Personal tools
You are here: Home → E-Books → Springer e-books alert → Archives → 2013 → Jul- Jun
 

Jul- Jun

July 26, 2013

Realising Exemplary Practice-Based Education / Higgs, J.; Sheehan, D.; Currens, J.B.; Letts, W.; Jensen, G.M. (Eds.) Springer, 2013. ISBN: 978-94-6209-188-7 (Online)

For educators, scholars, practitioners and researchers this book offers an opportunity to explore and engage with practice-based education theories and concepts in real life teaching spaces. It is a place to see theory embodied and situated within PBE practices. It is also an opportunity to see how educators and scholars from other disciplines are applying theory to understand teaching and learning in their particular area. This volume provides an opportunity for readers to deepen their understanding of practice-based education and broaden and critically appraise their strategies for engaging with practice-based education theory. And, it provides a means of extending theory and realising new practice-based education theory through the lens of exemplary practice. There are three sections in the book: • Section 1: Practice-based education for life and work • Section 2: Practice-based education in action • Section 3: Practice-based education realizations.

http://link.springer.com/book/10.1007/978-94-6209-188-7/page/1

Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy / Corrigan, Deborah; Gunstone, Richard; Jones, Alister (Eds.) Springer, 2013. 376p.

Assessment is a fundamental issue in research in science education, in curriculum development and implementation in science education as well as in science teaching and learning.

 This book takes a broad and deep view of research involving assessment in science education, across contexts and cultures (from whole countries to individual classrooms) and across forms and purposes (from assessment in the service of student learning to policy implications of system wide assessment). It examines the relationships between assessment, measurement and evaluation; explores assessment philosophies and practices in relation to curriculum and scientific literacy/learning; and details the relationships between assessment and science education policy. 

The third in a series, Valuing Assessment in Science Education has chapters from a range of international scholars from across the globe and staff from Monash University, King’s College London and University of Waikato. The two previous books in the series examined research relevant to the re-emergence of values in science education and teaching across the spectrum of science education as well as across cultural contexts through the professional knowledge of science teaching. This third book now moves to examine different aspects of generating understanding about what science is learnt, how it is learnt, and how it is valued.

Valuing Assessment in Science Education will appeal to all those with some engagement with and/or use of research in science education, including research students, academics, curriculum development agencies, assessment authorities, and policy makers. It will also be of interest to all classroom science teachers who seek to keep abreast of the latest research and development and thinking in their area of professional concern.

http://link.springer.com/book/10.1007/978-94-007-6668-6/page/1

University Engagement With Socially Excluded Communities / Benneworth, Paul (Ed.). Springer, 2013. 349p. 978-94-007-4875-0 (Online)

This volume provides insightful analysis of the way higher education engages with socially excluded communities. Leading researchers and commentators examine the validity of the claim that universities can be active facilitators of social mobility, opening access to the knowledge economy for formerly excluded groups. The authors assess the extent to which the ‘Academy’ can deliver on its promise to build bridges with communities whose young people often assume that higher education lies beyond their ambitions. The chapters map the core dynamics of the relationship between higher education and communities which have bucked the more general trend of rapidly rising student numbers. Contributors also take the opportunity to reflect on the potential impact of these dynamics on the evolution of the university’s role as a social institution. The volume was inspired by a symposium attended by a wide spectrum of participants, including government, senior university managers, academic researchers and community groups based in areas suffering from social exclusion. It makes a substantive contribution to an under-researched field, with authors seeking to both shape solutions as well as better diagnose the problem. Some chapters include valuable contextual analysis, using empirical data from North America, Europe and Australia to add substance to the debates on policy and theory. The volume seeks to offer a defining intellectual statement on the interaction between the concept of a ‘university’ and those communities historically missing from higher education participation, the volume deepens our understanding of what might characterise an ‘engaged’ university and strengthens the theoretical foundations of the topic.

http://link.springer.com/book/10.1007/978-94-007-4875-0/page/1

 Skills Development for Inclusive and Sustainable Growth in Developing Asia-Pacific / Maclean, Rupert; Jagannathan, Shanti; Sarvi, Jouko (Eds.) Springer, 2013.      383p.           978-94-007-5937-4 (Online)

Focusing on the Asia-Pacific region, which  in recent years has been the engine of global economic  growth , this volume surveys trends and prospects in technical and vocational education and training (TVET) with particular reference to achieving inclusive growth and the greening of economies. Underlying the increasing pressure for new models of TVET provision is the rapid pace of technological change, demand for a work force which is highly responsive to evolving needs and a transforming market place that calls for higher order skills and  lifelong learning. The book proposes a re-engineered, modernized TVET system that fosters an innovative approach which enhances the employability of workers as well as the sustainability of their livelihoods.

The book includes contributions from leading policy makers, researchers, and practitioners, including those in the private sector in analyzing and forecasting the most urgent priorities in skills development.  The book argues for creative approaches to TVET design and delivery particularly with a view to improving job prospects, and meeting the goals of inclusion, sustainable development and social cohesion. Addressing issues such as the chronic mismatches between skills acquired and actual skills required in the work place, the volume proposes diversified approaches towards workforce development and partnerships with the private sector to improve the quality and relevance of skills development .   The new imperatives created by ‘greening’ economies and responses required in skills development and training are addressed. Developing TVET is a high priority for governments in the Asia Pacific region as they  seek to achieve long-term sustainable  growth since the .continued success of their economic destinies depend on it. The volume also includes an emerging framework for skills development for inclusive and sustainable growth in the Asia and Pacific region.

http://link.springer.com/book/10.1007/978-94-007-5937-4/page/1

STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach / Capraro, Robert M.; Capraro, Mary Margaret; Morgan, James R. (Eds.) Springer, 2013. ISBN: 978-94-6209-143-6 (Online)

This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.

