This book provides an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning. Each chapter is written in an accessible style by an international expert in the field. Authors tackle the task of identifying, analysing and addressing the key problems, topics and issues relevant to questions about the nature, purpose and scope of values education and Lifelong Learning that are internationally generalisable.
Learner-Centered Theory and Practice in Distance Education: Cases From Higher Education brings the voice of the learning sciences to the study and design of distance learning. The contributors examine critical issues in the design of theoretically and pedagogically based distance education programs.
Teaching in the Knowledge Society: New Skills and Instruments for
Teachers covers a pedagogical survey of the changes induced by
information and communication technology (ICT) in today’s society and
education. It critically analyzes facts, instruments, solutions, and
strategies while suggesting interpretations and hypotheses to develop a
new way of thinking about ICT use in education. Teaching in the
Knowledge Society: New Skills and Instruments for Teachers presents an
historical description of education and ICT use and explains the
theoretical reasons for the author’s description and analysis of the
experiences. It also drafts future scenarios for teaching-learning
phenomena and for education in a society where ICT and knowledge
management will play a more relevant role.
The major purpose of the Multicultural Education Series is to provide preservice educators, practicing educators, graduate students, scholars, and policy makers with an interrelated and comprehensive set of books that
summarizes and analyzes important research, theory, and practice related to the education of ethnic, racial, cultural, and language groups in the United States and the education of mainstream students about diversity.
The books in the Series provide research, theoretical, and practical knowledge about the behaviors and learning characteristics of students of color, language minority students, and low-income students. They also provide
knowledge about ways to improve academic achievement and race relations in educational settings.
Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education.
