Progress in Education. Volume 62

$250.00

Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

In the opening chapter of Progress in Education. Volume 62, two classroom practices are presented and applied within a different group of students using two pedagogical methodologies, with the goal of allowing students to acquire new vocabulary and communicative skills using a foreign language.

Following this, Singapore’s educational context is described in detail, and 19 noteworthy studies on school classroom environments in Singapore are reviewed.

The authors also explore the structure and processes that underlie learning as a Community of Practice in a nonformal education program for parents of young children.

This compilation assesses the way in which activities aimed at equalizing the educational opportunities of pauperized children require a modern teacher to constantly improve and deepen their competencies.

Procedures are presented for applying the dynamics assessment model (learning potential in Spain) to preschool children with Down syndrome.

A comprehensive review of research from various parts of the world that examines the practical uses and benefits of blogging is provided, in the context of teaching diverse academic disciplines and fields of expertise.

The authors draw evidence from a qualitative study to describe how undergraduate co-operative education students in multidisciplinary, private blogging communities reflected on their experiences by contributing to their blogs.

The concluding chapter presents the Google applications that certification seekers will be responsible for understanding, as well as the types of questions to expect and, ultimately, how to incorporate these skills into the K-12 classroom.
(Imprint: Nova)

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Table of Contents

Preface

Chapter 1. A Study of Two Classroom Practices Using Two Pedagogical Methods through the Use of a Foreign Language
(Cristina Nevado-Reyes and José M. Chaves-González, Didactics of Experimental Sciences and Computer Science Departments, University of Extremadura, Cáceres, Spain)

Chapter 2. Learning Environments in Singapore
(Su-Fen Goh, Ching-Tse Donna Lim and Barry J. Fraser, Ministry of Education, Singapore, and others)

Chapter 3. Parent Learning as Community of Practice and the Potential of an Online Platform
(Susan K. Walker, Family Social Sciences, University of Minnesota, St. Paul, Minnesota, US)

Chapter 4. Permanent Improvement of Teacher Social Competencies as an Indispensable Condition for the Process of Equalizing Educational Opportunities of a Child from a Poor Family
(Grażyna Cęcelek, National Vocational University, Skierniewice, Poland)

Chapter 5. Usefulness of Assessment of Learning Potential in Preschool Children with Down Syndrome
(María Auxiliadora Robles-Bello, PhD, Nieves Valencia Naranjo, PhD, and David Sánchez-Teruel, PhD, Department of Psychology, University of Jaén, Jaén, Spain, and others)

Chapter 6. Blogs in Higher Education: Potential Uses and Advantages for Both Scholars and Students
(Liat Biberman-Shalev, PhD, Education Department, Levinsky College of Education, Tel-Aviv, Israel)

Chapter 7. The Use of Blogs in a University Co-Operative Education Environment
(Sandra Helen Birrell, PhD, Simon Fraser University, Burnaby, Canada)

Chapter 8. Going for the Google: The Educator’s Quest for Certification
(Christopher C. Masullo, EdD, Department of Mathematics, Passaic County Community College, Paterson, NJ, US)

Index

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