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Anyone interested in either adolescent development or Social and Emotional Learning in real world as opposed to abstract settings will appreciate the breadth of experience described.’ Mokhtar El Maouhal, Laboratoire de Recherche sur les Langues et la Communication\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911399141655,"sku":null,"price":12080.49,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030528898.jpg?v=1781269601"},{"product_id":"using-design-research-and-history-to-tackle-a-fundamental-problem-with-school-algebra-9783319592046","title":"Using Design Research and History to Tackle a Fundamental Problem with School Algebra","description":"\u003cp\u003eIn this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem.  The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies,(b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptiveand expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might have created and illuminated a pathway for future researchers to take.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911405465879,"sku":null,"price":12080.49,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319592046.jpg?v=1781269772"},{"product_id":"quality-teaching-in-primary-science-education-9783319443836","title":"Quality Teaching in Primary Science Education","description":"\u003cp\u003e​This edited volume explores how primary school teachers create rich opportunities for science learning, higher order thinking and reasoning, and how the teaching of science in Australia, Germany and Taiwan is culturally framed. It draws from the international and cross-cultural science education study EQUALPRIME: Exploring quality primary education in different cultures: A cross-national study of teaching and learning in primary science classrooms. Video cases of Year 4 science teaching were gathered by research teams based at Edith Cowan University, Deakin University, the Freie Universität Berlin, the National Taiwan Normal University and the National Taipei University of Education. Meetings of these research teams over a five year period at which data were shared, analysed and interpreted have revealed significant new insights into the social and cultural framing of primary science teaching, the complexities of conducting cross-cultural video-based research studies, andthe strategies and semiotic resources employed by teachers to engage students in reasoning and meaning making. The book’s purpose is to disseminate the new insights into quality science teaching and how it is framed in different cultures; methodological advancements in the field of video-based classroom research in cross-cultural settings; and, implications for practice, teacher education and research. “The chapters (of this book) address issues of contemporary relevance and theoretical significance: embodiment, discursive moves, the social unit of learning and instruction, inquiry, and reasoning through representations. Through all of these, the EQUALPRIME team manages to connect the multiple cultural perspectives that characterise this research study. The ‘meta-reflection’ chapters offer a different form of connection, linking cultural and theoretical perspectives on reasoning, quality teaching and video-based research methodologies. The final two chapters offer connective links to implications for practice in teacher education and in cross-cultural comparative research into teaching and learning. These multiple and extensive connections constitute one of the books most significant accomplishments. The EQUALPRIME project, as reported in this book, provides an important empirical base that must be considered by any system seeking to promote sophisticated science learning and instructional practices in primary school classrooms. By exploring the classroom realisation of aspirational science pedagogies, the EQUALPRIME project also speaks to those involved in teacher education and to teachers. I commend this book to the reader. It offers important insights, together with a model of effective, collegial, collaborative inter-cultural research. It will help us to move forward in important ways”. Professor David Clarke, Melbourne University\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911407792407,"sku":null,"price":12080.49,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319443836.jpg?v=1781269836"},{"product_id":"school-leadership-and-educational-change-in-singapore-9783319747460","title":"School Leadership and Educational Change in Singapore","description":"\u003cp\u003eThis book provides readers with insights into how Singapore school leaders are actively engaged in the transformation of the Singapore education system. It brings to attention crucial elucidations of the increasing demand and complexity placed on school leaders through the use of case studies. Each chapter in the book focuses on a particular issue which has become important or has gained renewed importance in the Singapore education system. The chapters first provide a background to the theme under examination and a theoretical basis for discussion. They then narrate the case that shows how school leaders interpret and implement policy initiatives in their respective schools or lead change in that area. The case studies span over a wide range of domains such as instructional leadership, assessment leadership, stakeholder engagement, professional learning communities, and school branding. The data collected from these case studies came primarily from interviews of educators in theirrespective school contexts, in addition to other sources of data such as artifacts. Each case study highlights descriptions, interpretations, and perspectives across school contexts, which is consistent with the proposition that school leadership is very much shaped by context. At the end of each chapter, there are guiding questions to help readers critically analyse and reflect on the main learning points of the case.