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2nd Edition • TEXTBOOK • NEW EDITION
Community-based Media Pedagogies
Debates in History Teaching
Relational Practices of Listening in the Commons
Edited by Ian Davies, University of York, UK Series: Debates in Subject Teaching
Bronwen Low, McGill University, Canada, Paula M. Salvio, University of New Hampshire, USA and Chloe Brushwood Rose Series: Routledge Research in Education Community-based Media Pedagogies examines the role of listening across community media sites to explore its relational qualities and to identify the kinds of teaching and learning that happen in these spaces. Drawing on community media projects and pedagogies across New York, Toronto, and Montreal, this volume documents the stories of racialized and marginalized minority youth and immigrants, and explores which relations and spaces facilitate listening. Routledge Market: Education October 2016: 229 x 152: 128pp Hb: 978-1-138-89952-0: £95.00 eBook: 978-1-315-70781-5 * For full contents and more information, visit: www.routledge.com/9781138899520
Debates in History Teaching explores the major issues that all history teachers encounter in their daily professional lives. Fully updated in line with the National Curriculum and exploring the latest developments in the field, each chapter tackles established and contemporary issues to encourage critical reflection, and to stimulate both novice and experienced teachers to think more deeply about their practice. Brand new topics include how to teach sensitive and controversial history, and how to improve attainment in the classroom, and with its combination of expert opinion and fresh insights, the book is the ideal companion for anyone engaged in ITT, CPD or Masters level study. Routledge Market: Education February 2017: 234x156: 302pp Hb: 978-1-138-18759-7: £95.00 Pb: 978-1-138-18761-0: £26.99 eBook: 978-1-315-64286-4 Prev. Ed Pb: 978-0-415-57162-3 * For full contents and more information, visit: www.routledge.com/9781138187610
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TEXTBOOK
Conceptual metaphor and embodied cognition in science learning
Developing Creative Thinking Skills
Edited by Tamer G Amin, American University of Beirut, Lebanon, Fredrik Jeppsson, Linköping University, Sweden and Jesper Haglund, Uppsala University, Sweden Invented to make sense of complex natural phenomena, scientific concepts are abstract constructions that scientists convey through specialised language, diagrams, and mathematical representations. This book explores how learners make sense of these concepts from the perspectives of embodied cognition and conceptual metaphor, assuming that human cognition – including scientific cognition – is grounded in the body, the material, and social contexts in which it is embedded. Understanding abstract concepts is grounded, via metaphor, in knowledge derived from sensory and motor experiences arising from interaction with the physical world. This book was published as a special issue of the International Journal of Science Education.
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An Introduction for Learners Brad Hokanson, University of Minnesota, USA Based on over fifteen years of groundbreaking research, Developing Creative Thinking Skills helps learners demonstrably increase their own creative thinking skills. Focusing on divergent thinking, ten inventive chapters build one‘s capacity to generate a wide range of ideas, both as an individual and as a collaborator. This innovative textbook outlines a semester-long structure for the development of creativity and can easily be utilized as a self-directed format for those learning outside of a classroom. Readers are stimulated to maximize their own creativity through active exercises, challenges to personal limits and assumptions, and ideas that can help create powerful habits of variance. Routledge Market: Education June 2017: 229 x 152: 224pp Hb: 978-1-138-93955-4: £90.00 Pb: 978-1-138-93956-1: £21.99 eBook: 978-1-315-67487-2 * For full contents and more information, visit: www.routledge.com/9781138939561
Routledge Market: Science Education / Theories of Learning December 2016: 246x174: 260pp Hb: 978-1-138-23075-0: £90.00 * For full contents and more information, visit: www.routledge.com/9781138230750
2nd Edition • TEXTBOOK • NEW EDITION
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Debates in Geography Education 2nd Edition
Developing Distributed Curriculum Leadership in Hong Kong Schools
Edited by Mark Jones, University of the West of England, UK and David Lambert, Institute of Education, University of London, UK. Series: Debates in Subject Teaching This comprehensive text encourages trainee and practising teachers to engage with and reflect on key issues, concepts and debates in geography education. Fully updated in line with the National Curriculum and the latest developments in the field, it provides a crucial exploration of the subject’s expanding horizons, including ‘powerful knowledge’ and the increasing prominence of fieldwork, as well as a renewed focus on the form and function of educational assessment and progression. With reflective questions, significant points of debate, and annotated further reading, it’s an essential purchase for all those who want to develop a better understanding of the issues that shape their practice. Routledge Market: Education/Geography Education May 2017: 234x156: 336pp Hb: 978-1-138-67257-4: £95.00 Pb: 978-1-138-67258-1: £28.99 eBook: 978-1-315-56245-2 Prev. Ed Pb: 978-0-415-68779-9 * For full contents and more information, visit: www.routledge.com/9781138672581
Edmond Hau-fai Law, Hong Kong Institute of Education, Hong Kong Series: Routledge Series on Schools and Schooling in Asia This book explores distributed leadership in developing curriculum innovations in schools with a target of bringing about theoretical underpinnings in the West with the empirical studies and practices in the East. The findings shows the impact of the cultural traditions of Eastern countries in the mediation of the direction of the discourses in teacher meetings and the effectiveness of decision making in the processes of developing school based curriculum leadership. The book is theoretically exploratory with practically examined practices for educational leaders as well as teachers who aim at asserting greater influence in the educational decision making processes. Routledge Market: Education April 2017: 234x156: 240pp Hb: 978-1-138-85763-6: £105.00 eBook: 978-1-315-71824-8 * For full contents and more information, visit: www.routledge.com/9781138857636
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