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In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. 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This expectation presents a significant challenge to teachers, who are often asked to implement novel technology-rich pedagogies they did not have a chance to experience as students or become comfortable with. To exacerbate this challenge, the 21st century teachers function not only in a frequently-changing educational reality manifested by continuous reforms, but are also bombarded by often contradictory and competing demands from the legislators, administrators, parents, and students. How do we break the vicious circle of reforms and support STEM teachers in making a real change in student learning? This book is unique for at least three reasons. First, it showcases research situated in Israel and Canada that examines the challenges today's teachers and teacher-educators face in their practice. While the governments of both countries emphasize STEM education, their approaches are different and thus provide for interesting comparisons. Second, in addition to including research-based chapters, prominent scholars discuss the contributions in each of the book sections, problematizing the issues from a global perspective.  Third, technology has a potential to empower teachers in this era of change, and this book provides the unique insights from each country, while allowing for comparisons, discussing solutions, and asking new questions.This book will be of interest to all involved in STEM teacher education programs or graduate programs in education, as well as to educational administrators interested in implementing technology in their schools.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52895126094103,"sku":null,"price":16203.04,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030293963.jpg?v=1781258804"},{"product_id":"teacher-educator-experiences-and-professional-development-9783030667207","title":"Teacher Educator Experiences and Professional Development","description":"\u003cp\u003eThis book explores narratives from teacher educators working in university settings in the Caribbean. In the field of teacher education, there has been insufficient focus on teacher educators—those who design and implement teacher education. Using case studies and student voices, this book provides new insights into the work, lives, and identity formation of these practitioners. In doing so, it fills a gap in the literature on teacher educators’ professional practice by bringing to the fore elements of that practice that are usually invisible or taken for granted by administrators, employers, policy makers, and indeed, the practitioners themselves.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911184347415,"sku":null,"price":5629.15,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030667207.jpg?v=1781262758"},{"product_id":"making-makers-makerspaces-9783031098192","title":"Making, Makers, Makerspaces","description":"\u003cp\u003eThis book is about makers and makerspaces in education. It furnishes and analyzes case studies from sixty teachers working in twenty different school districts in Ontario, Canada. Each author provides research and analyzes data about the process of establishing makerspaces and implementing maker pedagogies with students in grades K-8.The first chapter sets the stage for the book, describing the theoretical framework and methodology used and offering information on the schools in which the research occurred. Subsequent chapters focus on specific topics and individual case studies, including assessment, pedagogic techniques, equity, inclusivity, and methods of making. The book will prove valuable to both researchers and practitioners, any educator interested in this developing topic, including school leaders, school district leaders, educational researchers, and teacher educators. It will also be useful for initial teacher education programs.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911340257559,"sku":null,"price":17454.24,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783031098192.jpg?v=1781267855"},{"product_id":"understanding-analysis-and-its-connections-to-secondary-mathematics-teaching-9783030891985","title":"Understanding Analysis and its Connections to Secondary Mathematics Teaching","description":"\u003cp\u003eGetting certified to teach high school mathematics typically requires completing a course in real analysis. Yet most teachers point out real analysis content bears little resemblance to secondary mathematics and report it does not influence their teaching in any significant way. This textbook is our attempt to change the narrative. It is our belief that analysis can be a meaningful part of a teacher''s mathematical education and preparation for teaching. This book is a companion text. It is intended to be a supplemental resource, used in conjunction with a more traditional real analysis book.The textbook is based on our efforts to identify ways that studying real analysis can provide future teachers with genuine opportunities to think about teaching secondary mathematics. It focuses on how mathematical ideas are connected to the practice of teaching secondary mathematics–and not just the content of secondary mathematics itself. Discussions around pedagogy are premised on the belief that the way mathematicians do mathematics can be useful for how we think about teaching mathematics. The book uses particular situations in teaching to make explicit ways that the content of real analysis might be important for teaching secondary mathematics, and how mathematical practices prevalent in the study of real analysis can be incorporated as practices for teaching. This textbook will be of particular interest to mathematics instructors–and mathematics teacher educators–thinking about how the mathematics of real analysis might be applicable to secondary teaching, as well as to any prospective (or current) teacher who has wondered about what the purpose of taking such courses could be.