Progress in Education. Volume 64


Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

In this book, the authors examine Australian and Malaysian pre-service teachers’ cognitive processes in solving linear equations from a cognitive load perspective.

Emphasis is placed on bridging the gap between the advancement of African indigenous languages and foreign languages as languages of teaching and learning.

The key training elements required for a renewed profile of the teacher’s professional identity, which transcends the old art and craft of teaching, are explored in an effort to address new professional competencies.

Some truly engaging lessons for a STEM lab on a budget are described, guaranteed to engage students and impress colleagues.
A new model is developed to explore how flipped classrooms affect university students’ self-regulated learning and teachers’ technological pedagogical and content knowledge.

A theoretical vocational guidance perspective in international formal educational contexts with updated references is also developed.

Research from various specialties and topics of string instruction are evaluated in relation to beginning string instruction by comparing the resultant data.

The authors provide an analysis of special education data from the United States and from the United Kingdom to examine national trends and provide a research baseline for benchmarking.

Following this, the applicative implications of Freire’s pedagogical thought and the teaching practices it may suggest are highlighted.
The closing study focuses on the way in which an education that is properly funded and considers students’ special needs can decrease the student dropout rate as well as social poverty.

Table of Contents

Table of Contents


Chapter 1. An Examination of Pre-Service Teachers’ Content Knowledge on Linear Equations: A Cross-Cultural Study
(Bing Hiong Ngu and Huy P. Phan, School of Education, University of New England, Armidale, 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. A New Teacher for a New School: Pedagogical Challenges of the Future
(Ramón López Martín, Department of Comparative Education and Education History, University of Valencia, Valencia, Spain)

Chapter 4. The STEM Teacher’s Survival Guide
(Christopher C. Masullo EdD, Department of Mathematics, Passaic County Community College, Paterson, NJ, US)

Chapter 5. Exploring a new Flipped Class Model: A Case Study of a University Course in Taiwan
(Syh-Jong Jang, Center for General Education, Asia University, Taichung, Taiwan)

Chapter 6. Turning Vocational Guidance Upside Down: Culture and Socio-Educational Transculture
(Carolina Falcón-Linares and M. Pilar Alejandra Cortés Pascual, Department of Education Sciences, University of Saragossa, Saragossa, Spain)

Chapter 7. An Examination of Issues in Beginning String Instruction through the Concept of Pedagogical Content Knowledge
(Eylem Arıca, Faculty of Art and Design, Yıldız Technical University, Istanbul, Turkey)

Chapter 8. Special Education Trends and Variations from the United States/United Kingdom (England) 1988 to 2018
(Alan J. Marsh, PhD, Independent Researcher, Nottingham, UK)

Chapter 9. Paulo Freire: A Critical Reflections of Educational Practices
(Giulio D’Urso, Faculty of Human and Social Science, “Kore” University of Enna, Enna, Italy)

Chapter 10. Poverty: Inequity in Education
(Rita Coombs Richardson, PhD, Department of Education, University of Houston Victoria, Victoria, Texas, US)


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