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\"Educational research encompasses different scientific cultures with different tools, practices, views, and languages, which frequently makes communication difficult. This collection indicates how research on teaching and learning from multiple scientific disciplines such as educational science, psychology, and various domain-specific instructional sciences can be successfully pursued by a co-operation between researchers and experienced school teachers. Each chapter aims at process-oriented rather than only outcome-oriented research. The contributors promote analyses from multiple perspectives and adopt different methodological approaches, ranging from field research to laboratory experiments. \"-- Provided by publisher.

Ecologizing Education explores how we can reenvision education to meet the demands of an unjust and rapidly changing world. Going beyond \"green\" schooling programs that aim only to shape behavior, Sean Blenkinsop and Estella Kuchta advance a pedagogical approach that seeks to instills eco-conscious and socially just change at the cultural level. Ecologizing education, as this approach is called, involves identifying and working to overcome anti-ecological features of contemporary education. This approach, called ecologizing education, aims to develop a classroom culture in sync with the more-than-human world where diversity and interdependency are intrinsic. Blenkinsop and Kuchta illustrate this educational paradigm shift through the real-world stories of two public elementary schools located in British Columbia. They show that this approach to learning starts with recognizing the environmental and social injustices that pervade our industrialized societies. By documenting how ecologizing education helps children create new relationships with the natural world and move toward mutual healing, Blenkinsop and Kuchta offer a roadmap for what may be the most potent chance we have at meaningful change in the face of myriad climate crises. Timely, practical, and ultimately inspirational, Ecologizing Education is vital reading for any parent, caregiver, environmentalist, or educator looking for wholistic education that places nature and the environment front and center.

Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This book aims to overcome the challenges by: - detailing how teachers can establish cooperative learning in their classrooms to promote student engagement and learning - elaborating on how teachers′ discourse can challenge children′s thinking and scaffold their learning - outlining how to promote student discourse during small group experiences - providing explicit examples of the link between theory, research, and practice.

In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors--through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education.

\"Offers ways to empower people through education so that we can live and prosper together in a sustainable world. The emancipatory pedagogy of innovation and entrepreneurial education is presented as a road to independence: as a way to enable everyone to reach their inherent potential. This book presents case studies, stories, and research findings from innovation and entrepreneurial education that illuminate the real lives and work of teachers and students from different cultures\"--Page 4 of cover.

The growth of interest in virtual worlds and other online spaces for children and young people raises important issues for literacy educators and researchers. This book is a timely and much-needed collection of current research in the area. It provides a synthesis of knowledge and understanding and will be a key resource for scholars, students and teachers, particularly those interested in digital literacies. The work presents a coherent vision of current knowledge, and some of the most engaging, empirical research being undertaken on virtual worlds and online spaces in and beyond educational institutions. It contains international studies from the UK, North America and Australasia. This is an important time for those researching virtual worlds, videogaming and Web 2.0 technologies, since there is growing professional interest in their significance in the education and development of children and young people. Whether these technologies are solely associated with informal learning or whether they should be incorporated into classroom contexts is hotly debated. This book provides a principled evaluation and appreciation of the learning, teaching and instruction that can occur in digital environments, showing children, young people and those who work with them as active agents with possibilities to navigate new paths. Guy Merchant is Professor of Literacy in Education at Sheffield Hallam University. Julia Gillen is Senior Lecturer in Digital Literacies at the Literacy Research Centre, Lancaster University. Jackie Marsh is Professor of Education at the University of Sheffield, UK. Julia Davies is Senior Lecturer in Education at the University of Sheffield, UK. She is a director of the Centre for the Study of New Literacies at Sheffield, and directs the EdD in Literacy and Language and the MA in New Literacies. Introduction Part I: Exploring Virtuality 1. From Virtual Histories to Virtual Literacies Julia Gillen and Guy Merchant 2. A Sociocultural Approach to Exploring Virtual Worlds Rebecca W. Black and Stephanie M. Reich 3. Barbies and Chimps: Text and Childhoods in Virtual Worlds Victoria Carrington Part II: Virtual Literacies in Everyday Life 4. Multiliteracies in the Wild: Learning from Computer Games Catherine Beavis 5. Countering Chaos in Club Penguin: Young Children’s Literacy Practices in a Virtual World Jackie Marsh 6. Telling Stories Out of School: Young Male Gamers Talk About Literacies Alex Kendall and Julian McDougall Part III: School Innovations 7. ‘What is the MFC?’ Making and Shaping Meaning in Alternate Reality Games Angela Colvert 8. More Than Tweets: Developing the 'New' and 'Old' Through Online Social Networking Martin Waller 9. Children as Game Designers: New Narrative Opportunities Cathrin Howells and Judy Robertson 10. \"I Oversee What the Children Are Doing\": Challenging Literacy Pedagogy in Virtual Worlds Guy Merchant Part IV: Aspects of Participation 11. Scientific Literacy in a Social Networking Application Christine Greenhow 12. Seeking Planning Permission to Build a Gothic Cathedral on a Virtual Island Julia Gillen, Rebecca Ferguson, Anna Peachey and Peter Twining 13. Learning from Adventure Rock Lizzie Jackson 14. Playing Together Separately: Mapping Out Literacy and Social Synchronicity Crystle Martin, Caroline C. Williams, Amanda Ochsner, Shannon Harris, Elizabeth King, Gabriella Anton, Jonathon Elmergreen and Constance Steinkuehler. Virtual Literacies and Beyond: Some Concluding Comments

This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors.