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Situated within the context of "post-soviet times", this book explores young people¿s citizenship activities and values in three distinct environments: post-soviet union countries, post-soviet union satellites, and countries that were independent of the soviet-union.

In this book, authors from across Asia and Europe offer their vision and reflection on the diversity of the internship programmes within teacher education courses that provide students an opportunity for intensive, hands-on experience in schools.

The fusion of lesson and learning study changes the nature of professional development and provides teachers with a voice in educational research. This book deepens our understanding of lesson and learning study in teacher professional development.

This book is interested in the social aspect of regional groupings, particularly in how citizenship education fares in regional contexts. It aims to portray citizenship issues affecting the European Union (EU) and the Association of Southeast Asian Nations (ASEAN) and describe the manner by which citizenship education reflects and addresses these issues. Case studies on the EU and ASEAN make up its two parts which analyse the consequences of regionalism and citizenship education within these territories.

With chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie, this book seeks to move toward a clearer view of what we know and do not know about class size effects, and identify future steps in terms of policy and research. Chapters are organised into four main sections: 1) Socio-cultural and political contexts to the class size debate in the East and West, 2) Research evidence on class size, 3) Class size and classroom processes likely to be related to class size changes, and 4) Professional development for small class teaching in East Asia.

This book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies?

This book has two purposes: to open up the debate on the role of informal education in schooling systems and to suggest the kind of school organizational environment that can best facilitate the recognition of informal learning.

This edited volume interrogates politics and practices of multiculturalism and multicultural education in contexts where liberal and critical multiculturalism is under pressure.

Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.

This edited book addresses the past and changing contexts of Chinese and German teacher education under the impact of globalization and echoes "quality" issues of teacher education.

This book compares the current status of democracy in selected Eastern European countries, and how its changing status is affecting young people's citizenship activity and education. This volume will be of interest to students and scholars in citizenship and civic education, sociology, political science and Eastern European Studies.

There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation Chapters include, Curriculum Reform and Research in China: A Social-Historical Perspective What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design

Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes).Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education.