Pedagogy: New Developments in the Learning Sciences


Series: Education in a Competitive and Globalizing World
BISAC: EDU029000

This book brings together a diverse range of researchers to profile new pedagogical developments in teaching and learning. This includes pedagogies in the fields of mathematics and science education, literacy, computer supported learning, and specialist fields such as special education, indigenous education, music education and the learning processes and relationships that are evident in many of these fields. The emphasis in this book is on chapters that have a strong evidence-base for the work that is presented.

While some will argue that the different fields have their own specific pedagogies, often referred to as pedagogical content knowledge (PCK) (Schulman, 1986), research also indicates that there are many pedagogies that are applicable across different disciplines. Teachers and educators need to be cognisant of how different pedagogies can be applied or used creatively in their own disciplines to promote understanding and learning. (Imprint: Nova)

Table of Contents

Table of Contents

Preface pp.ix-xviii

Contributor Bios pp.489-496

1. Introduction: Developments in Pedagogy
(Robyn M. Gillies, The University of Queensland, Brisbane, Australia)
Section 1: Virtual and Blended Learning pp.9-10

2. Blending Real Experiences with Virtual Worlds
(John Hedberg, Macquarie University, Australia)pp.11-26

3. Applying a Hybrid Learning Model to Enhance Collaborative Blended Learning Experiences
(Mun Fie Tsoi, National Institute of Education, Nanyang Technological University, Singapore)pp.27-46

4. Virtual Communities and Narrative Pedagogy: A 21st Century Learning Strategy
(Mike Walsh, University of Cumbria, UK)pp.47-64

5. Group Composing with Computers in the Music Classroom: A Reconsideration of Designs for Learning in Order to Realize the Potential of Recent Technologies
(Nick Breeze, Bath Spa University, UK)pp.65-84

6. “Informed Eclecticism” in a Capacity Building Project between South Africa and Namibia: The SANTED Virtual Classroom Project
(Hannah Thinyane, Rhodes University, South Africa)
Section 2: Classroom-Based Talk pp.103-104

7. Facilitating Classroom Argumentation with Computer Technology
(Christa S.C. Asterhan, Hebrew University of Jerusalem, Israel)pp.105-130

8. Promoting Reasoning, Problem-Solving and Argumentation during Small Group Discussions
(Robyn M. Gillies, The University of Queensland, Brisbane, Australia
9. Measuring Scaffolding in Teacher – Small-Group Interactions
(Janneke van de Pol, Monique Volman, Ed Elbers, and Jos Beishuizen, University of Amsterdam, the Netherlands, and others)pp.151-188

Section 3: Literacy pp.189-190

10. Education for Citizenship: Introducing Critical Literacy in the EFL Classroom
(Andréa Machado de Almeida Mattos, Federal University of Minas Gerais, Brazil)pp.191-212

11. Hybridized Writing for Scientific Literacy: Pedagogy and Evidence
(Stephen M. Ritchie and Louisa Tomas, Queensland University of Technology, Australia, James Cook University, Australia)pp.213-226

12. Pedagogical Practices for the Development and Improvement of Reading
(Christina E. van Kraayenoord, School of Education, The University of Queensland, Brisbane, Australia)pp.227-242

Section 4: Learning Processes pp.243-244

13. Inquiry Requires Self-Directed Learning, but do Primary Students Learn from Teaching about Self-Directed Learning?
(Penny Van Deur, Flinders University, Australia)pp.245-270

14. Team-Based Learning: Pedagogy for the 21st Century-Effective, Efficient and Economical
(Nagaswami S. Vasan and David O. DeFouw, New Jersey Medical School, Newark, USA)pp.271-296

15. Role Perception, Function Perception (Formal and Organizational Citizenship Behavior) of Mentor Teachers in Professional Development Schools
(Aviva Klieger and Anat Oster-Levinz, Beit Berl College,Israel)
Section 5: Mathematics Learning pp.313-314

16. Technology-supported Instruction in the Mathematics Classroom
(John A. Ross and Catherine D. Bruce, University of Toronto, Canada, Trent University, Peterborough, Ontario, Canada) pp.315-336

17. Disciplinarity and the Logic of Mathematical Tasks in Secondary 3 Mathematics Lessons in Singapore
(David Hogan, Ridzuan Abdul Rahim, Melvin Chan, Berinderjeet Kaur and Phillip Towndrow, National Institute of Education, Singapore)pp.336-370

18. The Pedagogy of Mathematical Inquiry
(Katie Makar, The University of Queensland, Brisbane, Australia)
Section 6: Affective Learning pp.399-400

19. Rescuing the Pedagogical Relationship: Applying Personal Teacher Knowledge and the Value of Caring in Collaborative Contexts
(Michael John Boyle, The University of Queensland, Brisbane, Australia)pp.401-422

20. Configuring Collegiality: The Affective Dimension of Collaborative Work
(Susan Gray, The University of Auckland, New Zealand)pp.423-448

Section 7: Culturally Responsive Pedagogy pp.449-450

21. In Pursuit of Culturally Responsive Pedagogy
(Delia Baskerville and Rawiri Hindle, Victoria University, Wellington, New Zealand)pp.451-470

22. Class and Culture and the Transformative Pedagogy
(Rolf Helldin, Stockholm University, Sweden) pp.471-488

Index pp.497-513

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