 

http://link.springer.com/book/10.1007/978-94-6209-143-6/page/1

July 19, 2013

Campaigning for “Education for all”: Histories, Strategies and Outcomes of Transnational Advocacy Coalitions in Education / Verger, Antoni; Novelli, Mario (Eds.).  Springer, 2012.

Civil society organizations have risen up the global education agenda since the international community adhered to the 'Education For All' Action Framework in the 'World Education Forum' that was held in Dakar in 2000. With the foundation of the Global Campaign for Education (GCE) civil society advocacy has sought to ensure that national governments, donors and international organisations make the necessary efforts to guarantee quality education for all children in the world. This book explores the strategies and actions, as well as the challenges and impact of civil society organizations in the achievement of the 'Education For All' international commitments. It does so by specifically focusing on seven national coalitions affiliated to the GCE. From Africa, to Asia to Latin America the book shows how these coalitions work and manage the differences between their different types of constituencies, explores their varied tactics and strategies, and explains their successes and failures after more than a decade of coordinated action. The book also provides a concise and comprehensive synthesis of findings from the distinct case studies and offers a series of lessons learned that are vital for education practitioners, academics, activists and policy-makers committed to more equitable and relevant education systems around the world.

 http://link.springer.com/book/10.1007/978-94-6091-879-7/page/1

Celebrating the 100th Anniversary of Madame Marie Sklodowska Curie’s Nobel Prize in Chemistry / Chiu, M. -H.; Gilmer, P. J.; Treagust, D. F. (Eds.) Springer, 2011. 253p.

This book is a companion to the IYC-2011 celebration. The eleven chapters are organized into three sections: Section 1: Marie Curie’s Impact on Science and Society, Section 2: Women Chemists in the Past Two Centuries, and Section 3: Policy Implications. The authors invited to contribute to this book were asked to orient their chapter around a particular aspect of Marie Curie’s life such as the ethical aspects of her research, women’s role in research or her influence on the image of chemists. Our hope is that this book will positively influence young women’s minds and decisions they make in learning of chemistry/science like Marie Curie’s biography. But we do hope this book opens an avenue for young women to explore the possibility of being a scientist, or at least to appreciate chemistry as a human enterprise that has its merit in contributing to sustainability in our world. Also we hope that both men and women will realize that women are fully competent and capable of conducting creative and fascinating scientific research.

 http://link.springer.com/book/10.1007/978-94-6091-719-6/page/1

Lesson Play in Mathematics Education: A Tool for Research and Professional Development / Zazkis, Rina, Sinclair, Nathalie, Liljedahl, Peter Springer, 2013. 283p.

The book presents Lesson Play, a novel construct in mathematics education to be used by researchers and teacher educators. Inspired in part by the style of Lakatos’s evocative Proofs and Refutations, Lesson Play

features imagined interactions between a teacher and her/his students, presented in the form of a script for dialogue in the classroom. This book offers the first comprehensive survey of the affordances of the Lesson Play tool, particularly in the areas of pre-service teacher education and teacher professional development. It exemplifies an approach to teacher education that seeks to coordinate mathematical and pedagogical dimensions of teaching as they emerge in real classroom settings by focusing on aspects of practice such as teaching moves and classroom discourse.

 

http://link.springer.com/book/10.1007/978-1-4614-3549-5/page/1

Conceptualising Women’s Working Lives: Moving the Boundaries of Discourse / Patton, Wendy (Ed.) Springer, 2013. ISBN978-94-6209-209-9 (Online)

This book tracks the history of the career literature on women’s careers and presents new constructions which broaden our focus to a more holistic understanding of women’s working lives in both public and private spheres.

Theoretical work on the career development of women has travelled a journey from critique to creation. Early work responded to and criticised a literature that focused on theorising male roles in a workplace that was conceptualised as providing vertical career paths primarily for middle class males. More recently theorists are creating new constructions and frameworks to enable a more holistic understanding of career, applicable to both women and men. These constructions include broadening the discussion from women’s careers to women’s working lives. This is the fifth book in the Sense Publishers Career Development Series. It features the vibrant work of contributors from around the world writing in the field of women’s working lives. It emphasises the need to explore theoretical connections and understandings in order to facilitate a more holistic and inclusive understanding of women’s working lives. The writers in the current volume acknowledge the changing roles of women, in both public and private spheres. Women’s roles in paid work are changing both in their nature and type of engagement. In addition, with an ageing population, women’s roles in care work are increasingly being extended from child care to aged care. This book provides a history of theorising about women's careers, in addition to presenting a focus on current empirical and theoretical work which contributes to understandings of women's working lives. It’s contributions both map the current discourse and challenge future work to extend the boundaries of that discourse.

 http://link.springer.com/book/10.1007/978-94-6209-209-9/page/1

Critical Pedagogy for Early Childhood and Elementary Educators / Christensen, Lois, Aldridge, Jerry. Springer, 2013. 92p. ISBN    978-94-007-5395-2 (Online)

Among the welter of books on critical pedagogy, this volume will be especially valued for its direct focus on early years and elementary educators. Benefiting from the considered views of two veteran teachers of critical pedagogy, the volume is far more than a knowledge-rich resource, offering as it does vital support in applying the tenets of critical pedagogy to classroom practice. Alongside specific examples of teachers engaging in critical pedagogy in elementary and early-childhood classrooms, the material features close analysis and guidance that will help ease teachers into reflective practice in critical pedagogy that is based on praxis—the point at which theory and practice meet and interact. Indeed, the authors move readers even further than this, showing how students as well as teachers can transform their experience of education through critical reflection.

