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Strategies for Deep Learning with Digital Technology: Theories and Practices in Education

Editor: Robert Zheng (Department of Educational Psychology, University of Utah, Salt Lake City, Utah, USA)

Series: Education in a Competitive and Globalizing World

Publication Date: January 29, 2018

Book Description:
How to utilize digital technology to engage learners in deep learning is an issue that warrants significant attention in 21st century education. Deep learning refers to learners’ engagement in critical and creative thinking, making inferences and transferring knowledge. Modern technologies like virtual reality, artificial intelligence, and 3D visualization provide the platform for deep learning in an educational setting more effectively. This book presents a collection of essays on the relationship between digital technologies and deep learning. The edited volume focuses on cognitive, metacognitive and affective processes in digital technology-based deep learning. A unique feature of the book is its emphasis on bridging the theories with practice where the practice of deep learning with digital technology is well-grounded in relevant theories and theoretical frameworks. Moreover, the book includes case studies to effectively promote the application of digital technology in deep learning. As such, the book is rightly poised to address current issues facing deep learning and digital technology in education. The audience will find this book a useful companion as they will soon discover that this book provides helpful information on both theoretical and practical aspects in deep learning with digital technology. It also serves as an excellent resource for researchers and individual professionals who seek to understand the relationship between deep learning and digital technology in education.

Binding: Hardcover
Binding: e-Book

ISBN: 978-1-53613-182-6
ISBN: 978-1-53613-183-3

Price: $230.00
Price: $230.00


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Blended Learning: Principles, Challenges and Impact on Student Performance

Editors: Jacques Lechosaw and Xavier Ethan

Series: Education in a Competitive and Globalizing World

Publication Date: 2017 - 4th Quarter

Book Description:
Patrisius Istiarto Djiwandono opens Chapter One by presenting three different studies done over the last two years concerning blended learning, going on to discuss the importance of face-to-face interaction and the benefits that stem from it. Following this, Federica Oradini and Gunter Saunders overview the ways in which universities are changing their physical learning spaces to better acclimate for technology enhanced and blended learning activities in face-to-face courses in Chapter Two. In Chapter Three, Calle Jiménez Tania and Luján Mora Sergio present a study that exhibits the way the implementation of blended learning improved student learning. Chapter Four by James C. Lockhart, PhD, Dorothy M. McKee, and Deborah Donnelly, PhD studies the outcome obtainable by using blended learning experiences in executive and post-experience management education. Finally, in Chapter Five David Germany discusses several Blended Learning activities he has created to aid engineering students.

Binding: Softcover
Binding: e-Book

ISBN: 978-1-53612-551-1
ISBN: 978-1-53612-578-8

Price: $95.00
Price: $95.00


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Education in Lesotho: Prospects and Challenges

Editor: Mapheleba Lekhetho (Department of Educational Leadership and Management, College of Education, University of South Africa, Pretoria, South Africa)

Series: Education in a Competitive and Globalizing World

Publication Date: 2017 - 4th Quarter

Book Description:
This book is organised into 16 chapters written by different authors concerning diverse themes on education in Lesotho, ranging from early childhood development to tertiary education. As narrated in the book, formal education started in 1838 in Lesotho after the arrival of the first group of missionaries – the Paris Evangelical Missionary Society in 1833, followed by the Roman Catholic Church in 1862 and the Anglican Church in 1876. From the time they arrived, the three pioneer churches engaged in fierce competition and scrambled to establish their missions and schools across the country in order to expand their denominational territory. As a result, to this day, these mainstream churches operate the majority of schools in partnership with the state, which regulates and coordinates education. Lesotho’s educational arrangement is unique in the sense that the government runs ‘public schools on private property’; a situation that occasionally causes tensions between the two over the control of schools. Despite Lesotho’s long history of education, not much has been written on the education of the country. Therefore, this book attempts to fill that gap by chronicling the history of education, and the philosophical and sociocultural context within which education is provided. It explores the structure, organisation and management of education at different levels, educational policies and curriculum aspects. It also looks at early childhood development, which is not directly funded by the government, but has increasingly been recognised as a critical phase that readies the child for school and improves educational efficiency.

