Tabla de Contenidos: “…Cover; Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology; Copyright; Contents; Preface; Editor; Contributors; Introduction; Part I: The Cognitive Tradition in Writing Research; 1 My Past and Present as Writing Researcher and Thoughts About the Future of Writing Research; 2 Cognitive Processes of Children and Adults in Translating Thought Into Written Language in Real Time: Perspectives From 30 Years of Programmatic Cognitive Psychology and Linguistics Research; 3 Teacher-Based Writing Research…”

Tabla de Contenidos: “…Education in the Age of 'Corporate YouTube': Big Data Analytics Meets Instafamous -- Introduction -- Panopto: The 'Corporate YouTube' -- Educational Analytics: Data Mining and Measuring Pedagogical Success -- Insta-Teacher: Performance Monitoring the Performance of Pedagogy -- Opting In for Digital Disengagement -- Lecture Capture and the Captive Data Double': The Persistence of Data -- and Digital Rights -- Conclusion: We Don't Need No Education? …”

Tabla de Contenidos: “…To retire or not to retire? Teachers' motivation to work in post-retirement in Lithuania -- 21. …”

Tabla de Contenidos: “…Frontmatter -- Contents -- List of figures -- List of abbreviations -- List of tables -- Preface & Acknowledgements -- Summary -- Part I - Introduction -- 1 Introduction -- 1.1 Lack of consensus on the IPCC consensus -- 1.2 Structure of study -- Part II - Theoretical and methodological framework -- 2 Literature review and theoretical foundations -- 2.1 Introduction -- 2.2 Responsibility -- 2.3 Efficacy -- 2.4 Ways of knowing -- 2.5 The social organisation of denial -- 2.6 Divergent cultures of climate action and denial -- 2.7 Conclusion -- 3 Methods -- 3.1 Introduction -- 3.2 Background -- 3.3 Research design -- 3.4 Expert interview analysis -- 3.5 Media analysis -- 3.6 Focus group interviews with professional groups -- 3.7 Conclusion -- Part III - Empirical findings -- 4 Expert interviews -- 4.1 Introduction -- 4.2 Statements concerning responsibility -- 4.3 Statements related to efficacy -- 4.4 Statements about knowing -- 4.5 Statements pointing towards denial -- 4.6 Conclusion -- 5 Media analysis: Public debates about climate change -- 5.1 Introduction -- 5.2 Elite climate cultures -- 5.3 Climate cultures 'from below' -- 5.4 Conclusion -- 6 The seven focus group discussions -- 6.1 Introduction -- 6.2 I really don't care what comes out of the plane in terms of CO2 - Craftsmen -- 6.3 We only worry about climate change because we are well off - Green startup -- 6.4 There is no [basic human] right to travel by plane - NGO -- 6.5 Climate just exists and cannot be changed - Farmers -- 6.6 I don't think flying per se is as bad as it is always made out to be - Mobility provider -- 6.7 I have not once heard the word 'sustainability' since working here - Industrial enterprise -- 6.8 Flying is indeed something that I don't prohibit for myself - Teachers -- 6.9 Conclusion -- Part IV - Discussion, recommendations and outlook -- 7 Discussion -- 7.1 Introduction -- 7.2 Climate action as 'elite project' obscures climate-cultural diversity -- 7.3 Differentiating climate cultures: Responsibility, efficacy and knowing -- 7.4 Differences in denial -- 7.5 Policy recommendations -- 7.6 Outlook -- 8 Conclusion -- References…”

Tabla de Contenidos: “…-- Speaking of the totality -- Bourgeois teachers! -- (un)interesting bifurcations -- A footnote to Plato -- Explorers in the realm of numbers -- The essence of a life -- The philosophical prejudices of our times -- From Gödel to Tarski -- Human, too human -- Mathematical faith -- I'm not crazy! …”