After surveying the field of critical pedagogy, the authors discuss the core precepts that inform the classroom practice of critical pedagogues. They move on to discuss how vital these early and elementary years are in forging children’s nascent identities. Other topics covered include discrimination, gender issues, the development of social justice projects, and the social transformations that critical pedagogy can manifest in the classroom. Finally, this resource explains how teachers can move forward in their classroom practice to enhance equity, justice and social responsibility. This book is essential reading for classroom practitioners in early and elementary education, whether neophytes or veterans, who are interested in deploying this powerful educational paradigm in their work.

http://link.springer.com/book/10.1007/978-94-007-5395-2/page/1

July 12, 2013

Chemistry Education and Sustainability in the Global Age

/ edited by Mei-Hung Chiu, Hsiao-Lin Tuan,  Hsin-Kai Wu,  Jing-Wen Lin, Chin-Cheng Chou. Springer, 2013. 351p. 978-94-007-4860-6 (Online)

 This edited volume of papers from the twenty first International Conference on Chemical Education attests to our rapidly changing understanding of the chemistry itself as well as to the potentially enormous material changes in how it might be taught in the future. Covering the full range of appropriate topics, the book features work exploring themes as various as e-learning and innovations in instruction, and micro-scale lab chemistry. In sum, the 29 articles published in these pages focus the reader’s attention on ways to raise the quality of chemistry teaching and learning, promoting the public understanding of chemistry, deploying innovative technology in pedagogy practice and research, and the value of chemistry as a tool for highlighting sustainability issues in the global community.

Thus the ambitious dual aim achieved in these pages is on the one hand to foster improvements in the leaching and communication of chemistry—whether to students or the public, and secondly to promote advances in our broader understanding of the subject that will have positive knock-on effects on the world’s citizens and environment. In doing so, the book addresses (as did the conference) the neglect suffered in the chemistry classroom by issues connected to globalization, even as it outlines ways to bring the subject alive in the classroom through the use of innovative technologies.

http://link.springer.com/book/10.1007/978-94-007-4860-6/page/1

Misconceptions in Chemistry: Addressing Perceptions in Chemical Education / Barke, Hans-Dieter, Hazari, Al, Yitbarek, Sileshi. Springer, 2009.

Over the last decades several researchers discovered that children, pupils and even young adults develop their own understanding of "how nature really works". These pre-concepts concerning combustion, gases or conservation of mass are brought into lectures and teachers have to diagnose and to reflect on them for better instruction. In addition, there are ‘school-made misconceptions’ concerning equilibrium, acid-base or redox reactions which originate from inappropriate curriculum and instruction materials. The primary goal of this monograph is to help teachers at universities, colleges and schools to diagnose and ‘cure’ the pre-concepts. In case of the school-made misconceptions it will help to prevent them from the very beginning through reflective teaching. The volume includes detailed descriptions of class-room experiments and structural models to cure and to prevent these misconceptions.

http://link.springer.com/book/10.1007/978-3-540-70989-3/page/1

Chemistry Education in the ICT Age / edited by Bhowon Gupta. Springer, 2009.

This volume is a collection of selected papers presented at the 20th International Conference on Chemical Education (ICCE) held in Mauritius from 3rd to 8th

August 2008. ICCE is the main conference of the Committee for Chemistry Education of the International Union of Pure and Applied Chemistry (IUPAC) and has adopted the theme "Chemistry in the ICT Age" in line with a worldwide trend in Science and Technology development. The papers in this volume cover topics ranging from fundamental to applied chemistry, such as Arts and Chemistry Education, Biochemistry and Biotechnology, Chemical Education for Development, Chemistry at Secondary Level, Chemistry at Tertiary Level, Chemistry Teacher Education, Chemistry and Society, Chemistry Olympiad, Context Oriented Chemistry, ICT and Chemistry Education, Green Chemistry, Micro Scale Chemistry, Modern Technologies in Chemistry Education, Network for Chemistry and Chemical Engineering Education, Public Understanding of Chemistry, Research in Chemistry Education, Science Education at Elementary Level.

 

http://link.springer.com/book/10.1007/978-1-4020-9732-4/page/1

Teaching Chemistry – A Studybook: A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers / Eilks, Ingo; Hofstein, Avi (Eds.) Springer, 2013.

This book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments. This book, with contributions from many of the world’s top experts in chemistry education, is a major publication offering something that has not previously been available. Within this single volume, chemistry teachers, teacher educators, and prospective teachers will find information and advice relating to key issues in teaching (such as the curriculum, assessment and so forth), but contextualised in terms of the specifics of teaching and learning of chemistry, and drawing upon the extensive research in the field. Moreover, the book is written in a scholarly style with extensive citations to the literature, thus providing an excellent starting point for teachers and research students undertaking scholarly studies in chemistry education; whilst, at the same time, offering insight and practical advice to support the planning of effective chemistry teaching. This book should be considered essential reading for those preparing for chemistry teaching, and will be an important addition to the libraries of all concerned with chemical education. Dr Keith S. Taber (University of Cambridge; Editor: Chemistry Education Research and Practice) The highly regarded collection of authors in this book fills a critical void by providing an essential resource for teachers of chemistry to enhance pedagogical content knowledge for teaching modern chemistry. Through clever orchestration of examples and theory, and with carefully framed guiding questions, the book equips teachers to act on the relevance of essential chemistry knowledge to navigate such challenges as context, motivation to learn, thinking, activity, language, assessment, and maintaining professional expertise. If you are a secondary or post-secondary teacher of chemistry, this book will quickly become a favorite well-thumbed resource! Professor Hannah Sevian (University of Massachusetts Boston)

http://link.springer.com/book/10.1007/978-94-6209-140-5/page/1

Reconstruction of Wave-Particle Duality and its Implications for General Chemistry Textbooks / Niaz, Mansoor, Marcano, Cecilia. Springer, 2012. 46p.

It goes without saying that atomic structure, including its dual wave-particle nature, cannot be demonstrated in the classroom. Thus, for most science teachers, especially those in physics and chemistry, the textbook is their key resource and their students’ core source of information. Science education historiography recognizes the role played by the history and philosophy of science in developing the content of our textbooks, and with this in mind, the authors analyze more than 120 general chemistry textbooks published in the USA, based on criteria derived from a historical reconstruction of wave-particle duality.

