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Encyclopedia of Teaching and Teacher Research (2 Volume Set)
Retail Price: $475.00
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Editors: Barbara L. Russo
Book Description:
This book presents important research advances in the study of teaching and teacher research, as well as a review of motivation in education; mentoring; an evaluation of online learning; collaborative learning; educational change; and computer-assisted teaching. (Imprint: Nova)

Table of Contents:
Preface

Research and Review Studies

The Influence of Motivation on the Use of Learning Strategies in the Classroom
(Ayumi Tanaka, Kiho Tanaka, Doshisha Univ. Kyoto, Japan)pp.1-20

Enhancing Student Motivation Through the Pursuit of Possible Selves
(Michael F. Hock, Donald D. Deshler, Jean B. Schumaker, The Univ. of Kansas, KS, U.S.A)pp.21-38

Psychosocial Profile of Unsuccessful Univ. Student: Personality and Motivational Factors Revisited
(Eduardo Infante, Manuel Marin, Social Psychology Dept., Univ. of Sevilla, Sevilla, Spain)pp.39-54

Improving Motivation and Performance in Secondary School Science
(Wendell M. Jackman, Michael Townsend, Richard Hamilton)pp.55-66

Self-Concept and Self-Efficacy in Mathematics: Relation with Mathematics, Motivation and Acheivement
(Einar M. Skaalvik, Sidsel Skaalvik, Norwegian Univ. of Science and Technology, Norway)pp.67-90

An Empirical Study of Boys' Academic Motivation
(Roger Vallance, Notre Dame Univ.)pp.91-110

Honoring the Differences: A Re-Examination of Academic Motivation with Reference to Student Gender
(Caroline Mansfield, Roger Vallance, Notre Dame Univ.)pp.111-132

A Motivational Perspective on the Self-Regulated Learning in Higher Education
(Anotonio Valle, Ramon G. Cabanach, Susana Rodriguez, Univ. of A Coruna, Spain, Jose C. Nunez, Julio A. Gonzalez-Pienda, Univ. of Oviedo, Spain, Paula Solano, Pedor Rosario, Univ. of Minho, Portugal)pp.133-160

College Students' Stress and It's Impact on their Motivation and Communication with their Instructors
(Matthew M. Martin, Jacob L. Cayanus, Keith Weber, Alan K. Goodboy,
West Virginia Univ., Morgantown, West Virginia, Oakland Univ., Rochester, Michigan) pp.161-182

The Relationships Between Topic Involvement, Topic Sensitivity and Two Motivational Factors as Response Inducements, in a Mail Survey Context
(Katrien Wijnen, Ghent Univ., Faculty of Economics and Business Administration, Dept. of Marketing, Belgium, Iris Vermeir, Marketing at Hogeschool Gent, Dept. of Business Administration and Public Management and Ghent Univ., Faculty of Economics and Business Administration, Dept. of Marketing, Belgium, Patrick Van Kenhove, Ghent Univ., Faculty of Economics and Business Administration, Dept. of Marketing, Belgium)pp.183-208

How Much Variation is Acceptable in Adapting a Curriculum?
(Abdus Sattar Molla, Yew-Jin Lee, National Institute of Education, Singapore)pp.209-242

Developing Mathematics Classroom Practices: The Role of Coherence and Collaboration
(Christine Suurtamm, Barbara Graves, University of Ottawa, Canada)pp.243-268

The Educational Change in Science Teachers
(Vicente Mellado, M. Carmen Conde, María Brígido, Emilio Costillo, Constantino Ruiz1, M. Luisa Bermejo, M. Isabel Fajardo, Dept. Science and Mathematics Education, University of Extremadura, Badajoz, Spain, and others)pp.269-292

Serious Games for Educational Change
(Sonja Rowhani, Kamran Sedig, Department of Computer Science, The University of Western Ontario, Middlesex College, London, ON, and others)pp.293-314

