The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006.

A comprehensive introduction to the rapidly growing area of middle schooling, for teachers, teacher education students and school administrators.

An updated edition of the comprehensive introduction to the rapidly growing area of middle schooling, for teachers, teacher education students and school administrators.

A counselor and popular Washington Post contributor offers a new take on grades 6-8 as a distinct developmental phase--and the perfect time to set up kids to thrive. Middle school is its own important, distinct territory, and yet it's either written off as an uncomfortable rite of passage or lumped in with other developmental phases. Based on her many years working in schools, professional counselor Phyllis Fagell sees these years instead as a critical stage that parents can't afford to ignore (and though "middle school" includes different grades in various regions, Fagell maintains that the ages make more of a difference than the setting). Though the transition from childhood to adolescence can be tough for kids, this time of rapid physical, intellectual, moral, social, and emotional change is a unique opportunity to proactively build character and confidence. Fagell helps parents use the middle school years as a low-stakes training ground to teach kids the key skills they'll need to thrive now and in the future, including making good friend choices, negotiating conflict, regulating their own emotions, be their own advocates, and more. To answer parents' most common questions and struggles with middle school-aged children, Fagell combines her professional and personal expertise with stories and advice from prominent psychologists, doctors, parents, educators, school professionals, and middle schoolers themselves.

Middle schooling is on the educational agenda of every state and territory and is seen as vital to the overall cognitive and affective well-being of all students. Learning in the Middle Years: More than a Transition takes up the varying perspectives of teachers, students and administrators and uses relevant Australian research to address challenges faced in teaching and learning in the middle years. The book falls into two main sections: the first focuses on students and their learning in the Middle Years, while the second considers the professional learning of teachers working in the Middle Years. Throughout each chapter, the authors demonstrate that the propositions about the nature and construction of the text can be made practical and how teachers can develop well-grounded strategies to meet the needs of students in the Middle Years. Each chapter provides a discussion of the many issues, concerns and problematics that swirl around Middle Years education, and also contain extended case studies. These studies provide the opportunity for dialogue as each one prompts a discussion that requires the participants to consider and reveal their position on both the substance of the case, and the formerly taken-for-granted ways in which they have thought about education.