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“In this groundbreaking interdisciplinary study, Reshmi Dutta-Flanders examines the ways in which the linguistic deviations of non-native speakers inform and shape the writing of academic essays in English. By following the processes set out across this book, teachers and markers will be able to adopt more inclusive methods and provide feedback that is more relevant to the needs of individual students. The methodological framework that Dutta-Flanders puts forward is thus an important one that reveals the cultural, social and psychological aspects of secondary language use in an academic context.” —Joanne Pettitt, University of Kent, UK This book uses a linguistically and stylistically grounded analytical approach to written discourse to explain the patterns that appear when evaluating academic essays, and to explore the potential of ‘nativized’ linguistic tendencies as strategies in written communication. As 'linguistic behaviour', these strategies constitute a multinorm, and the author argues that comprehensive awareness of a written norm in a multilingual context is not about language rules for ironing out inequalities, but rather about varieties of linguistic practices that construct alternative strategies and patterns in written discourse. The book combines topics such as study skills, English as a Second Language and English for Academic Purposes, but grounds them within a World Englishes and syntactic paradigm, exploring why students write in a certain way due to their linguistic instincts, as well as helping students to see practical examples of what this means from the immediate perspective of sentence construction. It will be of interest to scholars of Education, Language and Linguistics, Study Skills, EAP and World Englishes, as well as students across disciplines who are encountering the academic essay as a form for the first time. Reshmi Dutta-Flanders is an Honorary Research Fellow at the University of Kent, UK.

Science --- Study methods --- Linguistics --- Literature --- schrijfvaardigheid --- linguïstiek --- leren --- literatuurwetenschap --- studievaardigheden --- Applied linguistics. --- Penmanship. --- Study Skills. --- Philology. --- Applied Linguistics. --- Writing Skills. --- Study and Learning Skills. --- Languages. --- Study skills.

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This book offers pedagogic and governance foundations and guidelines for systemic education. It provides an overall systems-based picture of what formal education should be about, and of how things should be carried out in practice, in order to empower students – and teachers – for success in life. It transcends traditional disciplinary education, showing how systemic, praxis immersive, convergence education (SPICE) produces graduates who know how to think outside the box and excel in practical real-life situations. Drawing on philosophy, cognition, and the latest developments in neuroscience, the book calls for systemic pedagogical frameworks that allow for different curricula to be coherently and efficiently designed, and consistently and systematically deployed across different disciplines and various grade levels in the context of mind-and-brain based experiential learning ecologies. This volume is a major design and practice reference for school teachers, university professors, graduate students, along with interested educators, educationists, and stakeholders in various sectors of society.

Philosophy --- Study methods --- Curriculum development --- Teaching --- onderwijsfilosofie --- curriculumontwikkeling --- leren --- studievaardigheden --- Education—Curricula. --- Study Skills. --- Education—Philosophy. --- Curriculum Studies. --- Study and Learning Skills. --- Educational Philosophy. --- Study Skills --- Education --- Study Aids --- Ensenyament --- Currículums (Ensenyament) --- Mètodes d'estudi --- Aprenentatge cognitiu --- Study skills. --- Ensenyament.

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This edited volume brings together innovative research in the field of Science Education, fostering scientific citizenship in an uncertain world. The nineteen chapters presented in this book address diverse topics, and research approaches carried out in various contexts and settings worldwide, contributing to improving and updating knowledge on science education. The book consists of selected high-quality studies presented at the 14th European Science Education Research Association (ESERA) Conference, held online (due to the Covid-19 pandemic) by the University of Minho, Portugal, between August 30th and September 3rd, 2021. Being of great relevance in contemporary science education, this book stimulates reflection on different approaches to enhance a deeper understanding of how better prepare the coming generations, which is of great interest to science education researchers and science teachers.

Study methods --- Didactics of sciences --- HO (hoger onderwijs) --- leren --- wetenschappen --- studievaardigheden --- Science—Study and teaching. --- Study skills. --- Citizenship—Study and teaching. --- Science Education. --- Study and Learning Skills. --- Citizenship Education.

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This edited volume explores current practices in African higher education during and post the global pandemic. It fills a gap in the existing literature by focusing on student engagement and online learning in South Africa and examines how pandemic restrictions amplified pre-existing inequalities within the higher education sector. The book is divided into 3 sections: The first section discusses various methods of instruction and the use of online tools for facilitating learning; succeeded by a section focusing on the resource implications of moving to online learning platforms from a social justice perspective; and finally the last section considers issues and concerns about online assessments and quality assurance. Drawing on lessons from the experiences of South African educators and students during the pandemic, this book provides a knowledge base essential for the effective management of online teaching and learning in Africa. It is intended for academic stakeholders, to develop and engender an improved higher education climate.

Study methods --- Computer assisted instruction --- Audiovisual methods --- Higher education --- HO (hoger onderwijs) --- onderwijstechnologie --- computerondersteund onderwijs --- leren --- studievaardigheden --- Education, Higher. --- Study Skills. --- Educational technology. --- Higher Education. --- Study and Learning Skills. --- Digital Education and Educational Technology. --- Study skills.

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This book opens the case on collaboration among mathematicians and mathematics educators. The authors of this book provide their research and experience based insights on collaboration to inspire the young generation of the mathematics community to engage in productive collaborations and exchange of knowledge early in their careers. These valuable collaborations are anticipated to generate innovative research questions that set new and novel paths for mathematics education research with ample possibilities yet to be realized and discovered.

Study methods --- Teacher education. Teacher's profession --- Teaching --- Didactics of mathematics --- Mathematics --- History --- didactiek --- geschiedenis --- onderwijs --- opvoeding --- leren --- wiskunde --- lerarenopleiding --- studievaardigheden --- lesgeven --- Mathematics. --- History. --- Education. --- Teachers --- Study skills. --- Mathematics Education. --- History of Mathematical Sciences. --- Teaching and Teacher Education. --- Study and Learning Skills. --- Ensenyament de la matemàtica --- Formació del professorat --- Study and teaching. --- Training of.