Tabla de Contenidos: “…Arias -- Review of the partnership between school and family : a shared responsibility / Lucía Álvarez-Blanco and Raquel-Amaya Martínez-González -- Homework and academic achievement : student, teacher and parent involvement / Bibiana Regueiro, Natalia Suárez, José Carlos Núñez, Antonio Valle and Joyce L. …”

Tabla de Contenidos: “…Contextualise the basic skills content within vocational qualifications -- Policy option 4.2: Strengthening the capacity of further education teachers to deliver flexible and tailored basic skills -- Strengthen initial training and professional development for further education and skills teachers -- Policy option 4.3: Using and rewarding workers' basic skills more effectively in workplaces, to increase the benefits of training for workers and employers -- Support employers of low-skilled adults to adopt high performance work practices, and provide career progression pathways -- Invest in the management and leadership capabilities of SMEs, to support HPWP and skills use -- References -- Notes -- Annex A. …”

Tabla de Contenidos: “…: Berta Barquero, Britta Eyrich Jessen, Juan Ruiz-Hidalgo and Jennie Golding -- 14: Conclusion: Achieving Coherence and Relevance in Mathematics Curriculum Reforms: Some Guiding Principles: Will Morony -- Part IV: Theme C – Implementation of Reformed Mathematics Curricula Within and Across Different Contexts and Traditions -- 15: Introduction: Angel Ruiz -- 16: A First Exploration to Understand Mathematics Curricula Implementation: Results, Limitations and Successes: Angel Ruiz, Mogens Niss, Michèle Artigue, Yiming Cao and Enriqueta Reston -- 17: Towards a Model for Monitoring and Evaluating Curricular Reforms: Steve Thornton, Maitree Inprasitha, Angel Ruiz, Masami Isoda, Narumon Changsri and Kristen Tripet -- 18: Teachers, Resources, Assessment Practices: Role and Impact on the Curricular Implementation Process: Alf Coles, Luis Rodríguez-Muñiz, Ida Ah Chee Mok, Angel Ruiz, Ronnie Karsenty, Francesca Martignone, Iman Osta, Federica Ferretti and Thi Tan An Nguyen -- 19: Conclusion: ‘Laws’ of Curriculum Implementation and the Future in which We Are Living: Angel Ruiz -- Part V: Theme D – Globalisation and Internationalisation and their Impacts on Mathematics Curriculum Reforms -- 20: Introduction: Max Stephens, Djordje Kadijevich, Mogens Niss, Nadia Azrou and Yukihiko Namikawa -- 21: The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform: Merrilyn Goos and Kathy O’Sullivan -- 22: Impacts of TIMSS and PISA on Mathematics Curriculum Reforms: Djordje Kadijevich, Max Stephens, Armando Solares-Rojas and Raisa Guberman -- 23: Emergence of Computational/Algorithmic Thinking and its Impact on the Mathematics Curriculum: Djordje Kadijevich, Max Stephens and Abolfazl Rafiepour -- 24: Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum: Max Stephens, Merrilyn Goos and Djordje Kadijevich -- Part VI: Theme E – Agents and Processes of Curriculum Design, Development and Reforms in School Mathematics: 25: Introduction: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello -- 26: Case Studies in Agents and Processes of Mathematics Curriculum Development and Reform: Iman Osta, Fidel Oteiza, Peter Sullivan and John Volmink -- 27: Modelling Curriculum Reforms: A System of Agents, Processes and Objects: Ellen Jameson and Janette Bobis -- 28: Boundary in Curriculum Reform: Alon Pinto and Jason Cooper -- 29: Teacher Professional Identity and Curriculum Reform: Stephen Quirke, Lorena Espinoza and Gérard Sensevy -- 30: Conclusion: Implications for Active Curriculum Reform Work and Future Research: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello -- Part VII: International Perspectives and Influences on School Mathematics Curriculum Reforms: 31: Introduction: Yoshinori Shimizu and Renuka Vithal -- 32: OECD Learning Compass 2030: Implications for Mathematics Curricula: Miho Taguma, Kelly Makowiecki and Florence Gabriel -- 33: Making Sense of Mathematics and Making Mathematics Make Sense: William McCallum -- 34: School Mathematics Curriculum Reforms: Insights and Reflections: Berinderjeet Kaur -- Part VIII: Commentaries on ICMI Study 24: 35: Introduction: Renuka Vithal and Yoshinori Shimizu -- 36: Language of Teaching and Learning and School Mathematics Curriculum Reform: Tensions in Equity and Access: Anjum Halai -- 37: A Cultural–Political Reading of School Mathematics Curriculum Reform: Paola Valero -- Part IX: Conclusion to ICMI Study 24: 38: Key Messages and Lessons from Mathematics Curriculum Reforms around the World: Renuka Vithal and Yoshinori Shimizu -- Afterword: Jill Adler -- Subject Index / Author Index…”