The book also highlights that Lesotho is a low-income country, with unacceptably high levels of unemployment and poverty. Partly because of these and the skewed government priorities, the standard of facilities, and the quality of teachers and learning conditions in rural schools are generally poor compared to those of urban schools. These socioeconomic inequalities are manifested by the stark differences in achievement between the urban and rural schools, with the rural students generally falling behind their urban counterparts in the national examinations. In order to tackle this problem and provide educational access for all children, the government introduced Free Primary Education in 2000. However, this takeover by the government appears to have somehow diminished parental involvement and accountability in education. The book further acknowledges that Lesotho has experienced political tensions since its independence in 1966, and advocates the introduction of democratic education in schools in order to interrupt a cycle of social and political violence by nurturing a democratic culture from an early age. At the higher education level, the challenges revolve around low state funding that render higher education institutions unviable and uncompetitive and trigger brain drain, poor educational quality and a curriculum not aligned to the needs of the country and the labour market. Finally, although Lesotho is used as a context for this book, the style of discussion is scholarly and ultimately makes it relevant to an international audience.

Binding: Hardcover
Binding: e-Book

ISBN: 978-1-53612-783-6
ISBN: 978-1-53612-784-3

Price: $195.00
Price: $195.00


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Mobile Learning: Students' Perspectives, Applications and Challenges

Editors: David René and Corentin Aubin

Series: Education in a Competitive and Globalizing World

Publication Date: 2017 - 4th Quarter

Book Description:
Adelina Moura, PhD beings by presenting a study wherein an educational game for Android devices was developed with the goal of motivating students to study a Portuguese author of classic literature in Chapter One. In Chapter Two, Ana Nobre, PhD and Adelina Moura, PhD review the results of two studies, one on mobile learning in teaching French as a foreign language and the other on Portuguese language as a native language. Next, Chapter Three by Mohamed Sarrab, Hafedh Al-Shihi, Zuhoor Al-Khanjari, and Asharul Islam Khan also presents a study, this time on the correlation between internet and mobile experiences and mobile learning acceptance. In Chapter Four, Ronald Hoyt Robertson III deliberates on a pilot study of the Lazy User Model to identify situations where mobile learning is more beneficial than e-Learning. Afterwards, Chapter Five by Yen-Ting Lin and Yi-Chun Lin deliberates on the implementation of mobile learning in a flipped classroom. In Chapter Six, Tiziana Maria Sirangelo presents a study on the function of mobile technologies in learning and teaching activities in science education, after which Servel Miller, PhD and Katharine E. Welsh, PhD discuss students’ perceptions on Bring Your Own Device (BYOD) in Chapter Seven. Lastly, Chapter Eight by Judith Ramsay, Melody M. Terras, and Elizabeth A. Boyle examines the challenges of game-based learning.

Binding: Softcover
Binding: e-Book

ISBN: 978-1-53612-801-7
ISBN: 978-1-53612-802-4

Price: $95.00
Price: $95.00


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Medical Humanities in Education: Definition, History, Benefits, Challenges, Debates and Experiences of Medical Schools around the World

Author: Amal Abdul-Rasheed El-Moamly, M.D., Ph.D. (Department of Medical Parasitology Faculty of Medicine, Suez Canal University, Ismailia, Egypt)

Series: Education in a Competitive and Globalizing World

Publication Date: 2017 - 4th Quarter

Book Description:
Medical humanities (MH) teaching is considered an important requirement in medical education curricula, as it is concerned with the human side of medicine. The introduction of MH in medical curricula and training programs aims mainly to produce doctors with professional attitudes, respect for the dignity and humanity of their patients, and concern for the patient as a human being rather than merely a disease to treat. To achieve this holistic view of medicine, MH has been increasingly introduced in medical curricula around the world as an interdisciplinary field of education that acknowledges the theoretical, critical and practical insights from across the social sciences, literature, history, philosophy, religion and arts. The aim here is to explore the meanings attached to health, illness, life and death, and to propose a psychosocial–biological approach to health care. Since its advent in medical curricula, MH has given rise to many debates. What, why, when, who, and how are controversial questions raised by many experts in the field. This book puts MH under the microscope. It presents an overview of the definition and history of MH, explores the international scene, and evaluates the extent and various forms of MH programs throughout the world. It also discusses the learning theories which support the philosophy of teaching MH, summarizes the debates surrounding MH, pros and cons of MH in medical curricula, challenges to implementation, and priorities for the future. Also explored here is research evidence on the impact of MH in the medical education field and students’ learning outcomes, program evaluation and student assessment methods, factors that contribute to the success or failure of MH education, and further research needs. It is hoped that this book will serve as a guide to medical educators and decision makers at world educational institutions who wish to achieve the benefits of introducing MH in their medical curricula.

