Progress in Education. Volume 45


Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU037000

The ongoing Progress in Education series presents substantial results from around the globe in selected areas of educational research. Schools are institutions that sail in the tempest of educational issues, reforms, strategies, data and tools, as well as reflect changes in society. Embedded in all of these are technology, diversity, and innovation – their inevitability has been demonstrated in our schools and communities. Chapter One examines the relation among need for cognition (NFC), openness to experience and conscientiousness, predicting that individuals with higher NFC would also show higher degrees of openness to experience and conscientiousness. Chapter Two provides a corpus-based analysis of adjectives and adverbs in Charlotte Brontë’s novel, Jane Eyre. Chapter Three reviews the applicability of the science, technology, and society concept towards the pedagogic didactics of the natural sciences. Chapter Four analyses and synthesises research findings from three large bodies of research, using cognitive load and orthographic complexity perspectives, towards useful research directions for optimising Anglophone reading, literacy development and instruction. Chapter Five provides recommendations for increasing teacher self-efficacy at both the preservice and inservice stage to better meet the literacy needs of diverse learners and to ensure that teachers feel confident and capable to teach students who may struggle learning to read; and also discusses implications for future research studies and methods for providing evidence-based literacy instruction to diverse learners. Chapter Six explores the challenges faced by students with disabilities at higher education institutions. Chapter Seven discusses relevance, motivation and meaningful learning in mathematics education. (Imprint: Nova)


Table of Contents

Table of Contents


Chapter 1. Linking Pedagogical Approaches to Cognitive Needs and Personality
Kylie Froehlich, Crystal Miller and Mary Shuttlesworth (Department of Psychology, Mount Aloysius College, Cresson, PA, USA)

Chapter 2. A Corpus-Based Analysis of Adjectives and Adverbs in Charlotte Brontë’s Jane Eyre
Meltem Muºlu (English Language and Literature Department, University of Gaziantep, Gaziantep, Turkey)

Chapter 3. The Applicability of the Science, Technology, and Society (STS) Concept Towards the Pedagogic Didactics of Natural Sciences
Grigorios L. Kyriakopoulos (National Technical University of Athens, School of Electrical and Computer Engineering, Electric Power Division, Photometry Laboratory, Athens, Greece)

Chapter 4. Managing Cognitive Load as the Key to Literacy Development: Research Directions Suggested by Crosslinguistic Research and Research on Initial Teaching Alphabet (ITA)
Bruce Allen Knight, Susan A. Galletly and Pamela S. Gargett (Central Queensland University, Townsville, Australia, and others)

Chapter 5. Learning to Teach Students to Read Who Look or Speak Differently Than Me: Making Progress or Room for Improvement?
Sarah K. Clark (Utah State University, Logan, Utah, USA)

Chapter 6. Developments Regarding Inclusive Education at Higher Education Institutions: The Current Status of Students with Disabilities
Lloyd Dan Tlale and Matjhabedi E. Mazibuko (Department of Psychology of Education, University of South Africa, Pretoria, South Africa, and others)

Chapter 7. Relevance, Motivation and Meaningful Learning in Mathematics Education
Victor Martinez-Luaces (Fundacion Julio Ricaldoni-Facultad de Ingenieria, Universidad de la Republica, Uruguay)


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