“…Emigdia Repetto's contributions to the development of learning modules for teacher training and her role in enhancing educational quality are particularly emphasized. …”

“…Graciano draws on his extensive experience as a teacher and musician to offer insights into the genre. …”

“…Malgré cela, une minorité des 33 études réunies dans ces Actes est consacrée à Autun et à la Bourgogne antique, l'ambition du colloque étant de toucher toute la Gaule, et même l'Italie et les provinces occidentales de l'Empire. …”

“…Der Bogen reicht von Jean Pauls handgeschriebenen Büchern über gedruckte Artefakte bis zur Makulatur…”

“…That’s the ticket to a successful and fulfilling life. Visionary teacher and lifelong learner Pat McLagan views learning ability as software for processing daily life. …”

“…Teach Your Kids to Code is a parent and teacher's guide to teaching basic programming and problem-solving skills…”

“…Google provides the necessary tools to bring your classroom or educational institution into the 21st century, while also giving you the means to protect users' privacy. As a teacher, you can leverage these technologies to share lesson plans and other resources throughout your institution. …”

Tabla de Contenidos: “…Value-Added Assessments of Teacher Effectiveness -- 12. Berkeley, Buses, Cars, and Planes -- 13. …”

Tabla de Contenidos: “…-- Introduction -- Alexandra Kedves: "Wir tauchen in die Kinderwelten von heute ein" Gespräch mit den Sgaramusch-Leitern Nora Vonder Mühll und Stefan Colombo / " Nous nous immergeons dans les mondes de l'enfance " Rencontre avec Nora Vonder Mühll et Stefan Colombo, directeurs du Théâtre Sgaramusch / "Ci immergiamo nell'universo dei bambini di oggi" Incontro con Nora Vonder Mühll e Stefan Colombo, direttori del Theater Sgaramusch / "We Immerse Ourselves in the Worlds of Today's Children" A Conversation with Sgaramusch Artistic Directors Nora Vonder Mühll and Stefan Colombo -- Maren Butte: Suchbewegungen der Liebe / Mouvements à la recherche de l'amour / Movimenti alla ricerca dell'amore / Love's Moving Search -- Annina Giordano-Roth: Die schwarze Spinne: Kollektives Gruselerlebnis vom Feinsten / L'Araignée noire, ou le plaisir de frissonner de peur ensemble / Il ragno nero: un'esaltante esperienza collettiva da brividi / The Black Spider: A Collective Thrill of Horror and Delight -- Carol Blanc: Ungewöhnlich beweglich -- Inszenieren mit dem Theater Sgaramusch -- Alex Byrne: Watching -- Working -- Making -- Thinking with Sgaramusch -- Lena Arends: Eine Theaterbegegnung auf Augenhöhe -- Dingdonggrüezi am Festspielhaus St. …”

“…"This book is an exercise of teachers from the Faculty of Arts and Humanities of the Universidad de los Andes in Bogotá (Colombia), on how to do criticism and in what is the task of understanding and explaining the arts and cultures of our time. …”