Binding: Softcover
Binding: e-Book

ISBN: 978-1-53612-821-5
ISBN: 978-1-53612-822-2

Price: $95.00
Price: $95.00


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20 STEM Literacy Strategies for Grades 4-8

Authors: Suhua Huang, Denise Simmons, Cheryl Wilson, and Tommye Hutson (Midwestern State University, College of Education Wichita Falls, Wichita Falls, Texas)

Series: Education in a Competitive and Globalizing World

Publication Date: 2017 - 4th Quarter

Book Description:
As humanity progresses into the 21st century, the needs of the future can sometimes be uncertain. There is one thing that is certain: we will still need Science, Technology, Engineering and Math (STEM) education. Students who have a solid and integrated understanding of STEM fields are more likely to contribute to a world economy. Also, their creativity and ingenuity are needed to improve quality of life from local to global standards. This book uses literacy to develop effective and versatile cross curricula STEM activities. Twenty strategies are included, covering mathematics, science, engineering, technology, reading, and writing as well as English and social studies. Each strategy includes learning objectives, assessments and uses playful and innovative methods to engage students in working with STEM subjects. Students will explore, invent, build, problem solve and be actively engaged in the learning process. These STEM strategies provide a wide range of options that will inspire teachers to further develop effective and engaging lessons.

Binding: Softcover
Binding: e-Book

ISBN: 978-1-53612-863-5
ISBN: 978-1-53612-864-2

Price: $95.00
Price: $95.00


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Progress in Education. Volume 49

Editor: Roberta V. Nata

Series: Progress in Education

Publication Date: 2017 - 4th Quarter

Book Description:
In this compilation, an overview with the goal of supporting the implementation of technological projects in educational contexts in presented. This overview is organized in three sections: "Institutional Policies", "Teacher Professional Development" and "Teaching and Learning", with each of these then divided into three subdomains. The authors submit a paper explaining essential aspects marking the quantitative evolution of the Moroccan educational system as well as the evolution of the main educational indicators. The results show that although much progress has been made, much still needs to be made if we compare Morocco with MENA countries. Next, a study is presented on individual experiences of nine non-traditional students at a case university using the concept of Lifeworld. The authors describe their experiences within the first six weeks of their study and underscore: the importance of a comprehensive orientation process, the necessity for more support from instructors, and a better communication system amongst faculty to lessen apprehension about completing the requirements of the programs. Following this, the authors deliberate on the Intelligent Learning Extended Organization, or IntelLEO, that was developed to address motivational enablers within SECI model. IntelLEO supports learning and knowledge-building activities of a community that develops as an integration of two or more different business and educational communities and organizational cultures. A chapter is included concerning the concept of university students learning to program by constructing computer games in Gameland, with the research strategy comprising a case study of seven instances of a summer course on multimedia programming and game construction. Afterwards, four OER projects as case studies for OER are discussed. The impacts of the projects are characterised based on a general case outline, involved partners, funding, development, and organisation, and used digital tools. The key tools and software needed in OER projects are described. The authors go on to review a study exploring cross racial relations amongst learners in a formerly whites-only high school in South Africa, with the goal of examining their day-to-day school life over six months. The effect of text messaging between a professor and students in an online general education course in music is investigated in a separate study. Over 18 semesters, students could opt to receive text alerts from their professor for impending due dates. In the final study, systematically interactive instructions were used to aid two struggling readers in phonics, reading fluency, and word recognition, with recommendations included for teachers.

Binding: Hardcover
Binding: e-Book

ISBN: 978-1-53612-925-0
ISBN: 978-1-53612-926-7

Price: $250.00
Price: $250.00


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Focus on Early Childhood Education