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52911447802135,"sku":null,"price":8131.55,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030891985.jpg?v=1781270219"},{"product_id":"ai-literacy-in-k-16-classrooms-9783031188800","title":"AI Literacy in K-16 Classrooms","description":"\u003cp\u003eArtificial Intelligence is at the top of the agenda for education leaders, scientists, technologists and policy makers in educating the next generation across the globe. Beyond applying AI in daily life applications and educational tools, understanding how to learn and teach AI is increasingly important. Despite these emerging technology breakthroughs, AI learning is still new to educators especially to K-16 teachers. There is a lack of evidence-based studies that inform them about AI learning, including design principles for building a set of curriculum content, and pedagogical approaches as well as technological tools. Teaching AI concepts and techniques from programming languages and developmentally appropriate learning tools (e.g., robotics, serious games, software, intelligent agents) across different education levels emerged in recent years. The primary purpose of this book is to respond to the need to conceptualize the emerging term “AI literacy” and investigate how toteach and learn AI in K-16 education settings. This book examines different aspects of learning artefacts, pedagogies, content knowledge and assessment methods of AI literacy education, from theoretical discussions to practical recommendations for curriculum and instructional design. An exhaustive summary of current evidence with examples is illustrated in this book, as well as cutting-edge research that serves as an AI literacy model for different countries’ contexts. Part I, “Conceptualizing AI literacy”, provides a detailed discussion on the development of the concepts and frameworks on AI literacy education, discusses the differences and similarities between AI in education (AIED) and AI literacy education, and illustrates the reasons why K-16 students need to learn AI. These concepts are brought together in Part II, “K-16 AI literacy education” to further summarize the pedagogies, learning content, learning tools and assessment methods to inform K-16educators how to design their AI instruction at each education level. 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However, the authors argue that CPD actually constitutes the Achilles’ heel of this ‘miraculous’ system, demonstrating that in fact it is a victim of contradictory discourses and actions among decision-makers, teacher educators and practitioners. Including extensive interviews from CPD providers, teachers and other educational actors, the authors critically discuss the ‘wonders’ of Finnish education, in the process debunking various myths created both inside and outside Finland. The authors also call for a new approach to comparative and international education.  Based on over 20 years of experience in Finnish education, this pioneering book will be of interest and value to students and scholars of Finnish education, continuing professional development and international education branding more generally.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52914802000151,"sku":null,"price":8757.15,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783319957951.jpg?v=1781507166"},{"product_id":"guide-to-teaching-computer-science-9783030393601","title":"Guide to Teaching Computer Science","description":"\u003cp\u003eThis concise yet thorough textbook presents an active-learning model for the teaching of computer science. Offering both a conceptual framework and detailed implementation guidelines, the work is designed to support a Methods of Teaching Computer Science (MTCS) course, but may be applied to the teaching of any area of computer science at any level, from elementary school to university. This text is not limited to any specific curriculum or programming language, but instead suggests various options for lesson and syllabus organization. Fully updated and revised, the third edition features more than 40 new activities, bringing the total to more than 150, together with new chapters on computational thinking, data science, and soft concepts and soft skills. This edition also introduces new conceptual frameworks for teaching such as the MERge model, and new formats for the professional development of computer science educators. Topics and features:includes an extensive set of activities, to further support the pedagogical principles outlined in each chapter; discusses educational approaches to computational thinking, how to address soft concepts and skills in a MTCS course, and the pedagogy of data science (NEW); focuses on teaching methods, lab-based teaching, and research in computer science education, as well as on problem-solving strategies; examines how to recognize and address learners’ misconceptions, and the different types of questions teachers can use to vary their teaching methods; provides coverage of assessment, teaching planning, and designing a MTCS course; reviews high school teacher preparation programs, and how prospective teachers can gain experience in teaching computer science. This easy-to-follow textbook and teaching guide will prove invaluable to computer science educators within all frameworks, including university instructors and high school teachers, as well asto instructors of computer science teacher preparation programs.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52914854854935,"sku":null,"price":6254.75,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030393601.jpg?v=1781510874"},{"product_id":"developing-critical-thinking-in-physics-9783030437732","title":"Developing Critical Thinking in Physics","description":"\u003cp\u003eThis book promotes the effective implementation and development of critical analysis in physics. It focuses on explanatory texts concerning subjects typically dealt with in secondary or higher education and addressed in an academic or popular context. It highlights the general difficulties and obstacles inherent in teaching physics and shows how some tools can help to combine successful criticism and better understanding. The book examines the main reasons to call a text into question and looks at risk factors such as simplifications, story-like explanations and visual analogies. It takes inventory of the benefits and limits of critical analysis and discusses the complex links between conceptual mastery and critical attitude. 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The latest symposium was held in Orihuela, Spain and covered diverse fields of research, including gravitation, astronomy and astrophysics, physics of complex systems, high-energy physics, and mathematical physics. Considerable attention was also paid to physics education research, teacher education in physics, and the popularization of physics. In a knowledge-based society, research into fundamental physics plays a vital role in both the advancement of human knowledge and the development of new technologies. 