Progress in Education. Volume 64 PDF

Edited by Roberta V. Nata

Part of the Progress in Education series

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Description

In this compilation, the authors examine Australian and Malaysian pre-service teachers' cognitive processes in solving linear equations from a cognitive load perspective.

Emphasis is placed on bridging the gap between the advancement of African indigenous languages and foreign languages as languages of teaching and learning.

The key training elements required for a renewed profile of the teacher's professional identity, which transcends the old art and craft of teaching, are explored in an effort to address new professional competencies.

Some truly engaging lessons for a STEM lab on a budget are described, guaranteed to engage students and impress colleagues.

A new model is developed to explore how flipped classrooms affect university students' self-regulated learning and teachers' technological pedagogical and content knowledge.

A theoretical vocational guidance perspective in international formal educational contexts with updated references is also developed.

Research from various specialties and topics of string instruction are evaluated in relation to beginning string instruction by comparing the resultant data.

The authors provide an analysis of special education data from the United States and from the United Kingdom to examine national trends and provide a research baseline for benchmarking. provides an analysis of special education data from the United States and from the United Kingdom (England) to examine national trends and to provide a research baseline for benchmarking.

Folowing this, the applicative implications of Freire's pedagogical thought and the teaching practices it may suggest are highlighted.

The closing study focuses on the way in which an education that is properly funded and considers students' special needs can decrease the student dropout rate as well as social poverty.