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24868 results in Education

Page 1 of 1244

Applied Linguistics in Foreign Language Education
  • Rosa María Jiménez Catalán
  • Coming soon
  • Expected online publication date:
    September 2026
    Print publication:
    30 September 2026
  • An essential foundation in applied linguistics, this accessible book is designed for language teachers and students of applied linguistics with a focus on foreign language education. Ideal for courses on second language acquisition and teaching, chapters cover the history of applied linguistics, as well as the essential topics of second language acquisition, language policy and planning, second language teaching, lexicology, lexicography, and translation. Each chapter ends with a useful summary and practical activities to consolidate and embed student understanding, while questions for reflection throughout encourage deeper engagement with the material. Suggested further readings and resources give students the opportunity to extend their learning and explore topics of interest. Highlighting the latest research in the field, and providing a unique dual focus on English and Spanish linguistics, this is the ideal textbook for those seeking to develop an up-to-date and rounded understanding of applied linguistics in relation to foreign language education.

Inclusive Practice in the Early Years

Translanguaging in English Language Classrooms
  • A Guide for Teachers
  • Jason Anderson, Suyog Dixit
  • Coming soon
  • Expected online publication date:
    July 2026
    Print publication:
    31 July 2026
  • A clear, practical introduction to the theory and practice of translanguaging, this book explores this innovative approach and shows how English language teachers can benefit from implementing multilingual pedagogy in the classroom. Whether you teach English as a foreign language (EFL), a second language (ESL), work in English medium instruction (EMI) or Content and Language Integrated Learning (CLIL), this engaging and accessible book will help you understand the key implications of translanguaging theory, and carry these over into practice in your classroom, whether this is in government-sponsored or private education, from primary to secondary, tertiary and adult contexts. As well as discussing important contextual differences, challenges and constraints that teachers frequently face across both the Global North and Global South, it includes many examples from real English language classrooms, exploring both teacher and learner translanguaging, and offering numerous suggestions, ideas and activities to evaluate critically for your own classroom practice.

New Spaces for Difference
  • Critical Studies of Learning Practices
  • Edited by Marina V. França, Ana Maria R. Gomes, Dorte Kousholt, Jean Lave, Line Lerche Mørck
  • Coming soon
  • Expected online publication date:
    July 2026
    Print publication:
    31 July 2026
  • This book brings together an international team of scholars to explore participation, change and transformative possibilities in everyday life. Drawing on critical ethnographic and participatory research from Brazil, Denmark, and Italy, it examines how people in marginalized positions – socially excluded children and young people, former gang members, rock musicians, bank employees and sex workers – engage in learning practices across diverse contexts. The chapters challenge conventional notions that oppose equality and difference, offering a critical perspective grounded in social practice theory, critical psychology, and urban anthropology. With a strong focus on co-produced knowledge and learners' perspectives, the book offers new conceptual tools for understanding learning as a dynamic, relational and political process rooted in everyday struggles. Essential reading for researchers, students, and professionals across education, anthropology, psychology, social work, pedagogy, and human geography.

The Great EdTech Pivot
  • Natalia I. Kucirkova
  • Coming soon
  • Expected online publication date:
    July 2026
    Print publication:
    31 July 2026
  • How can we ensure educational technology truly supports learning? This book offers a timely, evidence-rich guide for anyone navigating today's fast-changing EdTech landscape. Drawing on cutting-edge research, global case studies, and two decades of field experience, it exposes why so many technologies fail to deliver impact, and shows what it takes to change the system. Readers will discover practical tools such as the Five Es framework for evaluating EdTech, insights from the emerging EdTech 2.0 movement, and vivid examples of collaborations that bridge researchers, schools, policymakers, and developers. The chapters illuminate how to spot meaningful innovation, avoid common pitfalls, and champion tools that genuinely strengthen learning and wellbeing. Accessible, hopeful, and grounded in real-world practice, this is an indispensable guide for educators, school leaders, policymakers, EdTech designers, and parents seeking clarity in a confusing digital marketplace.