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911454355735,"sku":null,"price":8097.3,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319747460.jpg?v=1781270383"},{"product_id":"creativity-and-technology-in-mathematics-education-9783319723815","title":"Creativity and Technology in Mathematics Education","description":"\u003cp\u003eThis volume provides new insights on creativity while focusing on innovative methodological approaches in research and practice of integrating technological tools and environments in mathematics teaching and learning. This work is being built on the discussions at the mini-symposium on Creativity and Technology at the International Conference on Mathematical Creativity and Giftedness (ICMCG) in Denver, USA (2014), and other contributions to the topic. The book emphasizes a diversity of views, a variety of contexts, angles and cultures of thought, as well as mathematical and educational practices. The authors of each chapter explore the potential of technology to foster creative and divergent mathematical thinking, problem solving and problem posing, creative use of dynamic, multimodal and interactive software by teachers and learners, as well as other digital media and tools while widening and enriching transdisciplinary and interdisciplinary connections in mathematics classroom. Along with ground-breaking innovative approaches, the book aims to provide researchers and practitioners with new paths for diversification of opportunities for all students to become more creative and innovative mathematics learners.  A framework for dynamic learning conditions of leveraging mathematical creativity with technology is an outcome of the book as well.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911460024599,"sku":null,"price":14780.04,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319723815.jpg?v=1781270526"},{"product_id":"managing-universities-9783319538655","title":"Managing Universities","description":"\u003cp\u003eThis book asks how modern universities are organized and managed, and questions whether 30 years of university reforms have resulted in stronger managerial structures and leadership control. It further asks whether current organisational and decision-making structures can be explained by public reform policies. The book offers a coherent, empirically grounded and theoretically driven presentation of data and core ideas behind a large scale comparative study of 26 universities across eight European countries. It focuses on the strength of university managerial structures, the role of academics, and how universities relate to and depend on their environment: to governments and other actors; to funders; to evaluators; and to external stakeholders. It further explores how higher education policies are shaped by and affect universities. Written by a cross-disciplinary team of European scholars, this book is unique both in its wide coverage and the depth of its analyses. It will be of great interest to scholars, graduate students and advanced undergraduates in the fields of organisation theory and sociology, policy studies, comparative public policy and administration, and higher education studies. It will also be of interest to higher education policy makers and administrators.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911462613271,"sku":null,"price":17479.59,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319538655.jpg?v=1781501434"},{"product_id":"sources-for-a-better-education-9783030889036","title":"Sources for a Better Education","description":"\u003cp\u003eThis textbook evolves from the intersection between ‘Research’, ‘Educational Information Technologies’ and recent ‘Best Practices’. It offers diplomacy and erudite rhetoric in order to harvest from innovation projects and see how new professional needs for teachers are emerging day by day. The volume launches the compact background for the 21st century education that every teacher faces after being in charge for 3 or 6 years after pre-service training. ‘Sources for a better education’ refers to the deep understanding and to the incentives for encouraging teachers to leave the comfort zone and experiment the next steps into a further sophisticated professionalism, without the threat of feeling in a ‘Dilemma’.The first candidate for extending one’s teaching effectiveness is to tailor one’s teaching to the test to be expected. ‘Teaching to the Test’ is an understandable tactic, however it endangers the students’ full understanding of underlying concepts and analogies. The second candidate for professionalism is the deeper layer of knowledge on how curricular domains are related. In simpler terms: better teachers know how to ‘bridge’ topics and subjects so that students develop a deeper understanding on the patterns and structure in knowledge. The 21st century education prioritizes higher degrees of flexible-, divergent and abstract thinking, so that creative problem solving comes into reach.  ICT tools for making prior knowledge explicit is a major example on how learners harvest upon prior knowledge, thinking and intuition. The third source for a better education is the courage to envisage one’s meta knowledge in order to see patterns in learning and understanding. The more conscious prior knowledge gets decompiled into genetic metaphors; the better future learning can be anticipated. The fourth asset for meta-cognitive skills is the wide spectrum of tools that the web offers for building knowledge infra-structures so that knowledge becomes transformed into problem solving skills; the availability of knowledge is no longer sufficient for finding creative and authentic solutions in future situations. This is the case for both students and teachers. By tradition, the bottom-up strategy from reproductive factual learning up to the levels of problem solving and creative thinking has been favoured. The ‘one-click away’ access to information on the web asks a more strategic attitude from learners and practitioners to cope with the periphery between known and unknown, so that a more effective meta-cognition develops. The fifth stimulus for more effective learning is the expanding impact of social media. Social media tend to intimidate learners with incomplete understanding to jump on biases as delivered through political and conspiracy agendas. This books aims at the challenge to build upon learners’ existential needs and developing interest for a longer-term learning perspective. “Renaissance man and philosopher Piet Kommers presentsus with an interesting question:  What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from learning to learn to machine learning for learning. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is a must-have for every 21st Century bookshelf!” By: Johannes Cronjé, professor of Digital Teaching and Learning in the Department of Information Technology at the Cape Peninsula University of Technology, South Africa. “Piet Kommers has in 400 pages provided an overview of teaching based on practical experience. It is not a summary of pedagogic models, but a guide to important factors in how to motivate students and thus improve their learning. New technologies changes teaching, and we need to understand how application of such technologies can improve the learning. This book provides such knowledge and I wish I had it when I started teaching at university many years ago.” By: Jan Frick, Professor Business School, University of Stavanger, Norway. \"Piet Kommers delivers a very thorough book with a holistic perspective on Learning Technologies. This book is a result of many years of experience that the author has in Higher Education. It comprises lessons learned from the author´s professional career, including inputs from European Union research projects, as well as diversified interactions with a wide range of Peoples and Cultures. The result is a unique perspective that is a must-read for anyone interested in Learning Technologies, past, present, and future!\" By: Pedro Isaias, associate professor at the Information Systems \u0026amp; Technology Management School of The University of New South Wales (UNSW – Sydney), Australia.  “Distinguished Professor and Thinker Dr. Piet Kommers presents the academic community with a new horizon on education that reflects thecurrent and future technology trends in the e-Learning and Fast Internet ubiquity. The Book discusses the current and most recent advances in research and application of most effective learning methods in conjunction with the future directions in machine learning in support of learning. The Book''s 35 chapters present cutting-edge technologies and state-of-the-art learning methods in support of best educational practices and the student''s best learning experience. The Book is most valuable asset to educator''s community pursuing the mission of excellence in the Third Millennium!” By: Eduard Babulak, Professor, Computational Sciences, Liberty University, Lynchburg, USA.\"Well-known scientist, (e-)learning expert and philosopher Piet Kommers presents us with an interesting question:  What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from ‘learning to learn’ to ‘machine learning for learning’. In 35  chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is an interesting and useful publication for all educators as well as learners and  must-have for every 21st Century bookshelf!\" By: Eugenia Smyrnova-Trybulska, Dr. hab., associate professor, Institute of Pedagogy, Faculty of Art and Sciences of Education, University of Silesia in Katowice, Poland. “The book presents a mosaic of assets reflecting the vast international experience in research and realization of learning technologies of the author, honourable professor of the UNESCO Chair in New information technologies in education for all, Piet Kommers. Describing various aspects of learning strategies, approaches, techniques and technologies in a concise way, he engages the readers into the mental construction of a \"big picture\" and makes them reconsider routine processes of teaching and learning. Exciting and thought-provoking reading for educators, researchers, and devoted learners.” By: professor Volodymyr Gritsenko, Director of the International Research and Training Centre for Information Technologies and Systems, National Academy of Sciences and Ministry of Education and Science of Ukraine, Head of the UNESCO Chair.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911895642391,"sku":null,"price":9447.07,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030889036.jpg?v=1781501511"},{"product_id":"springerbriefs-in-educational-communications-and-technology-9783319775593","title":"SpringerBriefs in Educational Communications and Technology","description":"\u003cp\u003eToday, K-12 practitioners are challenged to become educational innovators.  Yet, little is available to the practitioner to guide their reflection about the design, development, and implementation of these innovations in their own practice. This brief approaches such problems of practice from the perspectives of design research. Although design research typically centers on the partnership between researchers and practitioners in real-world settings, relationships between researchers and practitioners are not always practical.  In this brief, the authors explore how the design research process can make the goals, assumptions, processes, methods, and outcomes of design research uniquely accessible to the practitioner.  In clear, explicit language, it introduces design research to practitioners using both expository discussions and a robust narrative case study approach that ably guides the reader through the phases of design research, namely:Theory to innovation to practiceUnderstanding problems of practiceCreating a design solutionAssessing the design solutionEvaluating learning outcomesCapturing lessons for practiceUnderstanding Problems of Practice is a singular resource for teachers and practitioners enrolled in graduate research courses or courses on teacher leadership.  It also lends itself well as a supplement to professional development activities and studies at the district, school, and professional learning community levels.