In contemporary education, mathematics education is the practice of teaching and learning mathematics, along with the associated scholarly research.
Pedagogy, most commonly understood as the approach to teaching, refers to the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly, as they reflect different social, political, and cultural contexts.
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems or scenarios.
Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.
Teacher education TE (TE) or teacher training refers to the policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
Chemistry education is the study of the teaching and learning of chemistry in all schools, colleges and universities. Topics in chemistry education might include understanding how students learn chemistry, how best to teach chemistry, and how to improve learning outcomes by changing teaching methods and appropriate training of chemistry instructors, within many modes, including classroom lecture, demonstrations, and laboratory activities.
Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at the Stanford Graduate School of Education. She was also the President and CEO of the Learning Policy Institute. She is author or editor of more than 25 books and more than 500 articles on education policy and practice. Her work focuses on school restructuring, teacher education, and educational equity. She was education advisor to Barack Obama's presidential campaign and was reportedly among candidates for United States Secretary of Education in the Obama administration.
In classrooms where assessment for learning, commonly called formative assessment, is practised, students are encouraged to be more active in their learning and associated assessment. The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners. Students are guided on what they are expected to learn and what quality work looks like. The teacher will work with the student to understand and identify any gaps or misconceptions. As the unit progresses, the teacher and student work together to assess the student's knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point. Assessment for learning occurs at all stages of the learning process.
Andrew Pollard is Head of Research Impact at the Institute of Education, University College London. Formerly, he was Professor of Education at the universities of Cambridge, Bristol and the West of England, Bristol. He chaired the Education Sub-panel for the 2014 Research Excellence Framework on behalf of UK Higher Education Funding Councils, which involves assessing the quality of research undertaken in UK universities. He was Director of the ESRC Teaching and Learning Research Programme from 2002–09, of the UK Strategic Forum for Research in Education from 2008–11 and of ESCalate, the Education Subject Centre of the UK's Higher Education Academy. He is a non-executive director of William Pollard & Co. Ltd. a print and communications company, founded in 1781 and based in Exeter.
Eleanor Ruth Duckworth is a teacher, teacher educator, and psychologist.
Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity. Indigenous communities are able to "reclaim and revalue their languages and [traditions], and in so doing, improve the educational success of Indigenous students", thus ensuring their survival as a culture.
Donna Wilson is an educational and school psychologist, teacher educator, and author of 20 books applying mind, brain, and education science. Recent works, with coauthor Marcus Conyers, include Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas, Smarter Teacher Leadership: Neuroscience and the Power of Purposeful Collaboration, Positively Smarter: Science and Strategies to Increase Happiness, Achievement, and Well-Being, Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice, and Flourishing in the First Five Years: Connecting Implications from Mind, Brain, and Education Research to the Development of Young Children.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability. Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers must be aware of these varieties as they plan curricula. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively. Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles. It is a classroom that includes all students and can be successful. To do this, a teacher sets different expectations for task completion for students based upon their individual needs.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Dame Alison Margaret Peacock, is a British educator, public speaker, writer and best known originator of the Learning Without Limits approach to education. She is the Chief Executive of the Chartered College of Teaching as well as a trustee of Teach First and a columnist for The Times Educational Supplement.
Lucy Green is an Emerita Professor of Music Education at the UCL Institute of Education, UK. She had a key role in bringing the informal learning practices of popular and other vernacular musicians to the attention of music-educators, thus transforming classroom practice.
Kenneth "Ken" Leithwood is an educational researcher and professor at the Ontario Institute for Studies in Education in Toronto, Canada.
Jo Boaler is a British education author and Nomellini-Olivier Professor of Mathematics Education at the Stanford Graduate School of Education. Boaler is involved in promoting mathematics education reform and equitable mathematics classrooms. She is the co-founder and faculty director of youcubed, a Stanford centre that provides mathematics education resources to teachers, students and parents. She is the author of nine books, including Limitless Mind (2019), Mathematical Mindsets (2016), What's Math Got To Do With It? (2009) and The Elephant in the Classroom (2010), all written for teachers and parents with the goal of improving mathematics education in both the US and UK. Her 1997/2002 book, Experiencing School Mathematics, won the "Outstanding Book of the Year" award for education in Britain.
Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system. Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance. At all levels of the educational ecosystem, management is required; management involves the planning, organising, implementation, review, evaluation, and integration of an institution. Educational management is related to Henri Fayol's 14 Principles of Management.. Educational Management is a goal oriented activity. It involves group efforts and an organized work and performance towards the attainment of certain pre - determined goals in an educational institution. With active coordinated effort we can achieve the goals of the organization, by efficiently utilizing the material and human resources in the educational environment https://www.slideshare.net/secret/1YGeGzRQT3qf4f.
