3D technology is not new; research on 3D started back in early 1960s. But unlike in previous times, 3D technology has now rapidly entered our daily life from cinema to office to home. Using 3D for education is a new yet challenging task. This book will present several innovative efforts using 3D for immersive and interactive learning covering a wide spectrum of education including gifted program, normal (technical) stream, and special needs education. The book will also share experience on curriculum-based 3D learning in classroom setting and co-curriculum-based 3D student research projects.
Teacher Professional Development for Improving Quality of Teaching
This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness.
Research Methods for Business: A Skill Building Approach
Ethical issues relating to research and the aspects of business, data collection, and data analysis are integrated throughout the book. * The issues in cross-national research in sampling and data collection are thoroughly discussed. * The qualitative-quantitative aspects of research are brought together through a case study on the final chapter.
Children's Discovery of the Active Mind: Phenomenological Awareness, Social Experience, and Knowledge About Cognition
During the past 25 years, a great deal of research and theory has addressed the development of young children’s understanding of mental states such as knowledge, beliefs, desires, intentions, and emotions. Although developments in children’s understanding of the mind subsequent to early childhood has received less attention, in recent years a growing body of research has emerged examining understanding of psychological functioning during middle and late childhood. Combined with the literature on adolescent epistemological development, this research provides a broader picture of age-related changes in children’s understanding of the mind.
This book has been brought together from two broad sources of interest and concern. All contributors would like to see more teachers doing their own research, but at the same time believe that such research must have a sharp methodological focus for it to have sufficient rigour to be of any practical use at all.
