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Bringing together theory and research, this volume describes the various ways in which learning science in informal settings has been conceptualized as well as empirical evidence to illustrate the role of informal science environments in supporting learning.

Grounded in philosophy from John Dewey and Maxine Greene, this book sheds light on difficulties and practicalities of examining culture and politics within the realm of interdisciplinary education.

Learning Beyond the School brings together accounts of learning from around the world in organisations, spaces and places that are schooled, but not school.

Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.

By clarifying methodological issues related to SNA data collection and articulating relevant theoretical approaches to the topic, this book leverages current knowledge about social network theory and SNA techniques for understanding instructional improvement in higher education.

This book challenges the existing notion that transnationalism is fundamentally concerned with an action; the spatial movement of people. Instead, it argues that transnationalism incorporates a mindset that has evolved over the centuries, and was psychologically manifested, if dormant, in colonised populations. Each chapter of the book focuses upon educational transnationalism as a means of empowerment for groups throughout the British Empire, and how it became, and remains, the tool for liberation by marginalised groups within formerly colonised societies.

In Performative Approaches in Arts Education, researchers, artists and practitioners from philosophy and the arts elaborate on what performative approaches can contribute to 21st century arts education.

With contributions from experts in the multidisciplinary field of physical education, this book provides societal, theoretical, school and practice perspectives on learning and teaching. Covering each of the four perspectives and drawing on examples from across the Anglophone world to support their findings, chapters use evidence-based research to critically analyse and discuss vital learning and teaching issues and points of contestation associated with present-day physical education. By incorporating and merging ideas from practice and theory, the proposed book engages with a broad range of issues and concerns which are pertinent at various levels to the future of physical education.

This volume brings together studies of instructional writing practices and the products of those practices from diverse indigenous languages and cultures.

Diverse Pedagogies of Place presents eight original place-responsive pedagogies that address a question of paramount importance in today's world: how do we educate the next generation of students to confront the challenges of global climate change and the on-going degradation of natural environments?

This book provides theoretical and empirical discussions around the impact of MOOCs and other pedadogical strategies for online learning in international contexts.

Exploring Digital Technologies for Art-Based Special Education details the use of digital technologies for inclusive art education, and showcases strategies for implementing arts-oriented technologies in primary- and secondary-level special education classrooms.

Written for assessment scholars and students both in mathematics education and across educational contexts, this book presents innovative research and perspectives on quantitative measures, including their associated purpose statements and validity arguments.

Including chapters addressing a variety of established and budding areas within assessment and evaluation in mathematics education contexts, this book brings fundamental issues together with new areas of application.

Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work.

This collection chronicles a collaborative action research project joining researchers and practitioners in the development of multimodal literacies pedagogies for multilingual and diverse elementary classrooms.