Teaching with Instructional Video
  • Richard E. Mayer
  • Coming soon
  • Expected online publication date:
    June 2026
    Print publication:
    30 June 2026
  • Given the widespread usage of instructional video in both formal and informal education and training, there is a need to ensure what people are viewing can actually help them to learn. To address this gap, Teaching with Instructional Video takes an evidence-based approach that examines techniques that have been shown to improve learning from instructional videos. Featuring rich research evidence gleaned from rigorous scientific experiments alongside key theoretical contributions for cognitive and educational science, Richard E. Mayer describes practice-inspired methods to design effective instructional videos that enhance student learning. Written for educators and instructional designers as well as students and researchers across cognitive science, media communication, and educational theory, this book marks the latest example of the advances we are making in applying the science of learning to education.

Teaching Strategies in the 21st Century

An Anticolonial Development
  • Race, Schooling, and Emancipation in Twentieth-Century West Africa
  • Elisa Prosperetti
  • Coming soon
  • Expected online publication date:
    May 2026
    Print publication:
    31 May 2026
  • In what measure could education be an agent of African freedom? Combining histories of race, economics, and education, Elisa Prosperetti examines this question in two West African contexts, Ghana and Côte d'Ivoire, from the 1890s to the 1980s. She argues that a Black Atlantic perspective changes how we see decolonization and development in West Africa, by revealing schooling's essential role in aspirations of African emancipation. Rejecting colonial exploitation of the African body, proponents of anticolonial development instead claimed the mind as the site of economic productivity for African people. An Anticolonial Development shows how, in the middle of the twentieth century, Africans proposed an original understanding of development that fused antiracism to economic theory, and human dignity to material productivity.

Aboriginal and Torres Strait Islander Education

Growing up with Artificial Intelligence
  • Implications for Child Development
  • Ying Xu, Kunlei He
  • Coming soon
  • Expected online publication date:
    April 2026
    Print publication:
    30 April 2026
  • Generative AI is becoming an integral part of children's lives, ranging from voice assistants and social robots to AI-generated storybooks. As children increasingly interact with these technologies, it is essential to consider their implications for developmental outcomes. This Element examines these implications across three interconnected domains: interaction, perception, and learning. A recurring theme across these domains is that children's engagement with AI both parallels and diverges from their engagement with humans, positioning AI as a distinct yet potentially complementary source of experience, enrichment, and knowledge. Ultimately, the Element advances a framework for understanding the complex interplay among technology, children, and the social contexts that shape their development.

Language Teacher Educators' Emotions
  • International Perspectives
  • Edited by Peter I. De Costa, Mostafa Nazari
  • Coming soon
  • Expected online publication date:
    April 2026
    Print publication:
    30 April 2026
  • Teacher emotion is a topic of increasing interest in the fields of applied linguistics and TESOL. Bringing together cutting-edge research from an international team of renowned scholars, this book provides a collection of studies that explore this fascinating topic from an extensive range of contexts and perspectives. The volume includes real case studies from educators around the world, providing a fully global overview of teacher emotions. Through linking emotions to personal experiences, identities, and the daily work of language teacher educators, the book provides unique and interesting insights into the professional life of teacher educators. Novel and engaging, this edited collection fosters further debate on the flourishing area of teacher emotion in language education. It is essential reading for researchers and teacher educators in the fields of TESOL and applied linguistics, as well as both early-career and experienced educators, who want to examine the emotional side of their professional work.

School Renewal in the Bifurcated Educational System

Making Sense of Mass Education
  • 5th edition
  • Nerida Spina, Peter O'Brien, Annetta Cayas, Jenna Gillett-Swan, Gordon Tait
  • Coming soon
  • Expected online publication date:
    February 2026
    Print publication:
    28 February 2026
  • Making Sense of Mass Education gives a comprehensive overview of the cultural contexts of education, addressing and debunking important myths in the field. This book is an approachable text for undergraduate and postgraduate readers studying the Sociology and Philosophy of Education. The text covers the rise of mass schooling as a disciplinary institution, including the governance of subjectivity and the regulation of childhood and youth. It examines cultural forces on the field of education and addresses the influence of philosophical thought. In the landscape of mass education, change is constant. New topics covered in the fifth edition include education policy, teachers' work, place, online spaces and artificial intelligence. Each chapter features margin definitions and boxes exploring a range of myths, encouraging teachers to think critically. Making Sense of Mass Education continues to be pertinent for pre-service and practising teachers in Australian contexts.

