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978-94-6300-761-0 |
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|a Global Learning in the 21st Century
|h [electronic resource] /
|c edited by Tassos Barkatsas, Adam Bertram.
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| 250 |
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|a 1st ed. 2016.
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| 264 |
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1 |
|a Rotterdam :
|b SensePublishers :
|b Imprint: SensePublishers,
|c 2016.
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| 300 |
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|a X, 306 p.
|b online resource.
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| 336 |
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|a text
|b txt
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|a Global Education in the 21st Century Series
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|a Preface -- Acknowledgements -- Global Learning in the 21st Century: An Introduction -- Section 1: Contemporary, Innovative Curriculum and Pedagogical Practices -- What’s in a Game? Game-Based Learning and Gamification -- Developing Conceptual Understanding: Effective Instructions for Teaching Students with Special Educational Needs -- Reframing Professional Experience: Adopting a Distributed Open Collaborative Course Framework to Facilitate Third Spaces -- The Arts within a Sustainable Educational Agenda -- Environmental Sustainability in Schools: Tensions around Teaching a Global Imperative -- Section 2: Affective Domain, Motivation and Engagement in 21st Century Education -- Reading in the Teacher Education Classroom: The Affective Reader and the Effective Teacher -- Secondary Students’ Attitudes Toward Learning Mathematics with Computer Algebra Systems (CAS): A Structural Equation Model -- The Theory of Planned Behaviour (TPB) in Educational Research Using Structural Equation Modelling (SEM) -- Section 3: Inclusion and Social Context -- Indigenous Education Policy Discourses in Australia: Rethinking the “Problem” -- Contemporary Special Education -- Section 4: Globalisation and Internationalisation -- The Emotional Costs of a Globalising Learner Identity: Challenges and Opportunities for 21st Century Pedagogy in the Asian Century -- Internationalisation of Higher Education and Global Learning: Australia and China -- Enriching the Known: International Chinese Students’ Adaptations to Tertiary Study in Australia -- “I Wonder Should I Go or Should I Stay…”: Retention of Higher Education Students in an Australian University -- Epilogue -- About the Authors. .
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|a 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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|a Education.
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|a Education, general.
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|a Barkatsas, Tassos.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
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| 700 |
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|a Bertram, Adam.
|e editor.
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|u https://doi.org/10.1007/978-94-6300-761-0
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