Teaching and Learning: International Best Practice (Hc)

A volume in Research on Sociocultural Influences on Motivation and LearningSeries Editors: Dennis M. McInerney, Nanyang Technological University, SingaporeShawn Van Etten, University of Massachusetts, DartmouthOur highly interconnected global education environment provides unprecedented opportunitie [...]
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A volume in Research on Sociocultural Influences on Motivation and LearningSeries Editors: Dennis M. McInerney, Nanyang Technological University, SingaporeShawn Van Etten, University of Massachusetts, DartmouthOur highly interconnected global education environment provides unprecedented opportunities forteaching professionals and educational researchers to share best practice in teaching and learning acrossinternational borders and sociocultural frontiers. This volume presents a diverse range of innovativeeducational best practices from around the world particularly those practices that directly strengthen andenhance student motivation and achievement in a broad range of sociocultural contexts. These practicesinclude: enhancing teaching and learning environments, particularly in relation to provision of high qualityinfrastructure for 21st Century (digital) learning; designing and managing after-school homework support;recruiting, developing and retaining high-quality teaching staff; promoting international and multiculturalawareness through deliberate exposure to varied cultural experiences and perspectives; optimizing thebenefit of project work for student academic and social outcomes; designing educational interventions based on self-concept research; and developingan international service learning course for tertiary students.The editors of the present volume have gathered over thirty renowned educators and researchers from Asia, Australia, Europe, and the United States, toshare their experiences in developing best practices in teaching and learning in socioculturally and educationally diverse contexts. These practices, guided and underpinned by cutting edge educational/psychological theories and research, are believed to be adaptable to many diverse educational andsociocultural contexts. The editors invite researchers, professionals, educators, teachers, lecturers, policy-makers, and curriculum developers to think, reflect, and take action on how to utilize the underlying principles of the best practices in the present Volume to their own settings.