*Provides a unified theory of teaching as a profession *Opens up interesting new directions for researchers and teacher trainers. This lack of an agreed theory of teaching is one of the most important and yet intractable problems facing education. This book proposes a new integrated model of teaching, derived from aspects of the professional discipline of teaching. The resulting multi-dimensional model will challenge and stimulate education researchers and teacher trainers, as well as those with an interest in the constitution of professional discipline.
Although this book is part of the Teaching Psychological Science series, we researched and wrote this book for anyone, regardless of discipline, who desires to learn more about the teaching of statistics. We conducted exhaustive reviews across disciplines such as education, mathematics, biology, statistics, health, psychology, and social sciences and included both specific and cross-disciplinary discussions and methods throughout the text. Ideally, readers will find the book serves to confirm and provide evidence for their current approaches but more importantly, will also serve as a transformative tool to upgrade course content based on the most recent literature concerning the scholarship of teaching statistics.
Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.
The planning of this volume started out in response to the question: What are the implications of second language acquisition research for language teaching? The aim of the book is therefore to give this question an in-depth consideration from various points of view. The discussion centres around issues such as whether and how teaching, teaching materials and testing can be planned and executed in ways that are more favourable for the individual learners, if known facts about second language acquisition are taken into account. As the title of the book suggests, it is divided into two parts. Part I deals with those factors which concern syllabus design, teaching materials, and teaching itself. Part II is concerned with assessment testing.
The purpose of the present volume, then, is twofold; first to update teachers, researchers, policymakers/administrators, and others on what is involved in this complex issue of testing and its effects, and how such a phenomenon benefits teaching and learning, and second, to provide researchers with models of research studies on which future studies can be based. In order to address these two main purposes, the volume consists of two parts. Part I provides readers with an overall view of the complexity of washback, and the various contextual factors entangled within testing, teaching, and learning. Part II provides a collection of empirical washback studies carried out in many different parts of the world, which lead the readers further into the heart of the issue within each educational context.
*Provides a unified theory of teaching as a profession 
