This book has been brought together from two broad sources of interest and concern. All contributors would like to see more teachers doing their own research, but at the same time believe that such research must have a sharp methodological focus for it to have sufficient rigour to be of any practical use at all.

This study describes research on the acquisition and use of language at home and in the primary school. We seek to clarify everyday school decisions made by school personnel based on the child's performances in particular classroom and testing situations that influence the child's educational career early in life.
A central question addressed in our work includes how the child's world comes to be formulated and reformulated by adults in educational settings by utilizing often uncorrelated data based on routine classroom lessons, educational testing, promotion interviews,and teacher-administrative meetings.

The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.

Sheherazade: 1001 Stories for Adult Learning

Introducing the magic of storytelling into adult learning Sheherazade is a Grundtvig Multilateral Project  that wants to introduce storytelling and the use of storytelling techniques as an educational strategy and a pedagogical tool in formal and non-formal adult learning. The project will develop adult learning practice using stories and oral storytelling in order to enhance the transversal key competences of disadvantaged citizens and to improve the language skills of adult learners.

Technology Integration for Meaningful Classroom Use

Intended for introductory courses in computer applications for education taken by future teachers. Most often taken by sophomores, juniors or seniors. Many education programs require pre-teachers take this course in preparation for K-12 teaching. The course typically details how to integrate technology resources (especially computers) into everyday teaching practices. National (ISTE) and state standards require teachers demonstrate competencies in specific computer/technology skills.