  • 2 - Practitioners’ Response to Manifesto 1

  • Edited by James Biddulph, Homerton College, Emily Shuckburgh, University of Cambridge, Harry Pearse, National Centre for Social Research
  • Book:
    Thriving Sustainably on Planet Earth
    Published online:
    09 January 2026
    Print publication:
    19 February 2026, pp 38-47
    • Chapter
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      • Open access
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  • Summary

    This response describes the development of a comprehensive approach to sustainability education that is embedded in the curriculum and school culture and involves all actors in a school working together. The authors use their school in Mexico City, a city that is directly impacted by the climate and environmental crises, as an example. The school’s efforts include arts projects on topics such as ‘La Tierra Es Mi Amiga’ (The Earth Is My Friend), themed days and weeks focused on sustainability, curriculum design that incorporates direct engagement with the natural world and outreach to experts. They also utilise philosophy for children and debating to encourage critical thinking and empathy and support student-led social enterprise projects focused on sustainability.

  • Index

  • Edited by James Biddulph, Homerton College, Emily Shuckburgh, University of Cambridge, Harry Pearse, National Centre for Social Research
  • Book:
    Thriving Sustainably on Planet Earth
    Published online:
    09 January 2026
    Print publication:
    19 February 2026, pp 215-218
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  • Acknowledgment

  • Edited by James Biddulph, Homerton College, Emily Shuckburgh, University of Cambridge, Harry Pearse, National Centre for Social Research
  • Book:
    Thriving Sustainably on Planet Earth
    Published online:
    09 January 2026
    Print publication:
    19 February 2026, pp xvii-xviii
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  • Introduction

  • Edited by James Biddulph, Homerton College, Emily Shuckburgh, University of Cambridge, Harry Pearse, National Centre for Social Research
  • Book:
    Thriving Sustainably on Planet Earth
    Published online:
    09 January 2026
    Print publication:
    19 February 2026, pp 1-20
    • Chapter
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      • Open access
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  • Summary

    To open this eceletic book of ideas, we present the key themes and ask the question, Is our education system providing the right opportunities, knowledge and skills to empower children and young people to thrive on planet Earth? Introducing the concept of the series, we explain that there seem to be three existential uncertainties - the climate and environmental crises, fractured communities and insecurities about self and purpose - that require a diverse collection of voices and their ideas to bridge academia with the practitoner wisdom in classrooms.

  • 10 - Practitioners’ Response to Manifesto 5

  • Edited by James Biddulph, Homerton College, Emily Shuckburgh, University of Cambridge, Harry Pearse, National Centre for Social Research
  • Book:
    Thriving Sustainably on Planet Earth
    Published online:
    09 January 2026
    Print publication:
    19 February 2026, pp 145-159
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  • Summary

    This response provides two examples for which an understanding of the biology of stress has informed approaches to supporting children. In the first, educators at the University of Cambridge Primary School are trained to view children’s behavior as a reflection of their needs and to utilise a variety of support strategies, including coaching, non-violent communication, careful language choices and emotional health education. In the second, the Yoga Story Time project, implemented in an at-risk school in Sicily, aimed to support the well-being of children who had experienced trauma. Through interactive storytelling, creative activities and yoga poses, the project sought to improve children’s communication skills, emotional regulation and social interaction.

  • Copyright page

  • Edited by James Biddulph, Homerton College, Emily Shuckburgh, University of Cambridge, Harry Pearse, National Centre for Social Research
  • Book:
    Thriving Sustainably on Planet Earth
    Published online:
    09 January 2026
    Print publication:
    19 February 2026, pp iv-iv
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  • Tables

  • Edited by James Biddulph, Homerton College, Emily Shuckburgh, University of Cambridge, Harry Pearse, National Centre for Social Research
  • Book:
    Thriving Sustainably on Planet Earth
    Published online:
    09 January 2026
    Print publication:
    19 February 2026, pp ix-ix
    • Chapter
      • You have access
      • Open access
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