Editors: Antonio Pinto and Vitale Pagnotto

Series: Education in a Competitive and Globalizing World

Publication Date: 2018 - 1st Quarter

Book Description:
In this compilation, the authors present research carried out in three different institutions: university, infant and primary school, and nursery school, with the last two institutions analyzed from a teacher’s, educator’s and parent’s point of view. The goal is to determine the way motor functions contribute to the formative process in infant school in a systematic way within physical education. Next, a comparative study is presented to examine tension between quality and equity in education in the region of Latin America, with the intent of opening a dialogue wherein common constructions can be identified while respecting singular and particular pathways. Following this, a study on Greek kindergarten teachers’ practice is presented, specifically focusing on how their values impact their decision to use worksheets in kindergarten. A conceptual piece is offered, maintaining that a conversation analysis of children’s play and media (Pandey, 2012) yields one of the most astonishing accounts of their language and interaction. The instructional value of conversation analysis is established using data from a variety of sources, including a Disney movie. Next, data obtained from a survey involving early childhood teachers in Hong Kong is deliberated on. This survey assessed a multitude of factors, including: “knowledge of policy, self-efficacy, professional development, experience, professional role, environmental factors, their school’s adapted curriculum, teamwork, and provision of resources.” The final chapter explores the current situation of limited access of young children to early childhood education and care settings in Tanzania, offering information on childhood education and care (ECEC) from an international perspective to those who are involved with young children and their families.

Binding: Hardcover
Binding: e-Book

ISBN: 978-1-53612-956-4
ISBN: 978-1-53612-957-1

Price: $160.00
Price: $160.00


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Teaching and Learning English for Academic Purposes: Current Research and Practices

Editors: Lap Tuen Wong (Centennial College, Hong Kong SAR, China) and Wai Lam Heidi Wong (HKU SPACE Community College, Hang Seng Management College, Hong Kong SAR, China)

Series: Languages and Linguistics

Publication Date: 2018 - 1st Quarter

Book Description:
In the era of globalisation, English has become the world language of research and publication in academia. Apart from native English-speaking countries where English is used as the first language, there are many other countries where English is used as the second language and/or has official status and where it too functions as a major language in higher education. The discipline of English for Academic Purposes (EAP) in the field of English language education has become increasingly important. With the rapid growth of students using English for tertiary studies in both native and non-native contexts, it is essential to examine the teaching and learning of EAP in a research perspective, globally, in order to reinforce students’ English language proficiency and help them achieve successful academic communication in the English language learning environment.

Reviewing practices in different EAP classrooms can help readers reflect on the effectiveness of current classroom practices and teaching methodologies. The purpose of this book is to provide insightful information on current research and practices in EAP education across different contexts. This book also explores the teaching and learning of English academic discourse in an international perspective so that readers can gain a comprehensive and in-depth understanding of how EAP education is practised in different parts of the world. The first part of the book, Current Research on Teaching and Learning English for Academic Purposes, focuses on empirical educational research in EAP and its implications for future pedagogical development. The second part of the book, Practices of Teaching and Learning English for Academic Purposes, is more closely related to the practical issues of course design and delivery in EAP classrooms.

This edited volume is designed for undergraduate and postgraduate students on applied linguistics and English language programmes, EAP practitioners, educational researchers and policy-makers. The chapters will bring readers to the forefront of EAP education by exploring current EAP research and practices in both English-speaking and non-English speaking countries. It is a useful reference work for future research development on curriculum planning, material development and teaching methodology in English language classrooms.

Binding: Hardcover
Binding: e-Book

ISBN: 978-1-53612-814-7
ISBN: 978-1-53612-968-7

Price: $230.00
Price: $230.00


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Latin@ Voices in Multicultural Education: From Invisibility to Visibility in Higher Education (Softcover Version)

Editors: Festus E. Obiakor and James Martinez (Dewar College of Education and Human Services, Valdosta State University, Valdosta, GA, USA)

Series: The Silenced Voices in Education

Publication Date: 2017 - 4th Quarter

Book Description:
In this unique, innovative, and visionary book, Latin@ Voices in Multicultural Education: From Invisibility to Visibility in Higher Education, Obiakor and Martinez highlight the visible voices of Latin@ teacher-scholars, professionals, and leaders. The authors agree with many Chican@ / Latin@ scholars (Cantú & Fránquiz, 2010) by using the term “Latin@” for the book as an all-inclusive label instead of “Latina/o” to deemphasize the cisgendered “o/a” and uneven “Hispanic” terminology regarding individuals of Latin American heritage. These voices come from personal narratives of Latin@s in the United States (US) higher education. While their narratives expose different viewpoints and come from different personalities, institutions, and geographical locations, the complexities of their journeys have similar elements of true survival in unfamiliar Eurocentric terrains. In their respective chapters, they share their stories with veracity, acknowledge their remarkable contributions to their profession, and demonstrate that it is possible to be seen and heard in academic environments that have historically tried to silence their voices. Because of their pride, dedication, energy, resiliency, and courage, they are worthy of emulation; and all individuals, in spite of their culture, race, and national origin, can learn from them.