The Forces Impacting upon Australian Schools and Some Implications for School Leaders ^
(Bill Mulford, Bill Edmunds, Neil Cranston, Jack Keating, and Alan Reid, Part of the literature review for the ARC Linkage Project “Education investment in Australian schooling: Serving public purposes, and others)pp.315-342

From Globalization to Tribalization: Lessons for Educational Change
(Robert E. White, School of Education, St. Francis Xavier University, Antigonish, Nova Scotia, Canada)pp.343-362

Unpredictability and Adaptability: A Study of Cross-Cultural In-Service Teacher Training Programmes in China
(Chunmei Yan, Chuanjun He, School of Foreign Languages, Central China Normal University, Wuhan, People’s Republic of China)pp.363-382

Nothing but the Truth?: Dilemmas and Conflicts during Research Reporting on Educational Change
(Yew-Jin Lee, National Institute of Education, Singapore)pp.383-398

The Complexity of Educational Change at the Start of the Digital Age
(Louise Starkey, Victoria University of Wellington, Wellington, New Zealand)pp.399-414

What Can Be Expected From Educational Innovation?
(Dorit Tubin, Department of Education, Ben-Gurion University of the Negev, Israel)pp.415-428

Multicultural Education for Civic Citizenship and Social Justice: Pursuing the Wrong Revolution
(Magnus O Bassey, Department of Secondary Education and Youth Services, Queens College, The City University of New York, Flushing, NY, USA) pp.429-440

Collaborative Learning in Teaching: a Trajectory to Expertise in Pedagogical Reasoning
(Julien Mercier, Monique Brodeur, Line Laplante, and Caroline Girard, Université du Québec à Montréal, Canada)pp.441-486

Generating Collaborative Contexts to Promote Learning and Development
(Alejandro Iborra, Dolores García, Leonor Margalef, Víctor Pérez, Universidad de ValenciaDepartamento de Psicopedagogía y Educación Física, Universidad de Alcalá, Spain, and others)pp.487-520

Examining Child Development Theories through Collaborative Learning: Techniques for the Instruction of Early Childhood Preservice Teachers
(Bridget A. Walsh, Claudia Sanchez, Texas Woman’s University)pp.521-534

Collaborative Play in Early Childhood Education
(W. B. Mawson, School of Science, Mathematics and Science Education, University of Auckland, New Zealand) pp.535-564

Facilitating a Blended Learning Approach to Encourage Collaborative Working on Undergraduate Modules
(Alan Hogarth, Strategy, Innovation and Enterprise, Glasgow Caledonian University, Glasgow, Scotland, UK)pp.565-604

Using Collaborative Learning Methods to Engage and Empower Undergraduate Students in Science Classrooms
(Neena Grover, Department of Chemistry and Biochemistry, Colorado College, Colorado Springs, CO)pp.605-618

Understanding Computer Supported Collaborative Medical Problem Solving: Diverse Perspectives and Multiple Methods
(Jingyan Lu, The University of Hong Kong, Hong Kong, China)pp.619-652

Are You Talking to Me? An Overview of Techniques to Measure Peer Interactions from Three Perspectives and a Proposal for an Integrative Model (Michiel B. Oortwijn, Astrid C. Homan, Nadira Saab, Leiden University, Department of Clinical Child and Adolescent Studies, Leiden, the Netherlands and others)pp.653-680

The Role of Simulations and Real-Time Applications in Collaborative Learning (Maria Limniou, Nikos Papadopoulos, Yiannis Kozaris, University of Manchester, UK, and others) pp.681-712

Design Research on Establishing a Learning Ecology for the Use of a Graphic Calculator during Collaborative Work
(Dirk J. Hoek, Faculty of Psychology, Open University of the Netherlands, Vondellaan, the Netherlands)pp.713-736

Types of Interactions in Science Museums Class Visits
(Yael Bamberger, School of Education, University of Michigan, Ann Arbor, MI) pp.737-756

Supporting Collaborative Learning by Using Web 2.0 Tools
(Qiyun Wang, Huay Lit Woo, Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University, Singapore) pp.757-772

