{"title":"Education","description":"","products":[{"product_id":"decolonisation-in-universities-by-jansen-jd-ed","title":"Decolonisation in Universities by Jansen, JD ed","description":"\u003cp\u003eISBN 9781776143351\u003c\/p\u003e\n\u003cp\u003ePublisher: Wits University Press 2019\u003c\/p\u003e\n\u003cp\u003e298 pages\u003c\/p\u003e\n\u003cp\u003eSoft cover\u003c\/p\u003e\n\u003cp\u003e\u003cspan\u003eShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curricula of century-old universities. \u003c\/span\u003e\u003cem\u003eDecolonisation in Universities\u003c\/em\u003e\u003cspan\u003e is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.\u003c\/span\u003e\u003c\/p\u003e","brand":"Wits University Press","offers":[{"title":"Default Title","offer_id":33431568842884,"sku":"","price":380.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781776143351.jpg?v=1587116095"},{"product_id":"the-school-of-orienta-and-african-studies","title":"The school of Oriental and African studies by Ian Brown","description":"\u003cp\u003eISBN: 9781316615966\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, 2016\u003c\/p\u003e\n\u003cp\u003eSoft Cover, 335 pages\u003c\/p\u003e\n\u003cp\u003e\u003cspan\u003eThe School of Oriental and African Studies, a college of the University of London, was established in 1916 principally to train the colonial administrators who ran the British Empire in the languages of Asia and Africa. It was founded, that is, with an explicitly imperial purpose. Yet the School would come to transcend this function to become a world centre of scholarship and learning, in many important ways challenging that imperial origin. Drawing on the School's own extensive administrative records, on interviews with current and past staff, and on the records of government departments, Ian Brown explores the work of the School over its first century. He considers the expansion in the School's configuration of studies from the initial focus on languages, its changing relationships with government, and the major contributions that have been made by the School to scholarly and public understandings of Asia, Africa, and the Middle East.\u003c\/span\u003e\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":37182066360482,"sku":"","price":250.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/download_14.jpg?v=1607072228"},{"product_id":"managing-curricular-innovation-by-nova-markee","title":"Managing Curricular Innovation by Nova Markee","description":"\u003cp\u003eISBN: \u003cspan data-mce-fragment=\"1\"\u003e9780521555241\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan data-mce-fragment=\"1\"\u003eCambridge University Press, 1997\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan data-mce-fragment=\"1\"\u003eSoft Cover, 240 pages\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan data-mce-fragment=\"1\"\u003eThis book provides a comprehensive overview of instituting change in language education programs. The paperback edition provides a comprehensive overview of the theory and practice of instituting change in language education programs. It offers a theoretical framework, a detailed case study, and nine principles for the management of educational innovation. The conclusion reached will be of the educational interest to language teachers, researcher, teacher educators, and program administrators.\u003c\/span\u003e\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":37182549524642,"sku":"","price":220.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9780521555241.jpg?v=1607076301"},{"product_id":"education-studies-2nd-edition-by-kai-horsthemke","title":"Education Studies 2nd Edition by  Kai Horsthemke","description":"\u003cp\u003eISBN: \u003cspan data-mce-fragment=\"1\"\u003e9780190412906\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan data-mce-fragment=\"1\"\u003eOxford University Press Southern Africa, Oxford University Press Southern Africa\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan data-mce-fragment=\"1\"\u003eSoft Cover, 576 pages\u003c\/span\u003e\u003c\/p\u003e\n\u003cdiv id=\"synopsis\"\u003e\n\u003cdiv id=\"synopsis-window\"\u003e\n\u003cdiv class=\"sa\" dir=\"ltr\" id=\"synopsistext\"\u003eEducation studies: History, Sociology, Philosophy addresses the study of education and its foundations. It is the first textbook in South Africa that introduces education students to the scholarly fields of education.\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\u003ch2 data-mce-fragment=\"1\"\u003e\u003cbr\u003e\u003c\/h2\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":39723096015010,"sku":"","price":665.0,"currency_code":"ZAR","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/preview.hhxm-3214-g040.0.photo.0190412909.jpg?v=1618841323"},{"product_id":"dismantling-race-in-higher-education-racism-whiteness-and-decolonising-the-academy-by-jason-arday","title":"Dismantling Race in Higher Education : Racism, Whiteness and Decolonising the Academy by Jason Arday","description":"\u003cp\u003eISBN: 9783319602608\u003c\/p\u003e\n\u003cp\u003eSpringer International Publishing AG, 19 September 2018\u003c\/p\u003e\n\u003cp\u003eSoft cover, 396 pages\u003c\/p\u003e\n\u003cp\u003eThis book reveals the roots of structural racism that limit social mobility and equality within Britain for Black and ethnicised students and academics in its inherently white Higher Education institutions. It brings together both established and emerging scholars in the fields of Race and Education to explore what institutional racism in British Higher Education looks like in colour-blind 'post-race' times, when racism is deemed to be 'off the political agenda'. Keeping pace with our rapidly changing global universities, this edited collection asks difficult and challenging questions, including why black academics leave the system; why the curriculum is still white; how elite universities reproduce race privilege; and how Black, Muslim and Gypsy traveller students are disadvantaged and excluded.