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It is the only major international conference on biology education research, and all the papers therefore are written by international researchers from across Europe (and beyond), which present the findings from a range of contemporary biology education research projects. They are all entirely new papers describing new research in the field. The papers are peer-reviewed by experienced international researchers selected by the ERIDOB Academic Committee. The papers reflect the ERIDOB conference strands by covering topics on:Socioscientific issues, Nature of Science and scientific thinkingTeaching and learning in biologyPerceptions of biology and biology educationTextbook analysisOutdoor and environmental education By providing a collection of new research findings from many countries, this book is a great resource for researchers and practitioners such as school, college and university biology teachers' around the world. 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Proving is sometimes thought to be the aspect of mathematical activity most resistant to the influence of technological change. While computational methods are well known to have a huge importance in applied mathematics, there is a perception that mathematicians seeking to derive new mathematical results are unaffected by the digital era. The reality is quite different. Digital technologies have transformed how mathematicians work together, how proof is taught in schools and universities, and even the nature of proof itself. Checking billions of cases in extremely large but finite sets, impossible a few decades ago, has now become a standard method of proof. Distributed proving, by teams of mathematicians working independently on sections of a problem, has become very much easier as digital communication facilitates the sharing and comparison of results. 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Assessment practices (local, regional or international) of modelling activities and difficulties with modelling activities at school and university levels, respectively, are discussed. Use of technology and other resources in modelling activities and their impact on the modelling processes are included in the considerations. 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What I found in most instances, was a so-called dog expert, who had written 200 pages of his\/her experiences with 1 or 2 of their personal dogs. My book addresses practically every negative issue that we humans have with dogs in our attempt to live with and love a new canine addition to our families. I avoided showing photos that would tend to focus the readers on the training aspect of working with dogs, over gaining a sound understanding of how canines think and function within their own society. I want the readers to develop their own styles in the application of my proven methods.The end result will be that you will have an AMAZING dog. One that is so well-behaved, intelligent, happy and complimented by anyone who has an opportunity to meet him\/her. You can''t help but love and cherish an animal like that. Finally, I am going to give every dog owner some words that they need to hear. Get yourself a Bible. Go to Psalm 36:6. Says that God \"Cares for people and animals Alike\". 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I dont know when they acquired the nickname of Police Dog, but it was well-deserved. I used all the techniques I learned in the German Shepherd Academy., and I used so many talents that came to me instinctively. When I became a full-fledged member of the Burglary Squad in the 63rd Precinct in Brooklyn, New York, during the years 1956-1958, I proved my worth very quickly. The fame of our Squads successes spread nationwide; and Police Departments from several large cities sent representatives to ride with us. They returned to their own commands and set up Burglary Squads patterned after ours. 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This volume is presented in two subthemes, with the first section concerning broad considerations of modern anatomy curricula in England, Scotland, Wales, and Austria, and the second section involving discussion of pedagogic innovations for the delivery of anatomical education to learners and to the wider public in Italy, Spain, Australia, and the United Kingdom.The work presented in this volume will have implications for anatomical educators and pedagogic researchers in the anatomical sciences who are seeking to develop their own anatomy curricula, and to implement effective, evidence-based, and research informed visualization strategies and innovations into their teaching.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":53578005545239,"sku":null,"price":18705.44,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783031918490.jpg?v=1782460544"},{"product_id":"research-in-mathematics-education-9783031839078","title":"Research in Mathematics Education","description":"\u003cp\u003eThis book brings together leading researchers in mathematics education to share personal narratives of key mathematical moments or ideas that inspired, surprised, or helped direct their research. 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The book contains high quality peer-reviewed papers that are grouped into several interconnected parts: Part 1 - Smart Education, Part 2 - Smart e-Learning, Part 3 - Smart University, Part 4 - Smart Education: Case Studies and Research, and Part 5 - Smart Company: Case Studies and Research. Smart education, smart e-learning, smart universities and smart companies are emerging and rapidly growing areas with the potential to transform the existing teaching strategies, learning environments, and educational\/training activities and technology in academic institutions and training centers. Smart education\/training and smart e-learning are focused on enabling instructors\/trainers to develop innovative ways of achieving excellence in teaching in highly technological smart classrooms\/labs, and providing students\/learners with new opportunities to maximize their success and select the best options for their education\/training, location and learning style, as well as the mode of content delivery. 