Progress in Education. Volume 31

Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

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$230.00

Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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This series presents substantial results from around the globe in selected areas of educational research. The field of education is consistently on the top of priority lists of every country in the world, yet few educators are aware of the progress elsewhere. Many techniques, programs and methods are directly applicable across borders.

Topics discussed herein include school size; a conceptual analysis of the literature regarding school discipline for students with disabilities; school-sponsored activities for Hispanic middle school students; architecture as support of the “knowledge ecosystem”; grade eight African American and Caucasian student disciplinary consequences and academic achievement; designing educational material for early childhood mathematics education; interplay between cognitive and non-cognitive processes and research trends in TPACK. (Imprint: Nova)

Preface

Chapter 1 - School Size: An Analysis of the Research Literature (pp. 1-30)
Brian Greeney and John R. Slate (Klein Independent School District, and Sam Houston State University, TX, USA)

Chapter 2 - A Conceptual Analysis of the Literature Regarding School Discipline for Students with Disabilities (pp. 31-56)
Kirsten L. Allman and John R. Slate (Klein Independent School District, and Sam Houston State University, TX, USA)

Chapter 3 - School-Sponsored Activities for Hispanic Middle School Students: Relationships with Achievement and Behavior (pp. 57-74)
Jose Angel Espinoza, Fred C. Lunenburg and John R. Slate (Socorro Independent School District, and Sam Houston State University, TX, USA)

Chapter 4 - Architecture As the Medium of an ―Ecosystem of Knowledge: Physical Spaces As Context and Stimulus for Teaching – Learning Processes in University Education (pp. 75-92)
Sofía Corsini Fuhrmann and Pablo Campos Calvo-Sotelo (University CEU, San Pablo, Spain)

Chapter 5 - Grade 8 Black and White Student Disciplinary Consequences and Academic Achievement: A Statewide Investigation (pp. 93-104)
Michelle Hilberth and John R. Slate (Spring Branch Independent School District, AND Sam Houston State University, TX, USA)

Chapter 6 - Principal Characteristics and their Emotional Intelligence Skills (pp. 105-116)
Sandy Labby, Fred C. Lunenburg and John R. Slate (Sam Houston State University, TX, USA)

Chapter 7 - Early Childhood Mathematics: Designing Educational Material (pp. 117-160)
Chrysanthi Skoumpourdi (University of the Aegean, Greece)

Chapter 8 - Interplay between Cognitive and Non-Cognitive Processes: Review, Implications and Directions (pp. 161-184)
Huy P. Phan (University of New England, Armidale, Australia)

Chapter 9 - Research Trend in TPACK: Review Studies in Science and Mathematics Classrooms (pp. 185-204)
Jang Syh-Jong and Meng-Fang Tsai (Graduate School of Education, Chung-Yuan Christian University, Taiwan, and others)

Index

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