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eThe book also discusses why British racial equality legislation has failed to address racism, and explores what the Black student movement is doing about this. As the authors powerfully argue, it is only by dismantling the invisible architecture of post-colonial white privilege that the 21st century struggle for a truly decolonised academy can begin. This collection will be essential reading for students and academics working in the fields of Education, Sociology, and Race.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":39939136815266,"sku":"","price":998.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9783319602608.jpg?v=1621424541"},{"product_id":"9780521135870","title":"The Dyslexia Debate by Elliott, Julian G.","description":"\u003cp\u003eISBN: 9780521135870\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 31 August 2018\u003c\/p\u003e\n\u003cp\u003ePaperback | 285 pages \u003c\/p\u003e\n\u003cp\u003eThe Dyslexia Debate examines how we use the term 'dyslexia' and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds little value. In fact, our problematic interpretation of the term could prove to be a major disservice to many children with difficulties learning to read. This book outlines in detail the diverse ways in which reading problems have been conceptualized and operationalized. Elliott and Grigorenko consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682559078562,"sku":"","price":290.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9780521135870.jpg?v=1631698539"},{"product_id":"9780521315159","title":"An Education of Value : The Purposes and Practices of Schools by Lazerson, Marvin","description":"\u003cp\u003eISBN: 9780521315159\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 10 December 2005\u003c\/p\u003e\n\u003cp\u003ePaperback | 160 pages \u003c\/p\u003e\n\u003cp\u003eAn Education of Value is about the problems involved in reforming American schools - in the past and in the decades to come. The authors consider the historical, political, and philosophical tensions between the perennial twin goals of American education: equality and excellence. They discuss the necessary preconditions for enduring progress: enhancing the conditions of teaching, improving the education and re-education of teachers, rethinking the curriculum, developing learning through the use of computers, and strengthening the leadership of schools. The issues raised in this book concern every modern society, and the authors' ideas will challenge a wide audience.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682564452514,"sku":"","price":350.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9780521315159.jpg?v=1631093577"},{"product_id":"9780521406031","title":"Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context by Tharp, Roland G.","description":"\u003cp\u003eISBN: 9780521406031\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 18 March 2002\u003c\/p\u003e\n\u003cp\u003ePaperback | 332 pages \u003c\/p\u003e\n\u003cp\u003eAddressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682564812962,"sku":"","price":360.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9780521406031.jpg?v=1631259716"},{"product_id":"9780521598309","title":"Educating Australia : Government, Economy and Citizen since 1960 by  Marginson, Simon","description":"\u003cp\u003eISBN: 9780521598309\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 12 November 1997\u003c\/p\u003e\n\u003cp\u003ePaperback | 304 pages \u003c\/p\u003e\n\u003cp\u003eThis book is the first comprehensive history of Australian education systems, programs and policies of the period since 1960. The narrative of changes in schooling, training and university life is placed in the context of changing policies and governments and evolving economic and social trends. The book draws on economic and sociological data, key texts and political events, anecdotes and a review of other analyses to build its rich picture of the role of education programs in the modernisation of Australian life. The book traces the shift from universal public provision to market systems, with the concomitant change in definitions of participation and equity. It examines the implications of this change for the labour market and the economy, in social policies and in cultural life. An important focus of the book is the discussion of the extension of citizenship through education.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682568089762,"sku":"","price":109.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9780521598309.jpg?v=1631871040"},{"product_id":"9781107001862","title":"Vygotsky in Perspective by Miller, Ronald","description":"\u003cp\u003eISBN: 9781107001862\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 16 May 2011\u003c\/p\u003e\n\u003cp\u003eHardback | 466 pages \u003c\/p\u003e\n\u003cp\u003eLev Vygotsky has acquired the status of one of the grand masters in psychology. Following the English translation and publication of his Collected Works there has been a new wave of interest in Vygotsky, accompanied by a burgeoning of secondary literature. Ronald Miller argues that Vygotsky is increasingly being 'read' and understood through secondary sources and that scholars have claimed Vygotsky as the foundational figure for their own theories, eliminating his most distinctive contributions and distorting his theories. Miller peels away the accumulated layers of commentary to provide a clearer understanding of how Vygotsky built and developed his arguments. In an in-depth analysis of the last three chapters of Vygotsky's book Thinking and Speech, Miller provides a critical interpretation of the core theoretical concepts that constitute Vygotsky's cultural-historical theory, including the development of concepts, mediation, the zone of proximal development, conscious awareness, inner speech, word meaning and consciousness.