Meditative Dialogue: A Method for Engaging with Students in Collaborative Learning Processes
(Susan A. Lord, LICSW, University of New Hampshire, Durham, New Hampshire) pp.773-782

Case Study of Collaborative Learning in Two Contexts: What Do Students Gain?
(Sally Ashton-Hay, Hitendra Pillay, Language Programs Educator, Queensland University of Technology,Brisbane, Australia)pp.783-804

The Instructional Design of Online Collaborative Learning
(Laurie Posey, EdD, Laurie Lyons, MA, The George Washington University, Washington, DC)pp.805-824

Effective Mentoring of Student Teachers: Attitudes, Characteristics and Practices of Successful Associate Teachers within a New Zealand Context
(Lyn McDonald) pp.825-836

Supporting Future Teachers Learning to Teach Through an Integrated Model of Mentoring
(Pi-Jen Lin) pp.837-854

Computer-Assisted Teaching on Science Education: A Student and Teacher Perspective
(Maria Limniou, Neil A. Burton, J. Christopher Whitehead, The University of Manchester, UK)pp.855-890

Computer-Assisted Teaching and Concept Learning in Science: The Importance of Designing Resources from a Pedagogic Model
(Keith S. Taber, Faculty of Education, University of Cambridge, UK)pp.891-916

Inquiry Web-Based Learning to Enhance Knowledge Construction in Science: A Study in Secondary Education
(Manoli Pifarre Turmo, Lecturer in Educational Psychology at the University of Lleida, Lleida, Spain)pp.917-946

Using Computer-Assisted Teaching to Promote Constructivist Practices in Teacher Education
(Rebekah K. Nix, Barry J. Fraser, The University of Texas at Dallas, Dallas, TX, and others)pp.947-970

Implications of Expertise Reversal Effect for Multimedia Learning
(Slava Kalyuga, University of New South Wales, Sydney, Australia)pp.971-986

Comparison of Multimedia Computer-Assisted Instruction, Traditional Instruction and Combined Instruction on Knowledge Acquisition and Retention of Setting Skill in Volleyball
(Nicholas Vernadakis, Panagiotis Antoniou, Eleni Zetou, Maria Giannousi and Eftimis Kioumourtzoglou, Democritus University of Thrace, Department of Physical Education and Sport Science, Komotini, Greece)pp.987-1004

New Forms of and Tools for Cooperative Learning with Social Software in Higher Education
(Sandra Schaffert, Martin Ebner, Salzburg Research, Salzburg, Austria, and others)pp.1005-1020

Computer-Assisted Teaching and New Technologies
(D. Mutter, J. Marescaux, IRCAD-EITS – France, University Hospital of Strasbourg, France)pp.1021-1032

E-technology Use and Abuse in University Classrooms
(Rocci Luppicini, University of Ottawa, Canada)pp.1033-1044

Participants in the Community of Knowledge: Experiences with a Wikipedia Writing Assignment for Students
(Normann Witzleb, Faculty of Law, Monash University, Australia)pp.1045-1054

Affordances of “My Learning Space” For Constructivist Learning
(Nadarajah Loganathan, Qiyun Wang, Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University, Singapore) pp.1055-1066

Part I: Challenges of Evaluating Online Learning

Meeting the Needs of Multiple Stakeholders

Building on the Existing Base of Knowledge

Evaluating Multifaceted Online Resources

Finding Appropriate Comparison Groups

Solving Data Collection Problems

Interpreting the Impact of Program Maturity

Translating Evaluation Findings Into Action pp.1067-1110

Part II: Recommendations for Evaluating Online Learning

General Recommendations

Featured Online Learning Evaluations pp.1123-1160

Key Literacy Components pp.1061-1162

Supporting Literacy Development through Assessment, Writing and Motivational Strategies

Index pp.1163-1203

   Series:
      Education in a Competitive and Globalizing World
   Binding: Hardcover
   Pub. Date: 2011 - 2nd Quarter
   Pages: 1203pp.
   ISBN: 978-1-61761-847-5
   Status: AV
  
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
  
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Encyclopedia of Teaching and Teacher Research (2 Volume Set)