Clearly, Latin@ Voices in Multicultural Education is a book for this day and age. It is intended for use by both undergraduate and graduate students, multicultural education scholars, faculty and staff in teacher preparation programs, higher education administrators, policy makers, and internal and external stakeholders in higher education. Hopefully, this book will motivate its readers to think and act differently, and to a large measure, shift their paradigms on how they treat and interact with individuals who appear different and atypical. Finally, this book will help everyone to value human differences; nurture multicultural dispositions and contexts; and navigate successfully through the mazes of bilingualism, multilingualism, multiculturalism, nationalism, and globalism.

Binding: Softcover
Binding: e-Book

ISBN: 978-1-53613-031-7
ISBN: 978-1-63484-089-7

Price: $95.00
Price: $95.00


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(Participatory) Action Research: Principles, Approaches and Applications

Editors: Joseph Calder and Jacob Foletta

Series: Research Methodology and Data Analysis

Publication Date: 2018 - 1st Quarter

Book Description:
In this book, authors present current research on the implementation of reform mathematics in order to identify, explore, and evaluate five specific goals. Students were presented with problem solving activities that correlated with real-world situations. During this process, students tracked their confidence and growth as mathematicians. Next, the ways in which students learn to effectively engage in natural discussions related to the literature they are reading are examined. Barriers to the implementation of literature circles in the classroom are discussed, and ideas for successful execution are highlighted. Action research (AR) leaders’ roles are explored through two studies, with the frame constituting of K-20 science, technology, engineering, and mathematics (STEM) education and how participant engagement leads to AR project insight. The authors provide suggestions for future AR leaders. This compilation goes on to discuss how teaching Participatory Action Research (PAR) in MIT’s Department of Urban Studies and Planning has led to focus on the responsibilities of action researchers and their obligations to the communities and places in which they work; and the importance of building the capacity of community members so that they can take control of the research being done about, with, and for them. The authors explore the way in which Curriculum Studies have addressed relevance and by proposing a framework for the study of curriculum relevance in general, which was adapted from literature on Science Education. The proposal considers three dimensions of relevance: societal, vocational, and individual. A chapter is included which fully addresses the analysis of one of the cases developed in the authors’ previous work, in which students have to reconstruct their memories about the experiences they had during compulsory education in order to compare them with the experiences they have during the practicum. The authors share their concerns about the process of accompaniment, the process of student participation in the design and assessment of the subjects, and the search for situated and transformative learning in a university context. The use of action research in higher education is proposed, especially in programs that use practical approaches such as residency programs in healthcare. The text discusses similar themes such as andragogy, meaningful learning, active learning, and systemic thinking. Additionally, a teacher-driven approach for changes in teaching chemical bonding was chosen, inspired by the PAR model suggested by Eilks and Ralle. The authors determine that remote networking of a teacher action researcher with a PAR-driven community of practitioners and academic educational researchers helped strengthen the process of research and development and contributed to strengthen the teacher’s continuous professional development. Subsequently, an application of participatory action research (PAR) conducted in Italy is illustrated. In describing the structure of action research, it can first be asserted that it is not a linear methodology of research but instead a cyclical process that proceeds through greater levels of complexity. In conclusion, the book aims to determine the relationship between the principles, approaches and applications of participatory action research (PAR) by using a case study of wood-carving workers. The authors maintain that although this project was successful in increasing health awareness of the workers and the community, long-term impact and sustainability of networking and activities need to be examined.