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911904915735,"sku":null,"price":6072.63,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319775593.jpg?v=1781501716"},{"product_id":"educational-games-for-soft-skills-training-in-digital-environments-9783319063119","title":"Educational Games for Soft-Skills Training in Digital Environments","description":"\u003cp\u003eThe book explores advances in soft-skill training through the adaptation of traditional psycho-pedagogical methodology to digital and online settings. Several educational techniques are explored, such as role-playing, psychodrama and rule and drama-based games. The experiences reported in the book are the synthesis of several European projects, coordinated by the authors, aimed at applying known psycho-pedagogical training models to on-line, technology enhanced learning contexts in a broad range of applications and target groups. The specificity of such a psycho-pedagogical methodology, applied throughout all the discussed EU projects, is mainly represented by the importance of feedback and debriefing processes that can be conveyed to learners through different means, such as online group or individual chat with tutors, automatic reports and a psychologically informed scoring system. Tutors, either real or artificial, are seen as thekey factor facilitating the training process. The ultimate objective of this book is to offer a theoretical framework where real examples, direct experiences and possible indications on how rule and drama-based multiplayer and single player games can support traditional practice for enhancing soft skills to a wide community of trainers, coaches, HR advisors, consultants and psychologists.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911915794711,"sku":null,"price":14780.04,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319063119.jpg?v=1781501971"},{"product_id":"education-of-children-with-special-needs-9783031136467","title":"Education of Children with Special Needs","description":"\u003cp\u003eThis book presents for the first time the results of scientific research in the field of special education and special psychology carried out by top experts of the Russian Federation and the Republic of Belarus. The range of problems discussed in the book reflects the most relevant areas of development of the education system and psychological and pedagogical assistance to children with special educational needs (SEN). Both scientific and methodological developments provide practitioners with modern means of diagnostic, correctional, developmental, and preventive work.   Furthermore, responding to the current challenges, the authors present the results of research on the impact of virtual reality on the health of adolescents, the results of an experiment on the study and formation of financial literacy of high-school kids with developmental disorders, highlight approaches to the prevention of auto aggressive behavior in the adolescent environment, and offer the proven technologies for psychological and pedagogical habilitation and rehabilitation of children with SEN of various nosologic groups and children with somatic pathology studying at a hospital school.   The theoretical block of the book includes an analysis of the fundamental problems of today’s pedagogical and social reality: substantiation of conceptual approaches to the construction of an inclusive space, consideration of the basic psychophysiological mechanisms of speech, the formation of a convergent network educational environment and some other problems that can directly or indirectly affect the quality of education, upbringing, and social adaptation of children with SEN.   The book is intended for psychologists, special-need experts, teachers, methodologists, employees of educational organizations working with children with disabilities, specialists in the field of inclusive education, students and teachers of special education, and pedagogical and psychological departments of higher education institutions.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911927886103,"sku":null,"price":26928.02,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783031136467.jpg?v=1781502390"},{"product_id":"international-perspectives-on-the-teaching-and-learning-of-mathematical-modelling-9783319629681","title":"International Perspectives on the Teaching and Learning of Mathematical Modelling","description":"\u003cp\u003eThis volume documents on-going research and theorising in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications. Mathematical modelling provides a way of conceiving and resolving problems in the life world of people whether these range from the everyday individual numeracy level to sophisticated new problems for society at large. Mathematical modelling and real world applications are considered as having potential for multi-disciplinary work that involves knowledge from a variety of communities of practice such as those in different workplaces (e.g., those of educators, designers, construction engineers, museum curators) and in different fields of academic endeavour (e.g., history, archaeology, mathematics, economics). From an educational perspective, researching the development of competency in real world modelling involves research situated in crossing the boundaries between being a student engaged in modelling or mathematical application to real word tasks in the classroom, being a teacher of mathematical modelling (in or outside the classroom or bridging both), and being a modeller of the world outside the classroom. This is the focus of many of the authors of the chapters in this book. All authors of this volume are members of the International Community of Teachers of Mathematical Modelling (ICTMA), the peak research body into researching the teaching and learning of mathematical modelling at all levels of education from the early years to tertiary education as well as in the workplace.