Treasures in trends : analyses of TIMSS and PIRLS trends using contextual data / Martin Hooper, Yifan Bai, and Markus Broer -- Program for international student assessment : constancy, evolution, and innovation / Miyako Ikeda -- Development of a measurement approach to assess 21st century skills / Claire Scoular and Michael Timms -- Advances in measuring "hard-to-measure" skills / Patrick C. Kyllonen -- The future of assessment : how will AI, automation, and machine learning change how we develop and deliver assessments? / Nathan Thompson -- The effects of peer assessment vs. teacher assessment on the writing apprehension of English learners / Işıl İpek Kanat Küçüktezcan, Şölen Altay, and Enisa Mede -- Conceptions of assessment among teachers : a validation study / Farouq Almeqdadi, Myint Swe Khine, and Ernest Afari -- Understanding assessment experiences and perceptions of international students in higher education / Mürüvvet Çolakoğlu and Derin Atay.
Educators around the world acknowledge the fact that we live in the knowledge society and ability to think systematically is one of the necessary skills in order to function effectively in the 21st century. In the past two decades, popular culture introduced digital games as part of leisure activities for children and adults. Today playing computer games is routine activity for children of all ages. Many have agreed that interactive computer games enhance concentration, promote thinking, increase motivation and encourage socialisation. Educators found their way in introducing game-based learning in science education to entice the students in teaching difficult concepts. Simulation games provide authentic learning experience and virtual world excites the students to learn new phenomena and enliven their inquisitive mind. This book presents recent studies in game-based learning and reports continuing attempts to use games as new tool in the classrooms.
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"Beliefs about nature of knowledge and learning, or epistemological beliefs have been an interest of educational researchers and psychologists for the past several years. New perspectives on theoretical, conceptual and methodological approaches and empirical studies on epistemological beliefs are emerging in the literature as a well-defined field of study. Studies show that personal epistemology has influence on comprehension, study strategies, learning process and academic performance. Research in this area has undergone considerable growth in the past decades and has now reached a stage of notable diversity and internationalization. Bringing together prominent educators and researchers, this book focuses on conceptual and methodical issues and state-of-the-art theoretical understanding on epistemological beliefs from educational and psychological perspectives. It is a critical and specialized source that describes recent advances in conceptualization and epistemological studies across diverse cultures."--Jacket
Preliminary Material /Myint Swe Khine and Issa M. Saleh -- Teacher Education: Effective Teaching and School Governance in the 21st Century /Issa M. Saleh and Myint Swe Khine -- Governance and Leadership 'of' and 'in' Schools: Schools Leadership between Governance and Student Outcomes in Knowledge Societies /Lejf Moose -- The Role of Teacher Leadership in Improving Student Learning Outcomes in Schools /Dianne L. Taylor -- Cosmopolitan Leadership: Education as a Global Public Good for Sustainable Education Futures /Athena Vongalis-Macrow -- Student – Facilitated Technology Integration as a catalyst for creating School-Based Learning Communities: A Proven Program in the United States and Energing Possibilities in China /Forrest W. Parkay and Mei Wu -- Grassroots Leadership for the 21st Century: Leading by Not Leading /Joan T. Wynne -- Teachers' Research, Professional Development, and Educational Leadership in Schools /Jeroen Imants -- Deepening Our Understanding about School Leadership: Learning from Educators and Non-educators /Lisa Chatherine Ehrich and Neil Cranston -- Transformational Leadership and Organizational Learning in Schools /Bill Mulford and Halia Silins -- Ineffective Leadership Style and Failed Urban School and Recommendations /Issa M. Saleh -- Do "Mainstream" School Reforms Foster the "World's Best School Systems?" /Caitlin Farrell , Guilbert Hentschke and Jonathan Mathis -- Integrating Research on Teacher Education and Educational Effectiveness: Using the Dynamic Model for Teacher Professional Development /Panayiotis Antoniou , Bert P. M. Creemers and Leonidas Kyriakides -- Adding Value to International Professional Development /Bob Burstow -- Technology Training and Professional Development of School Leaders in the U.S.A.: The Critical Need for Reform /Gregory M. Hauser and Dennis W. Koutouzos -- Hidden in Plain Sight: Transformational Schooling and Leadership in the Information Age /Vanessa Allen-Brown and Pamela Twyman Hoff -- Learner - Centered Leadership: A New Perspective for the Preparation and Professional Development of School Leaders /Arnold Danzig -- Improving the Social Capital of Students in High-Poverty Schools: What Will it Take? /Pam Bishop and Helen Mahoney -- Back to the Future?: Educational Reform, and the Impact on Teaching and Teacher Education in Australia /John Williamson and Marion Myhill -- Is There a Recruitment Crisis? School Leadership, Professional Development and Succession Planning /Jim O'Brienon -- List of Contributors /Myint Swe Khine and Issa M. Saleh -- Index /Myint Swe Khine and Issa M. Saleh.
