Progress in Education. Volume 63

Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

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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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In this compilation, the authors address how school staff can support excessively anxious adolescents. It is important that teachers are equipped with the knowledge to identify anxiety disorders in students given their increasing prevalence.

An approach is presented with the goal of facilitating educational transformation for indigenous languages through research, with Afrikology as a compass for the agenda of decolonising the language of teaching and learning in an open distance and e-learning setting. Progress in Education. Volume 63 also sets out to develop an understanding of Taiwanese English language teachers’ levels of intercultural sensitivity and their willingness to teach interculturally, as the English language is used as the medium of communication in a wide variety of international and intercultural settings.

The general and developmental characteristics of students with visual impairment are described, and information regarding the educational processes of students with visual impairment is presented.

A study is included which examines how to best support English learners as they develop as writers of opinion papers though a multiple case study in a 4th grade English as a second language classroom.

The authors discuss the empirical results of novel tools in the context of writing in order to better understand the relationship between technology and writing instruction.

The educational and psychological importance of fables for child development is highlighted, underlining how they, if used appropriately, can become valuable and effective didactic tools.

Lastly, the authors highlight the typical challenges and deficiencies in information literacy knowledge, as well as skills that are recognized among undergraduate students. Opportunities to improve the information literacy of undergraduate students (particularly in cognitive levels) are also discussed.
(Imprint: Nova)

Preface

Chapter 1. The Role of Teachers and Other School Staff in Supporting Students with Excessive Anxiety
(Catherine Rees and Marilyn Campbell, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia)

Chapter 2. Decolonising the Language of Learning and Teaching in an Open and Distance E-Learning Landscape
(Moichela Keikantsemang Ziphora, Educational Foundations, University of South Africa Pretoria, South Africa)

Chapter 3. EFL High School Teachers’ Intercultural Sensitivity and Their Willingness to Teach Interculturally in Taiwan
(Ya-Chen Su, PhD, Department of Applied English, Southern Taiwan University of Science and Technology, Tainan, Taiwan)

Chapter 4. Teaching Students with Visual Impairment
(Aydın Kızılaslan, Department of Special Education, Agri Ibrahim Cecen University, Agri, Turkey)

Chapter 5. Making Progress in Education: Teaching English Learners to Write Opinion Pieces
(Sarah K. Clark, PhD, and Annie Squire, Brigham Young University, Provo, Utah, US, and others)

Chapter 6. Different Technologies in the Context of Writing Instruction
(Lucía Rodríguez-Málaga, Celestino Rodríguez and Raquel Fidalgo, Department of Psychology, University of Oviedo, Oviedo, Asturias, Spain, and others)

Chapter 7. The Psychoeducational Role of Fables: A Qualitative Analysis for Good Teaching
(Giulio D’Urso, Ugo Pace and Marinella Muscarà, Faculty of Human and Social Science, Kore University of Enna, Enna, Italy)

Chapter 8. Undergraduate Students’ Information Literacy: Challenges and Opportunities
(Danica Dolničar and Bojana Boh Podgornik, Faculty of Natural Sciences and Engineering, University of Ljubljana, Ljubljana, Slovenia)

Index

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