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682577887394,"sku":"","price":650.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107001862.jpg?v=1631690784"},{"product_id":"9781107028647","title":"Play, Learning, and Children's Development : Everyday Life in Families and Transition to School by Hedegaard, Mariane","description":"\u003cp\u003eISBN: 9781107028647\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, \u003cspan style=\"font-size: 0.875rem;\"\u003e18 July 2013\u003c\/span\u003e\u003cspan style=\"font-size: 0.875rem;\"\u003e \u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eHardback | 240 pages\u003c\/p\u003e\n\u003cp\u003eDescription\u003c\/p\u003e\n\u003cp\u003eThis book explores the dynamics in children's everyday lives as they move between school and the family, with particular consideration of how children's motives change in response to new challenges. Professors Mariane Hedegaard and Marilyn Fleer follow four children, two from Australia and two from Denmark, over a twelve-month period. Using these case studies, they show how children's everyday activities, play, and the demands of both family and educational contexts influence their learning and development. The authors contribute to a sociocultural theory formulation that includes the child's perspective in cultural historical contexts. Their approach yields insights that transcend specific nationalities, cultures, and socioeconomic situations. The analysis shows not just how children's family life shapes their experiences in school, but how schools influence and shape their lives at home.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682580213922,"sku":"","price":650.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107028647.jpg?v=1632910051"},{"product_id":"9781107557550","title":"From Classrooms to Conflict in Rwanda by King, Elisabeth","description":"\u003cp\u003eISBN: 9781107557550\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 06 August 2015\u003c\/p\u003e\n\u003cp\u003ePaperback | 226 pages \u003c\/p\u003e\n\u003cp\u003eThis book questions the conventional wisdom that education builds peace by exploring the ways in which ordinary schooling can contribute to intergroup conflict. Based on fieldwork and comparative historical analysis of Rwanda, it argues that from the colonial period to the genocide, schooling was a key instrument of the state in contributing to the construction, awareness, collectivization and inequality of ethnic groups in Rwanda - all factors that underlay conflict. The book further argues that today's post-genocide schools are dangerously replicating past trends. This book is the first to offer an in-depth study of education in Rwanda and to analyze its role in the genesis of conflict. The book demonstrates that to build peace, we cannot simply prescribe more education, but must understand who has access to schools, how schools are set up, and what and how they teach.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682602791074,"sku":"","price":350.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107557550.jpg?v=1631090995"},{"product_id":"9781107562301","title":"Social Class and Educational Inequality: The Impact of Parents and Schools by Siraj, Iram","description":"\u003cp\u003eISBN: 9781107562301\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 01 October 2015\u003c\/p\u003e\n\u003cp\u003ePaperback | 332 pages \u003c\/p\u003e\n\u003cp\u003eSocial class is often seen as an intractable barrier to success, yet a number of children from disadvantaged backgrounds still manage to show resilience and succeed against the odds. This book presents the findings from fifty Child and Family Case Studies (CFCS) conducted with 13-16 year olds. The authors look specifically at the roles that people and experiences - at home, in schools and in the wider community - have played in the learning life-courses of these children; how these factors have affected their achievement; and explanations and meanings given by respondents to the unique characteristics, experiences and events in their lives. Featuring the voices of real parents and children, and backed up by a decade of quantitative data, this is a compelling record that will help readers to understand the complex nature of social disadvantage and the interplay between risk and protective factors in homes and schools that can make for a transformational educational experience.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682603446434,"sku":"","price":360.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107562301_1.jpg?v=1631191152"},{"product_id":"9781107609457","title":"Learning and Teaching Primary Science by Fitzgerald, Angela","description":"\u003cp\u003eISBN: 9781107609457\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 10 June 2013\u003c\/p\u003e\n\u003cp\u003ePaperback | 320 pages \u003c\/p\u003e\n\u003cp\u003eLearning and Teaching Primary Science brings primary science to life through the stories and experiences of pre-service and practising teachers. It explores the roles of the teacher and the learner of science and examines major issues and challenges, including: engaging diverse learners, utilising technology, assessment and reporting, language and representation, and integration in the 'crowded curriculum'. Each chapter contains examples, activities and reflective questions to help readers create relevant and meaningful lesson plans. Dedicated chapters for the areas of chemistry, physics, biology and earth and environmental science will give confidence to those without a science background. Practical strategies and skills are underpinned by relevant theories and evidence-based research. Written by experts from Australia and New Zealand, Learning and Teaching Primary Science is an essential resource for those beginning their journey of teaching science in the primary school classroom.