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BL
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| Record Number
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606626
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| Doc. No
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b435845
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| Title & Author
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Global Learning in the 21st Century.
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| Series Statement
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Global Education in the 21st Century Series
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| Page. NO
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1 online resource (305 pages).
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| ISBN
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9789463007610
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: 946300761X
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| Notes
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Description based upon print version of record
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8. SECONDARY STUDENTS' ATTITUDES TOWARD LEARNING MATHEMATICS WITH COMPUTER ALGEBRA SYSTEMS (CAS): A Structural Equation Model
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| Contents
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TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; 1. GLOBAL LEARNING IN THE 21ST CENTURY: An Introduction; INTRODUCTION; THE ASIAN CENTURY; ABOUT THIS BOOK; STRUCTURE OF THIS BOOK; REFERENCES; SECTION 1: CONTEMPORARY, INNOVATIVE CURRICULUM AND PEDAGOGICAL PRACTICES; 2. WHAT'S IN A GAME?: Game-Based Learning and Gamification; ABSTRACT; LEARNING IN THE 21ST CENTURY -- A CONTEXT; GAME-BASED LEARNING; CRITIQUE OF GAME-BASED LEARNING; CREATING GAMES; GAMIFICATION; GAMIFIED EDUCATION -- IMPLEMENTATION AND PRACTICE; PRE-PACKAGED GAMIFICATION; Examples of Gamified Education; CRITIQUE OF GAMIFICATION
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RE-THINKING GAMEFUL APPROACHES TO LEARNINGCONCLUSION; REFERENCES; 3. DEVELOPING CONCEPTUAL UNDERSTANDING: Effective Instructions for Teaching Students with Special Educational Needs; ABSTRACT; INTRODUCTION; CHARTING THE EPISTEMOLOGICAL VARIANCE IN SPECIAL EDUCATION; STUDENTS' MISCONCEPTIONS OF FRACTION IDEAS; THE EPISTEMOLOGY OF LEARNING MATHEMATICS; THEORETICAL FRAMEWORK; METHOD; THE CONSTRUCTION OF DECIMAL NUMBERS; Initial Results; Learning the Concept of Tenths; Learning the Concept of Hundredths; Learning to Sequence and Order Decimal Numbers
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Students' Decimal Number Knowledge After the Research ProjectCONCLUSION; REFERENCES; 4. REFRAMING PROFESSIONAL EXPERIENCE: Adopting a Distributed Open Collaborative Course Framework to Facilitate Third Spaces; ABSTRACT; INTRODUCTION; PROFESSIONAL EXPERIENCE IN TEACHER EDUCATION; THIRD SPACE; DISTRIBUTED OPEN COLLABORATIVE COURSE (DOCC) FEATURES; Shared Responsibility and Power; Localised and Adapted Core Content; Interactive Online Learning; Learner Input and Interaction; IMPLICATIONS; REFERENCES; 5. THE ARTS WITHIN A SUSTAINABLE EDUCATIONAL AGENDA; ABSTRACT; INTRODUCTION
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CURRENT CHALLENGES FOR THE SUSTAINABILITY OF THE ARTS AND THEIR EDUCATORSFINDING THE PLACE OF/FOR ARTS IN THE AUSTRALIAN CONTEXT; CONCLUDING THOUGHTS: SUSTAINING ARTS EDUCATION IN AUSTRALIA AND BEYOND; REFERENCES; 6. ENVIRONMENTAL SUSTAINABILITY IN SCHOOLS: Tensions around Teaching a Global Imperative; ABSTRACT; INTRODUCTION; THE GLOBAL NEED FOR EDUCATION FOR SUSTAINABILITY; ENVIRONMENTAL EDUCATION FOR SCHOOLS; Framing Statements; The Australian Curriculum about Sustainability; TENSIONS WITH TEACHING ENVIRONMENTAL SUSTAINABILITY; Environmental Sustainability and Science Education
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Overcoming Resistance to Environmental SustainabilityCHALLENGES FOR THE FUTURE; NOTES; REFERENCES; SECTION 2; AFFECTIVE DOMAIN, MOTIVATION AND ENGAGEMENT IN 21ST CENTURY EDUCATION; 7. READING IN THE TEACHER EDUCATION CLASSROOM: The Affective Reader and the Effective Teacher; ABSTRACT; INTRODUCTION; CONCEPTUAL FRAMING; TEXT ANALYSIS; Bear Hunt (Browne, 1979); The Boy and the Toy (Harnett & Masciullo, 2010); Coraline (Gaiman, 2002); Butterfly (Hartnett, 2009); CONCLUSION; REFERENCES
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| Abstract
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In this 21st century, technological and social changes have never been as rapid as before, and educative practices must evolve and innovate to keep up. What is being done by educators today to prepare future global citizens? What are the skills and competencies that will be required by our students? What changes in how we approach education might need to be made? This book presents a modern focus on some significant issues in teaching, learning, and research that are valuable in preparing students for the 21st century. The book discusses these issues in four sections. The first section presents contemporary, innovative curriculum and pedagogical practices that are relevant for the 21st century. This also includes how social networking has an integrated role within current educative practice. The next section then explores issues and current research around motivation and engagement, and how these are changing in this era of technological and social change. The third section presents debates around inclusion and social contexts, both global and local. Finally, the fourth section explores current discourses in regard to internationalisation and globalisation and how these are being considered in educational research. The book is an important representation of some of the work currently being done for these rapidly changing times. It will appeal to academics, researchers, teacher educators, educational administrators, teachers and anyone interested in preparing students for a modern and globally interconnected world.
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| Subject
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Education and globalization.
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| Subject
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Multicultural education.
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| Dewey Classification
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370.116
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| LC Classification
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LC191
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| Added Entry
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Barkatsas, Tassos.
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Bertram, Adam Richard.
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| Added Entry
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Ohio Library and Information Network.
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