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TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; 1. GLOBAL LEARNING IN THE 21ST CENTURY: An Introduction; INTRODUCTION; THE ASIAN CENTURY; ABOUT THIS BOOK; STRUCTURE OF THIS BOOK; REFERENCES; SECTION 1: CONTEMPORARY, INNOVATIVE CURRICULUM AND PEDAGOGICAL PRACTICES; 2. WHAT'S IN A GAME?: Game-Based Learning and Gamification; ABSTRACT; LEARNING IN THE 21ST CENTURY
A CONTEXT; GAME-BASED LEARNING; CRITIQUE OF GAME-BASED LEARNING; CREATING GAMES; GAMIFICATION; GAMIFIED EDUCATION
IMPLEMENTATION AND PRACTICE; PRE-PACKAGED GAMIFICATION; Examples of Gamified Education; CRITIQUE OF GAMIFICATION
RE-THINKING GAMEFUL APPROACHES TO LEARNINGCONCLUSION; REFERENCES; 3. DEVELOPING CONCEPTUAL UNDERSTANDING: Effective Instructions for Teaching Students with Special Educational Needs; ABSTRACT; INTRODUCTION; CHARTING THE EPISTEMOLOGICAL VARIANCE IN SPECIAL EDUCATION; STUDENTS' MISCONCEPTIONS OF FRACTION IDEAS; THE EPISTEMOLOGY OF LEARNING MATHEMATICS; THEORETICAL FRAMEWORK; METHOD; THE CONSTRUCTION OF DECIMAL NUMBERS; Initial Results; Learning the Concept of Tenths; Learning the Concept of Hundredths; Learning to Sequence and Order Decimal Numbers
Students' Decimal Number Knowledge After the Research ProjectCONCLUSION; REFERENCES; 4. REFRAMING PROFESSIONAL EXPERIENCE: Adopting a Distributed Open Collaborative Course Framework to Facilitate Third Spaces; ABSTRACT; INTRODUCTION; PROFESSIONAL EXPERIENCE IN TEACHER EDUCATION; THIRD SPACE; DISTRIBUTED OPEN COLLABORATIVE COURSE (DOCC) FEATURES; Shared Responsibility and Power; Localised and Adapted Core Content; Interactive Online Learning; Learner Input and Interaction; IMPLICATIONS; REFERENCES; 5. THE ARTS WITHIN A SUSTAINABLE EDUCATIONAL AGENDA; ABSTRACT; INTRODUCTION
CURRENT CHALLENGES FOR THE SUSTAINABILITY OF THE ARTS AND THEIR EDUCATORSFINDING THE PLACE OF/FOR ARTS IN THE AUSTRALIAN CONTEXT; CONCLUDING THOUGHTS: SUSTAINING ARTS EDUCATION IN AUSTRALIA AND BEYOND; REFERENCES; 6. ENVIRONMENTAL SUSTAINABILITY IN SCHOOLS: Tensions around Teaching a Global Imperative; ABSTRACT; INTRODUCTION; THE GLOBAL NEED FOR EDUCATION FOR SUSTAINABILITY; ENVIRONMENTAL EDUCATION FOR SCHOOLS; Framing Statements; The Australian Curriculum about Sustainability; TENSIONS WITH TEACHING ENVIRONMENTAL SUSTAINABILITY; Environmental Sustainability and Science Education
Overcoming Resistance to Environmental SustainabilityCHALLENGES FOR THE FUTURE; NOTES; REFERENCES; SECTION 2; AFFECTIVE DOMAIN, MOTIVATION AND ENGAGEMENT IN 21ST CENTURY EDUCATION; 7. READING IN THE TEACHER EDUCATION CLASSROOM: The Affective Reader and the Effective Teacher; ABSTRACT; INTRODUCTION; CONCEPTUAL FRAMING; TEXT ANALYSIS; Bear Hunt (Browne, 1979); The Boy and the Toy (Harnett & Masciullo, 2010); Coraline (Gaiman, 2002); Butterfly (Hartnett, 2009); CONCLUSION; REFERENCES
A CONTEXT; GAME-BASED LEARNING; CRITIQUE OF GAME-BASED LEARNING; CREATING GAMES; GAMIFICATION; GAMIFIED EDUCATION
IMPLEMENTATION AND PRACTICE; PRE-PACKAGED GAMIFICATION; Examples of Gamified Education; CRITIQUE OF GAMIFICATION
RE-THINKING GAMEFUL APPROACHES TO LEARNINGCONCLUSION; REFERENCES; 3. DEVELOPING CONCEPTUAL UNDERSTANDING: Effective Instructions for Teaching Students with Special Educational Needs; ABSTRACT; INTRODUCTION; CHARTING THE EPISTEMOLOGICAL VARIANCE IN SPECIAL EDUCATION; STUDENTS' MISCONCEPTIONS OF FRACTION IDEAS; THE EPISTEMOLOGY OF LEARNING MATHEMATICS; THEORETICAL FRAMEWORK; METHOD; THE CONSTRUCTION OF DECIMAL NUMBERS; Initial Results; Learning the Concept of Tenths; Learning the Concept of Hundredths; Learning to Sequence and Order Decimal Numbers
Students' Decimal Number Knowledge After the Research ProjectCONCLUSION; REFERENCES; 4. REFRAMING PROFESSIONAL EXPERIENCE: Adopting a Distributed Open Collaborative Course Framework to Facilitate Third Spaces; ABSTRACT; INTRODUCTION; PROFESSIONAL EXPERIENCE IN TEACHER EDUCATION; THIRD SPACE; DISTRIBUTED OPEN COLLABORATIVE COURSE (DOCC) FEATURES; Shared Responsibility and Power; Localised and Adapted Core Content; Interactive Online Learning; Learner Input and Interaction; IMPLICATIONS; REFERENCES; 5. THE ARTS WITHIN A SUSTAINABLE EDUCATIONAL AGENDA; ABSTRACT; INTRODUCTION
CURRENT CHALLENGES FOR THE SUSTAINABILITY OF THE ARTS AND THEIR EDUCATORSFINDING THE PLACE OF/FOR ARTS IN THE AUSTRALIAN CONTEXT; CONCLUDING THOUGHTS: SUSTAINING ARTS EDUCATION IN AUSTRALIA AND BEYOND; REFERENCES; 6. ENVIRONMENTAL SUSTAINABILITY IN SCHOOLS: Tensions around Teaching a Global Imperative; ABSTRACT; INTRODUCTION; THE GLOBAL NEED FOR EDUCATION FOR SUSTAINABILITY; ENVIRONMENTAL EDUCATION FOR SCHOOLS; Framing Statements; The Australian Curriculum about Sustainability; TENSIONS WITH TEACHING ENVIRONMENTAL SUSTAINABILITY; Environmental Sustainability and Science Education
Overcoming Resistance to Environmental SustainabilityCHALLENGES FOR THE FUTURE; NOTES; REFERENCES; SECTION 2; AFFECTIVE DOMAIN, MOTIVATION AND ENGAGEMENT IN 21ST CENTURY EDUCATION; 7. READING IN THE TEACHER EDUCATION CLASSROOM: The Affective Reader and the Effective Teacher; ABSTRACT; INTRODUCTION; CONCEPTUAL FRAMING; TEXT ANALYSIS; Bear Hunt (Browne, 1979); The Boy and the Toy (Harnett & Masciullo, 2010); Coraline (Gaiman, 2002); Butterfly (Hartnett, 2009); CONCLUSION; REFERENCES