides them with a qualitatively relevant education about the wider society and addresses the intercultural lives they lead.

What is the place of corporate worship in theological education? Certainly it is not unexpected to have ministry students attending seminary chapel, but what are the expectations for the students who attend chapel? Is it to form their liturgical sensibilities into conformity with a particular worship tradition or style? Or is it to provide a safe place to try things that one would be reluctant to experiment with in congregational worship? Although common worship for ministry students is almost a given in all theological schools, there are few common understandings about it goals and purposes. Common Worship in Theological Education is the first book to address the theological, pedagogical, and political issues involved in the planning and execution of seminary chapel. It offers voices from across the theological and ecumenical spectrum about chapel, as well as involving multiple disciplines in the conversation. This volume provides the first comprehensive survey of the worship issues at stake in seminary education today. The essays in this collection provide the foundation for a productive conversation within a seminary faculty or among colleagues within a theological discipline. This volume makes the case that the chapel ought to have a seat at the table when the education mission of a theological school is being discussed. So pull up a chair and prepare for a fascinating conversation.