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911933653271,"sku":null,"price":26928.02,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319629681.jpg?v=1781502525"},{"product_id":"advances-in-mathematics-education-9783319626925","title":"Advances in Mathematics Education","description":"\u003cp\u003eThis book shows how the practice of script writing can be used both as a pedagogical approach and as a research tool in mathematics education. It provides an opportunity for script-writers to articulate their mathematical arguments and\/or their pedagogical approaches. It further provides researchers with a corpus of narratives that can be analyzed using a variety of theoretical perspectives.Various chapters argue for the use of dialogical method and highlight its benefits and special features. The chapters examine both \u0026amp;quote;low tech\u0026amp;quote; implementations as well as the use of a technological platform, LessonSketch. The chapters present results of and insights from several recent studies, which utilized scripting in mathematics education research and practice.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911935553815,"sku":null,"price":12080.49,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319626925.jpg?v=1781502587"},{"product_id":"transdisciplinarity-in-mathematics-education-9783319636245","title":"Transdisciplinarity in Mathematics Education","description":"\u003cp\u003eThe book explores various facets of transdisciplinarity in mathematics education and its importance for research and practice. The book comprehensively outlines the ways that mathematics interacts with different disciplines, world views, and contexts; these topics include: mathematics and the humanities, the complex nature of mathematics education, mathematics education and social contexts, and more. It is an invaluable resource for mathematics education students, researchers, and practitioners seeking to incorporate transdisciplinarity into their own practice.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911940600087,"sku":null,"price":14780.04,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319636245.jpg?v=1781502740"},{"product_id":"behavioral-science-and-psychology-9783030962296","title":"Behavioral Science and Psychology","description":"\u003cp\u003eThis book examines evidence-based practices that facilitate effective teaching to ensure optimum educational achievement for school-age students. It identifies key strategies with extensive research evidence that confirms their effectiveness in improving student outcomes. The book offers guidelines for teachers to use in distinguishing between strategies that are evidence-based and those with little or no supporting evidence. It describes common instructional strategies often found in schools despite having little evidence to support their effectiveness. In addition, the book identifies eight key evidence-based teaching practices that can be directly implemented by classroom teachers, reviews the theoretical and research base of each of these strategies, and provides guidelines for special and general education teachers on how to apply them most effectively, with links to video examples of their use in classrooms. The text also examines common barriers to the use of evidence-based practices in schools. It explores implications for teacher education, focusing on training educators to identify and implement evidence-based strategies effectively, avoiding those lacking evidence, even if they are popular in schools. Essential Evidence-Based Teaching Strategies is a must-have resource for researchers, professionals, and graduate students in educational psychology, child and school psychology, and social work who are interested in learning about and implementing effective teaching methods that improve student engagement and academic achievement, strengthen social-emotional learning, and reduce school dropout rates.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911943778583,"sku":null,"price":8097.3,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030962296.jpg?v=1781502789"},{"product_id":"international-handbook-of-research-in-statistics-education-9783319661957","title":"International Handbook of Research in Statistics Education","description":"\u003cp\u003eThis handbook connects the practice of statistics to the teaching and learning of the subject with contributions from experts in several disciplines. Chapters present current challenges and methods of statistics education in the changing world for statistics and mathematics educators.  Issues addressed include current and future challenges in professional development of teachers, use of technology tools, design of learning environments and appropriate student assessments. This handbook presents challenging and inspiring international research perspectives on the history and nature, current issues, and future directions of statistics education and statistics education research.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911987458327,"sku":null,"price":87667.89,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319661957.jpg?v=1781503069"},{"product_id":"teaching-and-learning-discrete-mathematics-worldwide-curriculum-and-research-9783319703084","title":"Teaching and Learning Discrete Mathematics Worldwide: Curriculum and Research","description":"\u003cp\u003eThis book discusses examples of discrete mathematics in school curricula, including in the areas of graph theory, recursion and discrete dynamical systems, combinatorics, logic, game theory, and the mathematics of fairness. In addition, it describes current discrete mathematics curriculum initiatives in several countries, and presents ongoing research, especially in the areas of combinatorial reasoning and the affective dimension of learning discrete mathematics. Discrete mathematics is the math of our time.'' So declared the immediate past president of the National Council of Teachers of Mathematics, John Dossey, in 1991. Nearly 30 years later that statement is still true, although the news has not yet fully reached school mathematics curricula. Nevertheless, much valuable work has been done, and continues to be done. This volume reports on some of that work. It provides a glimpse of the state of the art in learning and teaching discrete mathematics around the world, and it makes the case once again that discrete mathematics is indeed mathematics for our time, even more so today in our digital age, and it should be included in the core curricula of all countries for all students.