They come to some revealing conclusions, including the fact that very few textbooks discussed issues such as the suggestion, by both Einstein and de Broglie, and before conclusive experimental evidence was available, that wave-particle duality existed. Other large-scale omissions included de Broglie’s prescription for observing this duality, and the importance of the Davisson-Germer experiments, as well as the struggle to interpret the experimental data they were collecting. Also untouched was the background to the role played by Schrödinger in developing de Broglie’s ideas. The authors argue that rectifying these deficiencies will arouse students’ curiosity by giving them the opportunity to engage creatively with the content of science curricula. They also assert that it isn’t just the experimental data in science that matters, but the theoretical insights and unwonted inspirations, too. In addition, the controversies and discrepancies in the theoretical and experimental record are key drivers in understanding the development of science as we know it today.

http://link.springer.com/book/10.1007/978-94-007-4396-0/page/1

Nature of Science in General Chemistry Textbooks / Niaz, Mansoor, Maza, Arelys. Springer, 2011. 43p.

Research in science education has recognized the importance of history and philosophy of science (HPS). Nature of science (NOS) is considered to be an essential part of HPS with important implications for teaching science. The role played by textbooks in developing students’ informed conceptions of NOS has been a source of considerable interest for science educators. In some parts of the world, textbooks become the curriculum and determine to a great extent what is taught and learned in the classroom. Given this background and interest, this monograph has evaluated NOS in university level general chemistry textbooks published in U.S.A. Most textbooks in this study provided little insight with respect to the nine criteria used for evaluating NOS. Some of the textbooks, however, inevitably refer to HPS and thus provide guidelines for future textbooks. A few of the textbooks go into considerable detail to present the atomic models of Dalton, Thomson, Rutherford, Bohr and wave mechanical to illustrate the tentative nature of scientific theories --- an important NOS aspect. These results lead to the question: Are we teaching science as practiced by scientists? An answer to this question can help us to understand the importance of NOS, by providing students an HPS-based environment, so that they too (just like the scientists) feel the thrill and excitement of discovering new things. This monograph provides students and teachers guidelines for introducing various aspects of NOS, based on historical episodes.

http://link.springer.com/book/10.1007/978-94-007-1920-0/page/1

Essentials of Chemical Education / Barke, Hans-Dieter, Harsch, Günther, Schmid, Siegbert. Translated by Gerdau, Hannah Springer, 2012. 326p.

Completely revised and updated English edition of the German title: Chemiedidaktik Heute by H.-D. Barke und G. Harsch, published by Springer-Verlag Heidelberg 2001, ISBN 978-3-540-41725-5

For everybody teaching chemistry or becoming a chemistry teacher, the authors provide a practice-oriented overview with numerous examples from current chemical education, including experiments, models and exercises as well as relevant results from research on learning and teaching. With their proven concept, the authors cover classical topics of chemical education as well as modern topics such as every-day-life chemistry, student’s misconceptions, the use of media or the challenges of motivation. This is the completely revised and updated English edition of a highly successful German title.

 

http://link.springer.com/book/10.1007/978-3-642-21756-2/page/1

July 05, 2013

Advances in Interdisciplinary Mathematical Research:Applications to Engineering, Physical and Life Sciences / Edited by Bourama Toni. Springer, 2013. 284p. ​​

This volume contains the invited contributions to the Spring 2012 seminar series at Virginia State University on Mathematical Sciences and Applications. It is a thematic continuation of work presented in Volume 24 of the Springer Proceedings in Mathematics & Statistics series. Contributors present their own work as leading researchers to advance their specific fields and induce a genuine interdisciplinary interaction. Thus all articles therein are selective, self-contained, and are pedagogically exposed to foster student interest in science, technology, engineering and mathematics, stimulate graduate and undergraduate research, as well as collaboration between researchers from different areas.

The volume features new advances in mathematical research and its applications: anti-periodicity; almost stochastic difference equations; absolute and conditional stability in delayed equations; gamma-convergence and applications to block copolymer morphology; the dynamics of collision and near-collision in celestial mechanics; almost and pseudo-almost limit cycles; rainbows in spheres and connections to ray, wave and potential scattering theory; null-controllability of the heat equation with constraints; optimal control for systems subjected to null-controllability; the Galerkin method for heat transfer in closed channels; wavelet transforms for real-time noise cancellation; signal, image processing and machine learning in medicine and biology; methodology for research on durability, reliability, damage tolerance of aerospace materials and structures at NASA Langley Research Center.

The volume is suitable and valuable for mathematicians, scientists and research students in a variety of interdisciplinary fields, namely physical and life sciences, engineering and technology including structures and materials sciences, computer science for signal, image processing and machine learning in medicine.

http://link.springer.com/book/10.1007/978-1-4614-6345-0/page/1

Achieving Quality Education for All: Perspectives from the Asia-Pacific Region and Beyond / Edited by Phillip Hughes. Springer, 2013. 244p.

Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. This seeks to give everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education. In order to try to achieve this ideal, many countries are substantially re-engineering their education systems with an increasing emphasis on promoting equity and fairness, and on ensuring that everyone has access to a high quality and relevant education. They are also moving away from the traditional outlook of almost exclusively stressing formal education in schools as the most valuable way in which people learn, to accepting that important and valuable learning does not just occur in formal, dedicated education institutions, but also through informal and non-formal means. Thus learning is both lifelong and life-wide. This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The book investigates the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies.

 

http://link.springer.com/book/10.1007/978-94-007-5294-8/page/1

Informatics in Schools. Sustainable Informatics Education for Pupils of all Ages.  6th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2013, Oldenburg, Germany, February 26 -- March 2, 2013, Proceedings.  Springer, 2013. 209p.          978-3-642-36617-8 (Online)

This book constitutes the refereed proceedings of the 6th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2013, held in Oldenburg, Germany, in February/March 2013.

