Values Education and Quality Teaching: The Double Helix Effect reports on the results of two of the major projects in the Australian Government’s Values Education Program. These results point to the fact that Values Education can no longer be seen as marginal to the main role of teaching and schooling nor as a venture merely for religious schooling. In contrast, the results show that Values Education sits at the centre of teaching and schooling wherever it occurs. The importance of Values Education is in its potential to re-focus teachers and schools on their essential purpose, namely the holistic betterment of the students in their care.
The study of the economics of education has expanded considerably in scope over the last four and a half decades – as is evidenced by the wide range of material in this volume. But the key insights of human capital theory remain central to any analysis of the demand for education, and it is therefore appropriate that this is where the volume should begin. Psacharopoulos and Patrinos outline the basics of the human capital model, emphasizing the role that education has to play in raising individuals’ productivity. They also provide empirical estimates of the rate of return to education in a variety of countries.
Review "The single best one-volume reference on British Educational awards in print." Synopsis
"British Qualifications" is the definitive one-volume guide to every recognized qualification on offer in the United Kingdom. With full details of all institutions and organizations involved in the provision of further and higher education, this publication is an important reference source for careers advisers, students and employers. It also includes a comprehensive and up-to-date description of the structure of further and higher education in the UK.
This book is based on results from a National Science Foundation-supported project aimed at clarifying the nature of principles that govern the effective use of emerging new research designs in mathematics and science education. The project involved a series of mini-conferences in which leading researchers in mathematics and science education developed detailed specifications for the book, as well as planning and revising chapters to be included. Chapters also were field tested and revised during a series of doctoral research seminars that were sponsored by the National Center for Improving Student Learning & Achievement in Mathematics & Science at the University of Wisconsin.
There are many books about e-learning and online learning, so why did the authors decide to write another one? What makes this book different is its synthesis of online leaning and an attempt to locate online learning alongside the wider evolution of higher education policy and practice. It is our view that online learning cannot be seen in isolation from these wider important transitions. This book seeks to locate online learning and its arrival in the wider context of what is happening in higher education and practice. It deals with the entanglement of online learning and technological change with other major social changes and already-existing important developments in learning theory.