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52912061153559,"sku":null,"price":13430.27,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319703084.jpg?v=1781503672"},{"product_id":"platos-socrates-philosophy-and-education-9783319713564","title":"Plato's Socrates, Philosophy and Education","description":"\u003cp\u003eThis book develops for the readers Plato’s Socrates’ non-formalized “philosophical practice” of learning-through-questioning in the company of others. In doing so, the writer confronts Plato’s Socrates, in the words of John Dewey, as the “dramatic, restless, cooperatively inquiring philosopher\" of the dialogues, whose view of education and learning is unique: (1) It is focused on actively pursuing a form of philosophical understanding irreducible to truth of a propositional nature, which defies “transfer” from practitioner to pupil; (2) It embraces the perennial “on-the-wayness” of education and learning in that to interrogate the virtues, or the “good life,” through the practice of the dialectic, is to continually renew the quest for a deeper understanding of things by returning to, reevaluating and modifying the questions originally posed regarding the “good life.” Indeed Socratic philosophy is a life of questioning those aspects of existence that are most question-worthy; and (3) Itaccepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable. For learning occurs only through continued, sustained communal dialogue.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52912065413399,"sku":null,"price":6072.63,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319713564.jpg?v=1781503776"},{"product_id":"developing-language-and-literacy-9783030998912","title":"Developing Language and Literacy","description":"\u003cp\u003eThis volume dedicated to Dorit Ravid, offers 29 new chapters on the multiple facets of spoken and written language learning and usage from a group of illustrious scholars and scientists, focusing on typologically different languages and anchored in a variety of communicative settings. The book encompasses five interrelated yet distinct topics. One set of studies is in the field of developmental psycholinguistics, covering the acquisition of lexical and grammatical categories from toddlerhood to adolescence. A second topic involves a section of studies on the interface of cognition and language, with chapters on processing, production, comprehension, teaching and learning language in usage and in historical perspective. A third topic involves a theoretical and applied perspectives on the acquisition and development of literacy competence, including reading, writing, spelling and text production. A fourth topic brings together an array of studies on social, environmental andclinical diversity in language, highlighting novel issues in multilingualism, immigration, language and literacy disorders. Finally, a section of the volume examines in depth questions in Modern Hebrew linguistics, as the home language and launching base of Dorit Ravid’s research work.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52912066265367,"sku":null,"price":13430.27,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030998912.jpg?v=1781503798"},{"product_id":"teaching-and-learning-stochastics-9783319728711","title":"Teaching and Learning Stochastics","description":"\u003cp\u003eThis book presents a collection of selected papers that represent the current variety of research on the teaching and learning of probability. The respective chapters address a diverse range of theoretical, empirical and practical aspects underpinning the teaching and learning of probability, curricular issues, probabilistic reasoning, misconceptions and biases, as well as their pedagogical implications. These chapters are divided into THREE main sections, dealing with: TEACHING PROBABILITY, STUDENTS'' REASONING AND LEARNING AND EDUCATION OF TEACHERS. In brief, the papers presented here include research dealing with teachers and students at different levels and ages (from primary school to university) and address epistemological and curricular analysis, as well as the role of technology, simulations, language and visualisation in teaching and learning probability. 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The book comprisesPart I: Transforming the Learning Environment; Part II: Enriching student learning experiences; Part III: Measuring and Assessing Teaching and Learning with Educational Data Analytics; Part IV: Cultivating student competences for the digital Smart society.  It targets researchers and research students, educational professional practitioners (including teachers, educators and education leaders) as well as education policy makers, who are interested in keeping up-to-date on the global development in this field.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52912077209879,"sku":null,"price":12080.49,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319734170.jpg?v=1781504019"},{"product_id":"classroom-assessment-in-mathematics-9783319737485","title":"Classroom Assessment in Mathematics","description":"\u003cp\u003eThis book consists of 13 papers developed by participants in the ICME 13 Topic Study Group 40 on Classroom Assessment. 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The authors highlight key conceptual and methodological challenges connected with intra-national and cross-national assessment of learning outcomes in higher education; introduce novel approaches to improving assessment, evaluation, testing, and measurement practices; and offer exemplary implementation frameworks. 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