The 15 full papers included in this volume were carefully reviewed and selected from 48 submissions; in addition the book contains two keynote talks in full-paper length. The contributions are organized in topical sections named: from computer usage to computational thinking; algorithmic and computational thinking; games; informatics in the context of other disciplines; and competence-based learning and retention of competencies.

link.springer.com/book/10.1007/978-3-642-36617-8/page/1

Integration and Inequality in Educational Institutions / Windzio, Michael (Ed.). Springer, 2013. 310p. 978-94-007-6119-3 (Online)

This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality,  – or whether they even facilitate the transformation of heterogeneity into social inequality.

Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. ​It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach.

http://link.springer.com/book/10.1007/978-94-007-6119-3/page/1

Lasting Female Educational Leadership: Leadership Legacies of Women Leaders / Hills, Laura. Springer, 2013. 209p. 978-94-007-5019-7 (Online)

Our colleges and universities are being led in large part by baby boomers who are now in later midlife. Huge numbers of those middle-aged leaders will retire within the next 10 years. While we know that being in later midlife and impending retirement must influence a person in a leadership position at an institution of higher learning, we don’t really understand how. 

This book is based upon an empirical study that linked higher education leadership to one aspect of midlife known as generativity. This psychosocial phenomenon was described by Erik Erikson as a desire that peaks in midlife to leave something for future generations before one dies. Generativity typically manifests itself in the legacy one intends to leave. The author of this book has completed a multiple case study of women who are in later midlife and who hold high-level leadership positions at an institution of higher learning. In this work, she shares more than has ever been known about the nature, antecedents, and support of generativity in the leadership of female higher education leaders in midlife.  

http://link.springer.com/book/10.1007/978-94-007-5019-7/page/1

June 28, 2013

Teaching and Learning Patterns in School Mathematics: Psychological and Pedagogical Considerations / Rivera, Ferdinand. Springer, 2013. 216p.

This book draws on research findings on patterns in the last twenty years or so in order to argue for a theory of graded representations in pattern generalization. Pattern generalization encompasses the construction and justification of structures that give meanings to sequences of numerical and figural objects. While empirical studies conducted with different age-level groups have sufficiently demonstrated varying shifts in structural awareness and competence, which influence the eventual shape of an intended generalization, such shifts, however, are not necessarily permanent but parallel and graded, adaptive, and fundamentally distributed among a variety of cognitive and noncognitive sources that mutually influence each other. Thus, the emergence and complexity of the pattern generalization process cannot be reduced to a simple narrative of cognitive shifts from the arithmetic to the algebraic, from the recursive to the functional, from discerning details to perceiving properties, and so on and so forth. In this book, we pursue an alternative view of pattern generalization processing, that is, one that is not about permanent shifts or transition phases but graded and multimodal depending on individual learners’ experiences with patterns and, especially, the manner in which they perceive, think about, and act on them.  

http://link.springer.com/book/10.1007/978-94-007-2712-0/page/1

Teaching Creatively and Teaching Creativity / Gregerson, Mary Banks; Snyder, Heather T.; Kaufman, James C. (Eds.) Springer, 2013. 198p.

In this age of standardized testing, No Child Left Behind, and the race to keep up with other nations, some may question whether creativity should be taught in the schools. Indeed, many may doubt that creativity can be taught at all--that either a student has it, or not. The contributors to Teaching Creatively and Teaching Creativity address these issues with innovative flair, offering an engaging user's manual for inventive pedagogy. Recognizing that creativity is a core attribute of being competitive, the book illustrates creative teaching in all its possibilities--in developing curricula, in designing assignments, and hands-on in the classroom. Examples span the grade levels from K to graduate, and the disciplines, including psychology, music, science, art, and forensics. The result: a creative continuum as educators enhance their own creativity and unleash that of their students. Included in the coverage: 
  • Facilitating creativity in the classroom: professional development for K-12 instructors.
  • Shaping creative attitudes in teachers and students.
  • Cognitive aspects of learning: science learning through serious educational games.
  • The global reach of creative lifelong learning skills for graduate, law, and medical students.
  • Teaching for creativity in the micro-moment.
  • Creative ideas for actualizing student potential.

Teaching Creatively and Teaching Creativity is an inspiring volume that will spark the imaginations of preschool teachers, K-12 educators, and professors in psychology, education, and other disciplines looking for ways to teach innovatively and advance creativity in their students. Undergraduate and graduate students planning teaching careers will also find it of interest.

http://link.springer.com/book/10.1007/978-1-4614-5185-3/page/1

Constructing Representations to Learn in Science / Tytler, R.; Prain, V.; Hubber, P.; Waldrip, B. (Eds.). Springer, 2013. ISBN: 978-94-6209-203-7 (Online)

The volume advances an evidence based case for a guided inquiry pedagogy focused on representation construction that is practical, effective, and aligned with current perspectives on learning in science as induction into scientific literacy practices. The approach reinterprets ‘inquiry’ to align school science more authentically with scientific knowledge building practices.

Constructing Representations to Learn in Science Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.

http://link.springer.com/book/10.1007/978-94-6209-203-7/page/1

Education for Tomorrow: A Biocentric, Student-Focused Model for Reconstructing Education / Risku, Michael, Harding, Letitia. Springer, 2013.

