Buku Pedagogi Meningkatkan Kualiti Intelektual Pelajar merupakan dapatan daripada kajian penyelidikan tentang strategi pengajaran guru. Buku ini memberi pengetahuan yang amat bermakna tentang strategi, pendekatan dan teknik spesifik berdasarkan amalan pedagogi terbaik guru dalam meningkatkan kualiti intelektual pelajar di dalam bilik darjah. Kandungan di dalam buku ini turut membincangkan kepentingan membangunkan potensi kualiti intelektual dalam kalangan pelajar melalui amalan pedagogi yang berkesan oleh guru. Model berserta profil amalan pedagogi terbaik guru dalam meningkatkan kualiti intelektual pelajar turut dikemukakan bagi membantu dan diadaptasi oleh para guru dan bakal guru untuk merancang pengajaran, melaksanakan pengajaran dan pembelajaran, dan seterusnya membuat penilaian pengajaran untuk meningkatkan kualiti intelektual pelajar. Buku ini dapat menyumbang kepada pembangunan praktis pedagogi guru di dalam bilik darjah ke arah meningkatkan profesion perguruan pada abad ke-21.

This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the methods used in this process. The first volume was published by Springer in 2012 (Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined.

This text offers comprehensive coverage of the design and use of qualitative methods in leadership research. The book equips leadership researchers at all levels with the knowledge to make informed choices of research strategies. The second edition features 50% new research and includes new developments in qualitative research methods.

Teaching for Thoughtfulness, 2/e promotes the development of critical thinking and problem-solving skills in K-12 classrooms.

Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature.

* How can we understand and theorise school leadership? * How can school leadership work towards enhancing student learning? * What are the constraints and possibilities for school leadership at the beginning of a new century? This title is relevant to anyone concerned with improving schooling and enhancing the professional practices of educators. The authors focus on leadership for enhancing student outcomes, both academic and social. While recognizing the significance of the principal or headteacher in school leadership, the authors argue a strong case for the dispersal of leadership: * Based on extensive research conducted within schools * Focuses on leading learning across the school * Theoretically sound; reflects the theories of Bourdieu and Foucault * Politically aware; discusses the context of leadership within school communities, educational systems, global pressures, new policy directions Current, topical and thoughtful, Leading Learning is key reading for principals or headteachers, teachers, and other school leaders, policy makers and for students studying educational administration.