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It also highlights the design of metaverse world with showing examples of promising immersive environments. Therefore, this book can be of interest to a wide range of stakeholders, such as students, researchers, educators, instructional designers, school administrators, and educational technology specialists. This book demonstrates the research efforts and best practices for readers where immersive digital experiences meet the pedagogical landscape. It explores the ground-breaking impact of the metaverse on educational practices. The chapters focus on and answer the questions of how researchers and educators apply metaverse applications in education, what the challenges of adopting the metaverse in education are, and what are the future opportunities for promoting the metaverse in education.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":53590108668183,"sku":null,"price":17484.9,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9789819712984.jpg?v=1782722862"},{"product_id":"lecture-notes-in-educational-technology-9789819781485","title":"Lecture Notes in Educational Technology","description":"\u003cp\u003eThis book focuses on best practices in smart education in Chinese schools. It showcases the achievements of Chinese schools in smart education since the comprehensive implementation of the educational digital transformation in China. These selected case studies explore smart education practices from various perspectives, such as innovative practices in teaching and learning, the construction and application of digital platforms, resources, and tools, smart educational and teaching evaluation, and the construction of smart campuses. 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Instructional techniques include collaborative team-based teaching, social constructivist game design and game play, and productive uses of social media such as wikis and other online communication affordances. The book will be of interest to researchers seeking a summary of recent empirical studies in the inquiry project-based learning domain that employ new technologies as constructive media for student synthesis and creation. The book also bridges the gap between empirical works and a range of national- and international-level educational standards frameworks such as the P21, the OECD framework, AASL Standards for the 21st Century Learner, and the Common Core State Standards in the US. Of particular interest to education practitioners, the book offers detailed descriptions of inquiry project-based learning interventions that can be directly reproduced in today''s schools. Further, the book provides research-driven guidelines for the evaluation of student inquiry project-based learning. Lastly, it offers education policymakers insight into establishing anchors and spaces for applying inquiry project-based learning opportunities for youth today in the context of existing and current education reform efforts. The aim of this book is to support education leaders'', practitioners'' and researchers'' efforts in advancing inspiring and motivating student learning through transformative social constructivist inquiry-based knowledge-building with information technologies. 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The authors explore how real-time coaching, as a specific approach, has the potential to address persistent problems in teacher education and early career teacher performance in the areas of teachers’ growth mindset, teacher resilience and disjuncture in applying theory to practice.  The scholarship allows readers to gain a better understanding of the history of coaching in teacher training, and the capacity of real-time coaching, specifically, in pre-service teacher training told through the words of participants.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":53590217130263,"sku":null,"price":5629.15,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9789811063978.jpg?v=1783495282"},{"product_id":"phenomenological-inquiry-into-science-teachers-case-method-learning-9789811326790","title":"Phenomenological Inquiry into Science Teachers' Case Method Learning","description":"\u003cp\u003eThis book illustrates a practical application of the Case Method as a teaching technique in teacher education, and examines how learning takes place in a teacher professional development activity. It also describes teachers’ lived experience of the activity based on Clark Moustakas'' 1994 guidelines for organizing and presenting a phenomenological study.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":53590270411031,"sku":null,"price":6254.75,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9789811326790.jpg?v=1783496490"},{"product_id":"education-9789811924002","title":"Education","description":"\u003cp\u003eThis comprehensive book presents emergent findings and promising results in teacher education, curriculum, assessment, teaching and learning approaches, pedagogical innovations and practices, and professional development in educating the next generation of students. The volume reflects the current trends and highlights teacher education programs in all 14 MENA countries in one place. The chapters in this handbook discuss the challenges and the ways to improve teacher education by the educators in the Middle East region, including Bahrain, Egypt, Iran, Iraq, Jordan, Kuwait, Lebanon, Oman, Palestine, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates, and Yemen. It also provides an extensive and rich reference for future comparisons across the countries. The book contains chapters written by experienced international teacher educators who draw on their experience and expertise to perennial issues and formidable challenges in teacher preparation and meaningful school reforms. This volume is a valuable resource and essential companion for teacher educators, faculty members, staff developers, trainee teachers, undergraduate and postgraduate students, researchers, school leaders, policy-makers, and professional learning communities to refresh their knowledge and improve their understanding. This book is a must-read for anyone interested in evolving issues in teacher education in the Middle East region.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":53590322315543,"sku":null,"price":25005.3,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9789811924002.jpg?v=1782727605"}],"url":"https:\/\/payment.letskitaboo.com\/ur\/collections\/training-business-economics.oembed?page=3","provider":"Kitaboo One eStore","version":"1.0","type":"link"}