ISBN: 978-94-6209-158-0 (Online)

Education for Tomorrow A Biocentric, Student-Focused Approach to Education Reform Michael Risku University of the Incarnate Word, USA and Letitia Harding University of the Incarnate Word, USA There are many books on the market which discuss indigenous ways of knowing, and bemoan western society’s seeming lack of interest in anything other than scientific fact-based knowledge. Equally plentiful are the writings of critical theorists who consider today’s public education system to be divisive, and manipulated by those in power to ensure that their children have the educational advantages needed to maintain the elite hierarchical status quo. Education for Tomorrow is unique in that it brings both of these approaches together first by examining the ways that indigenous people and women of all cultures acquire and pass on knowledge, and the deleterious effects that enforced Eurocentric systems have had on that process. The authors then turn to public schools to explore the influences, both good and bad, that today’s programs have on the distribution of opportunities afforded to all children in the United States. Finally, they offer suggestions for a revolutionary education system which highlights the need for all students to have the encouragement and freedom to look critically and rationally at their lives and at their relationship with the natural world. This can be achieved by looking back to the pedagogical methods of our indigenous ancestors, and forward to a time when all children, regardless of ethnic or socio-economic heritage, are taught in such a way that every aspect of their lives is addressed, nurtured, valued, and enhanced.

http://link.springer.com/book/10.1007/978-94-6209-158-0/page/1

John Dewey and Education Outdoors: Making Sense of the ‘Educational Situation’ through more than a Century of Progressive Reforms / Quay, John, Seaman, Jayson. Springer, 2013.

The volume is the first to comprehensively examine the many curriculum reform initiatives that have emerged under the broad banner of outdoor education (including nature-study, camping education, adventure education, environmental education, experiential education and place based education) from the perspective of John Dewey’s educational theories.

In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors – through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education. This is a historical journey with an underlying message for educators, one we are able to illuminate through the educational theories of John Dewey. Central to this message is a deeper understanding of human experience as both aesthetic and reflective, leading to a more coherent comprehension of not just outdoor education, but of education itself. Whether we knew it or not, all of us interested in the field of education have been waiting for this book. John Dewey and Education Outdoors is the tool we need to help understand and explain experiential education in general and outdoor education in particular. This is an expertly researched and written account of how and why outdoor education has developed, and been such a vital feature in exemplary educational practices. Because of this work I will no longer have to stumble through some inadequate explanation of the history and philosophy of outdoor education, I can now simply point to this book and suggest that everyone read it. —Dr. Dan Garvey, President Emeritus, Prescott College, Former President and Executive Director, Association for Experiential Education. John Dewey and Education Outdoors is a well-researched book that explores the tenets of Dewey within the contexts of progressive reforms in education. The authors provide detailed explanations of Dewey’s thoughts on education while exploring the historical intersections with outdoor education, camping, and environmental education. While situated within a historical perspective, this book provides insights relevant for today’s discussions on new educational reform possibilities, learning focused on the whole child that includes out-of-school time experiences such as camp, and the development of 21st century skills needed to navigate our global society. —Dr. Deb Bialeschki, Director of Research, American Camp Association.

http://link.springer.com/book/10.1007/978-94-6209-215-0/page/1

June 21, 2013

Science Centres and Science Events: A Science Communication Handbook / Bruyas, Anne-Marie; Riccio, Michaela (Eds.) Springer, 2013. 190p. 978-88-470-2556-1 (Online)

The idea for this text stemmed from the fruitful experience gathered during the training course of 9 Nigerian university students organized in Naples from 3 to 18 September 2008 by the team of Fondazione IDIS-Città della Scienza under the project Science Centre Owerri. The training course turned out to be not only an educational opportunity to acquire knowledge and skills for these students, but also a real and practical tool that later led to the realization of the first Science Festival of Owerri in Nigeria in May 2009. This in turn sparked the idea of creating a highly practical handbook for those who want to face the challenge of developing new projects for the dissemination and socialization of science in developing countries. In these countries, the role of scientific education and training in schools is not sufficient to arouse scientific curiosity among young people and make the population aware of the importance of scientific knowledge in everyday life. Moreover science and technology are indispensable tools for people’s empowerment and should be supported with actions that encourage curiosity about science and the intelligent use of technology to bridge the divide with developed countries. It is therefore necessary to set up activities that are carefully targeted to promote and communicate science. The text has been designed as a practical guide to be used in a variety of contexts: scientific events or more structured science festivals, training, the creation of scientific cultural associations, and the development of new science centres. Besides being an excellent tool for training and supporting the design and planning phases, the manual can also be used as a reference work for institutions and local cultural services which have to select projects of this type.

 http://link.springer.com/book/10.1007/978-88-470-2556-1/page/1

Optimal Learning Environments to Promote Student Engagement / David J. Shernoff. Springer, 2013. 368p. 978-1-4614-7089-2 (Online)

Optimal Learning Environments to Promote Student Engagement

analyzes the psychological, social, and academic phenomena comprising engagement, framing it as critical to learning and development. Drawing on positive psychology, flow studies, and theories of motivation, the book conceptualizes engagement as a learning experience, explaining how it occurs (or not) and how schools can adapt to maximize it among adolescents. Examples of empirically supported environments promoting engagement are provided, representing alternative high schools, Montessori schools, and extracurricular programs. The book identifies key innovations including community-school partnerships, technology-supported learning, and the potential for engaging learning opportunities during an expanded school day.

http://link.springer.com/book/10.1007/978-1-4614-7089-2/page/1


Vulnerable Children: Global Challenges in Education, Health, Well-Being, and Child Rights / edited by Deborah J. Johnson, DeBrenna LaFa Agbenyiga, Robert K. Hitchcock. Springer, 2013. 278p. 978-1-4614-6780-9 (Online)

  • Explores child vulnerability and invisibility across nations and global cultures
  • Examines development strategies and international conventions on children’s rights
  • Emphasizes challenges of indigenous, refugee, immigrant, and American ethnic minority children
  • Challenges standard responses to child vulnerability
  • Offers perspectives of the children themselves
  • Explores issues of child labor, fosterage, families, and education

They are laborers, soldiers, refugees, and orphans. In areas of the world torn by poverty, disease, and war, millions of children are invisible victims, deprived of home, family, and basic human rights. Their chances for a stable adult life are extremely slim.