Binding: Hardcover
Binding: e-Book

ISBN: 978-1-53613-041-6
ISBN: 978-1-53613-042-3

Price: $195.00
Price: $195.00


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Leadership that Works in Deprived School Contexts of South Africa

Editor: Vitallis Chikoko (University of KwaZulu-Natal, Edgewood Campus, Ashwood, Republic of South Africa)

Series: Education in a Competitive and Globalizing World

Publication Date: January 22, 2018

Book Description:
This book, comprised of twelve chapters, is about what we the authors perceive as successful leadership in selected primary and secondary schools that are considered deprived in South Africa. South Africa was under colonial rule for centuries and then under apartheid rule for 40 years. During the latter period in particular, society, including the education sector, was structured according to race. The black majority population suffered severe socio-economic and political oppression. Thus, their communities, including rural areas and township (population dense parts of urban areas largely for low-income earners) settlements became deprived. Education therein was poor and under-resourced. The post-apartheid (from1994 to present day) democratic government in general, and the Department of Basic Education in particular, have made and continue to make sterling efforts to redress the inequalities and injustices of the past. However, a lot has yet to be done as most historically black communities remain socially and economically deprived. In search of better education for their children, black parents that can afford to take their children to former white, fortified schools leave the former black schools in worse financial condition. This trend is unsustainable. Against that backdrop and in the midst of many underperforming schools, there are schools in deprived contexts (rural areas and townships) now performing very well, particularly in terms of learner pass rates. This book is about leadership in the latter schools. In this book, the authors propose that leadership is the leading factor for such success. This book is based on empirical evidence from various researches conducted in the schools in question. The book begins with a chapter that discusses the nature of deprivation. Thereafter, one chapter discusses expansive leadership as an important feature in the schools. A couple of chapters dwell on principals’, deputies’ and school management teams’ lived experiences of transforming some of these schools. There is a chapter on specific issues of teaching and learning. A guest chapter from South Africa’s neighbour, Zimbabwe, discusses ethical and responsible leadership in one of its schools. The book also has chapters on the mobilisation and management of resources, school community partnership, school governance, and policy matters. Overall, this book is about how people, when working together, can transform their own schools into viable, vibrant and moving institutions despite suffering deprivation. The authors believe that lessons therefore are relevant to all underprivileged schools around the world. This book will be useful to undergraduate and postgraduate students of education in general and education leadership, management and administration facilitators in particular, as well as academics, policy makers, school managers and teachers.

Binding: Hardcover
Binding: e-Book

ISBN: 978-1-53613-061-4
ISBN: 978-1-53613-062-1

Price: $160.00
Price: $160.00


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Progress in Education. Volume 50

Editor: Roberta V. Nata

Series: Progress in Education

Publication Date: January 29, 2018

Book Description:
In Progress in Education. Volume 50, the authors present connectivity as a value that presents a numerical increase in the measure that leads to significant, transversal and related learning between the three dimensions analyzed. From these data alongside quotient positivity/negativity, learning dynamics can be characterized. The following chapter deals with the attitude of teachers towards inclusion and identifies several beliefs that are central to an inclusive mindset. Important theoretical constructs such as like self-efficacy, implicit theories of intelligence, and different models of disability are introduced, and their empirical significance in the context of inclusive education is discussed. Another study is included which explored older adults' motivations for and the benefits of participating in cooperative learning groups. Qualitative focus group discussions were held with 13 cooperative learning groups and a total of 93 older adults. The results indicated that the motivations behind participating in cooperative learning groups included curiosity, the desire to promote senior citizens learning camps, the desire to learn exercises, personal interests, the desire to leave the house, the desire to combat physical and mental deterioration, and recommendations from others. The authors present an integrated picture of resource distribution practices in the classroom setting. Rather than examining each resource distribution practice separately, the study conceptualizes all resource distribution practices as an interrelated system of evaluations structured along the dimensions of universalism. The authors set out to demonstrate to teachers, including trainee teachers, how they can use a set of virtual applications to teach the contents of any subject in order to promote an engagement in learning. Thus, they describe a study with trainee teachers to whom a set of apps were presented. During this research, the trainee teachers were taught how they could use these apps in their classes. This book includes a report on research conducted in four South African universities regarding the manner in which newly appointed lecturers join the pool of postgraduate research supervision teams and, most importantly, how interpersonal relations among newly appointed and long service lecturers play out regarding the universities’ access to government subsidies for research output. This book also focuses on the psychological outcome of integrating the learner-oriented approach in the second language learning process of engineering students of the Universitat Politècnica of València through synthesising second language learning and content objectives. Problematic texting in college students is also analyzed in order to determine its relationship to texting dependency and executive function. Moderate problematic texting participants showed the expected dependency on texting and showed deficits across a wide array of executive function indices.

Binding: Hardcover
Binding: e-Book

ISBN: 978-1-53613-292-2
ISBN: 978-1-53613-293-9

Price: $250.00
Price: $250.00