The powerful interdisciplinary volume Vulnerable Children brings a global child-rights perspective to the lives of indigenous, refugee, and minority children in and from crisis-prone regions. Focusing on self-determination, education, security, health, and related issues, an international panel of scholars examines the structural and political sources of children's vulnerabilities and their effects on development. The book analyzes intervention programs currently in place and identifies challenges that must be met at both the community and larger policy levels. These chapters also go a long way to explain the often-blurred line between vulnerability and resilience.

http://link.springer.com/book/10.1007/978-1-4614-6780-9/page/1

Working Knowledge : STEM Essentials for the 21st Century / Karl Hess. Springer, 2013. 313p. 978-1-4614-3275-3 (Online)

Working Knowledge: STEM Essentials for the 21st Century is designed  to inspire a wide range of readers from high school and undergraduate  students with an interest in Science, Technology, Engineering, and  Mathematics (STEM) to STEM teachers and those who wish to become  teachers. Written by renowned scientist and teacher Dr. Karl Hess of the University of Illinois at Urbana, a member of both the National Academy of Sciences and the National Academy of Engineering, the book presents a critical collection of timeless STEM concepts and connects them with contemporary research advances in addition to the needs of our daily lives. With an engaging and accessible style not requiring a formal background in STEM, Dr. Hess takes the reader on a journey from Euclidean Geometry and Cartesian Coordinates up through 21st Century scientific topics like the global positioning system, nanotechnology, and super-efficient alternative energy systems.

Working Knowledge: STEM Essentials for the 21st Century at once serves as an almanac on the fascinating physical, chemical, quantitative features of the natural world and built environment, as well as a need-to-know list of topics for students, teachers, and parents interested in STEM education.

 http://link.springer.com/book/10.1007/978-1-4614-3275-3/page/1

Simulation and Learning : A Model-Centered Approach / Franco Landriscina. Springer, 2013. 236p. 978-1-4614-1954-9 (Online)

This book conveys the incredible instructional potential of simulation as a modality of education and provides guidelines for the design of effective simulation-based learning environments.  The framework of the book consists of  model-centered learning---learning that requires a restructuring of individual mental models utilized by both students and teachers.

Simulation models extend our biological capacity to carry out simulative reasoning. Recent approaches to mental modeling, such as embodied cognition and the extended mind hypothesis are also considered in the book, which relies heavily on recent advances in cognitive science.

A conceptual model called the “epistemic simulation cycle” is proposed as a blueprint for the comprehension of the cognitive activities involved in simulation-based learning and for instructional design.

http://link.springer.com/book/10.1007/978-1-4614-1954-9/page/1

June 14, 2013

Educational Research

Series Editors: Smeyers, Paul, Depaepe, Marc

Educational Research: Why 'What Works' Doesn't Work / Smeyers, Paul; Depaepe, Marc (Eds.). Springer, 2006. (vol.1) 195p.

978-1-4020-5308-5 (Online)

Education and educational research, according to the current fashion, should be concerned with ‘what works’, to the exclusion of all other considerations. All over the world, and particularly in English-speaking countries, governments look to improve ‘student achievement’ as measured by standardized test scores. Such improvements are often to be welcomed, but they do not answer significant questions about what constitutes good education. Educational research cannot ignore the distinctive nature of what it studies: a social activity where questions of meaning and value cannot be eliminated, and where interpretation and judgment play a crucial role.

Provocative and original, this book brings together educational research, philosophy and history of education to demonstrate how philosophical and historical approaches are relevant to the practice and theory of education.

Distinguished philosophers and historians of education from six countries focus on the problematical nature of the search for ‘what works’ in education. Beginning with specific problems, they move on to more general and theoretical considerations.

http://link.springer.com/book/10.1007/978-1-4020-5308-5/page/1

Educational Research: the Educationalization of Social Problems / Smeyers, Paul; Depaepe, Marc (Eds.). Springer, 2008. (vol.3) 978-1-4020-9724-9 (Online)

Pushing ‘social’ responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been labelled Pädagogisierung. The editors have chosen to use ‘Educationalization’ to identify the overall orientation or trend toward thinking about education as the focal point for addressing or solving larger human problems. The term describes these phenomena as a sub-process of the ‘modernization’ of society, but it also has negative connotations, such as increased dependence, patronization, and pampering. In this book distinguished philosophers and historians of education focus on ‘educationalization’ to expand its meaning through an engagement with educational theory. Topics discussed are the family and the child, the ‘learning society’, citizenship education, widening participation in higher education, progressive education, and schooling movements such as No Child Left Behind.

http://link.springer.com/book/10.1007/978-1-4020-9724-9/page/1

Educational Research: Proofs, Arguments, and Other Reasonings / Smeyers, Paul; Depaepe, Marc (Eds.). Springer, 2010. (vol.4)     978-90-481-3249-2 (Online)

This book focuses on the language of educational research as well as on the language of education. It conceives both as social practices and investigates how rhetoric plays a part in the complex process of historically situated argumentation. The book aims to answer such questions as: ‘What is the nature of the arguments and the kinds of sources one relies on?’ and ‘What kind of reasoning is offered to convince practitioners?’ Taking postmodern criticism seriously, the contributors argue that the scholar or researcher cannot indulge in relativism or be satisfied with a description of particular cases. Instead, theoreticians as well as practitioners have to engage in sound thinking and dialogue. The chapters in this volume highlight relevant characteristics of the language of educational research. In addition, attention is paid to the language of particular debates which figure prominently in the wider educational context, such as the language of goals, of parenting, citizenship and capability.

http://link.springer.com/book/10.1007/978-90-481-3249-2/page/1

Educational Research - the Ethics and Aesthetics of Statistics / Smeyers, Paul; Depaepe, Marc (Eds.). Springer, 2010.  224p. (vol.5) 978-90-481-9873-3 (Online)

  • Provocative and original in its challenge to prevailing ideas about the ‘application’ of philosophy and history of education
  • Shows how philosophical and historical approaches are relevant for the practice and theory of education
  • Discusses the historical and philosophical complexities and constraints of educational research and the use of statistics

http://link.springer.com/book/10.1007/978-90-481-9873-3/page/1

Educational Research: The Attraction of Psychology / Smeyers, Paul; Depaepe, Marc (Eds.). Springer, 2013.  224p. (vol.6)     978-94-007-5038-8 (Online)

The closely argued and provocative contributions to this volume challenge psychology’s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship. 

Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology’s self-image as a ‘scientific’ discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ‘emotion’, ‘feeling’ and ‘relationship’, so that they are now ’blind spots’ in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education? This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind.

This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.

http://link.springer.com/book/10.1007/978-94-007-5038-8/page/1

Educational Research: The Importance and Effects of Institutional Spaces / Smeyers, Paul; Depaepe, Marc (Eds.). Springer, 2013.  221p. (vol 7)        978-94-007-6247-3 (Online)

This collection of fresh analyses aims to map the links between educational theory and research, and the geographical and physical spaces in which teaching is practiced and discussed. The authors combine historical and philosophical perspectives in examining the differing institutional loci of education research, and also assess the potential and the limitations of each. The contributors trace the effects of ‘space’ on educational practice in the classroom, in the broader institutions, and in the academic discipline of education—doing so for a range of international contexts.

The chapters address various topics relating to the physical and geographical environment. How, for example, does geographical space shape researchers’ mental frameworks? How did the learning environments in which young children are taught today evolve? To what extent did parochialism shape America’s higher education system? How can our understanding of classroom practice be enhanced by concepts of space? The book acknowledges that texts themselves, as well as the research ‘arena’, are ‘spaces’ too, and notes the fascinating debate on the concept of space in the field of mathematics education. Indeed, as more and more students move online, the book analyses the rising importance of virtual spaces such as Web 2.0, which have major educational implications for researchers and students joining the innovative ‘virtual’ universities of the future.

This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.

http://link.springer.com/book/10.1007/978-94-007-6247-3/page/1

June 07, 2013

English for Academic Research Series   

1   English for Research: Usage, Style, and Grammar / Adrian Wallwork. Springer, 2012. xvi;252p. e-book ISBN:    978-1-4614-1593-0

This guide is based on a study of referees' reports and letters from journal editors on the reasons why papers written by non-native researchers are rejected due to problems with English usage, style and grammar. It draws on English-related errors from around 5000 papers written by non-native authors, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers. 

 English for Research: Usage, Style, and Grammar covers those areas of English usage that typically cause researchers difficulty: articles (a/an, the), uncountable nouns, tenses (e.g., simple present, simple past, present perfect), modal verbs, active vs. passive form, relative clauses, infinitive vs. -ing form, the genitive, noun strings, link words (e.g., moreover, in addition), quantifiers (e.g., each vs. every), word order, prepositions, acronyms, abbreviations, numbers and measurements, punctuation, and spelling. Due to its focus on the specific errors that repeatedly appear in papers written by non-native authors, this manual is an ideal study guide for use in universities and research institutes.

    http://link.springer.com/book/10.1007%2F978-1-4614-1593-0

2  English for Academic Research: Writing Exercises / Adrian Wallwork. Springer, 2013. xv;190p. e-book ISBN: 978-1-4614-4298-1

This book is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English (long sentences, redundancy, poor structure etc). It draws on English-related errors from around 5000 papers written by non-native authors, around 3000 emails, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers.

 http://link.springer.com/book/10.1007%2F978-1-4614-4298-1

 3   English for Academic Research: Grammar Exercises / Adrian Wallwork. Springer, 2012. xvi;252p. e-book ISBN: 978-1-4614-4289-9

This book is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English grammar. It draws on English-related errors from around 5000 papers written by non-native authors, several hundred emails, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers.

 http://link.springer.com/book/10.1007%2F978-1-4614-4289-9

 4 English for Academic Research: Vocabulary Exercises / Adrian Wallwork. Springer, 2012. xvi;252p. e-book ISBN: 978-1-4614-4268-4

This draws on English-related errors from around 5000 papers written by non-native authors, around 3000 emails, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers.

 http://link.springer.com/book/10.1007%2F978-1-4614-4268-4

5 English for Academic Correspondence and Socializing / Adrian Wallwork. Springer, 2012. xvi;252p. e-book ISBN: 978-1-4419-9401-1

English for Academic Correspondence and Socializing is the first ever book of its kind specifically written for researchers of all disciplines whose first language is not English. With easy-to-follow rules and tips, and with authentic examples taken from real emails, referee's reports and cover letters, you will learn how to:

• use strategies for understanding native speakers of English

• significantly improve your listening skills

• organize one-to-one meetings

• feel confident at social events

• manage and participate in a successful conversation

• write effective emails

• review other people's manuscripts - formally and informally

• reply effectively and constructively to referees' reports

• write cover letters to editors

• use the telephone and Skype

• participate in (video) conference calls

• exploit standard English phrases 

          http://link.springer.com/book/10.1007%2F978-1-4419-9401-1

6 English for Writing Research Papers / Adrian Wallwork. Springer, 2012. xvi;252p. e-book ISBN: 978-1-4419-7922-3

Publishing your research in an international journal is key to your success in academia. This guide is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English usage. It draws on English-related errors from around 5000 papers written by non-native authors, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers.

http://link.springer.com/book/10.1007%2F978-1-4419-7922-3

 

 

7 English for Presentations at International Conferences / Adrian Wallwork. Springer, 2012. xvi;252p. e-book ISBN: 978-1-4419-6591-2

Good presentation skills are key to a successful career in academia. This book is the first guide to giving presentations at international conferences specifically written for researchers of all disciplines whose first language is not English.

http://link.springer.com/book/10.1007%2F978-1-4419-6591-2

Document Actions