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682604462242,"sku":"","price":360.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107609457.jpg?v=1631093678"},{"product_id":"9781107618824","title":"Early Mathematical Explorations by Yelland, Nicola","description":"\u003cp\u003eISBN: 9781107618824\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 23 September 2016\u003c\/p\u003e\n\u003cp\u003e Paperback | 298 pages \u003c\/p\u003e\n\u003cp\u003eEarly Mathematical Explorations shows readers how to provide young children with rich mathematical learning environments and experiences. This book presents teachers with a sound theoretical framework to encourage children to become numerate in the twenty-first century. It shows that mathematical learning can occur in a variety of ways, including when children explore ideas through play, problem solving and problem posing; engage in a rich variety of multimodal learning experiences; pursue self-directed activities and cooperate with others; and make connections between ideas and experiences in their everyday worlds. Chapters 2 and 3 explore the ways in which mathematical understandings can be supported from birth to five years. Chapters 4-9 provide an overview of mathematics in the early primary years. The final chapters illustrate the contexts and connections that can be made in early mathematical learning. 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Although this approach has earned widespread recognition in the global scientific community, English-speaking educators remain relatively unfamiliar with its contemporary elaborations for practical application. Yuriy V. Karpov offers the first comprehensive English introduction to contemporary elaborations of Vygotsky's ideas and their practical applications from birth through adolescence. He demonstrates the advantages of the Vygotskian approach over both traditional and constructivist education. This volume will prove an invaluable resource for educators and students in teacher education programs, as well as for everyone interested in educational and developmental psychology.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682607870114,"sku":"","price":400.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107637498.jpg?v=1631091164"},{"product_id":"9781107637894","title":"Educational Leadership : Together Creating Ethical Learning Environments by Duignan, Patrick","description":"\u003cp\u003eISBN: 9781107637894\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 01 March 2017\u003c\/p\u003e\n\u003cp\u003ePaperback | 252 pages \u003c\/p\u003e\n\u003cp\u003eThe second edition of Educational Leadership: Together Creating Ethical Learning Environments is a groundbreaking work at the forefront of current research into the ethical challenges inherent to leadership. Patrick Duignan combines a new perspective of leadership as an influence relationship, with a collective ethic of responsibility. Educational Leadership draws together cutting-edge research, theory and best practice on learning, teaching and leadership to assist leaders and teachers to better understand contemporary educational challenges and respond to them wisely, creatively and effectively. This book is indispensable for all system and educational professionals engaged in policy-making, leadership development, leading learning in schools and those in academe responsible for programs aimed at the improvement of learning, teaching and leadership.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682608656546,"sku":"","price":275.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107637894.jpg?v=1631090856"},{"product_id":"9781108333696","title":"Health and Physical Education: Preparing Educators for the Future by Miller, Judith","description":"\u003cp\u003eISBN: 9781108333696\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 30 November 2018\u003c\/p\u003e\n\u003cp\u003ePaperback | 284 pages \u003c\/p\u003e\n\u003cp\u003eNow in its third edition, Health and Physical Education: Preparing Educators for the Future continues to provide a comprehensive overview of the theoretical underpinnings, knowledge, understanding and skills required to successfully teach health and physical education in Australia. Emphasising the importance of the development of movement competence and health literacy, the book brings together research, curriculum and pedagogy in the field. The hallmark of this edition is a strong 'future focus' approach. The text features a greater balance of early childhood, primary and secondary content and expanded coverage of health education across two chapters, and links closely to the Early Years Learning Framework and the Australian Curriculum: Health and Physical Education. Each chapter is framed by the five propositions of the Australian Curriculum: Health and Physical Education, and includes key terms, vignettes, activities and review questions suited to personal reflection and group work.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":40682611343522,"sku":"","price":620.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781108333696.jpg?v=1631090734"},{"product_id":"9781108717908","title":"Utilizing the Paleobiology Database to Provide Educational Opportunities for Undergraduates by Lockwood, Rowan","description":"\u003cp\u003eISBN: 9781108717908\u003c\/p\u003e\n\u003cp\u003eCambridge University Press | 31 December 2018\u003c\/p\u003e\n\u003cp\u003ePaperback | 75 pages \u003c\/p\u003e\n\u003cp\u003eIntegration of research experiences into the undergraduate classroom can result in increased recruitment, retention, and motivation of science students. 'Big data' science initiatives, such as the Paleobiology Database (PBDB), can provide inexpensive and accessible research opportunities. This Element provides an introduction to what the PBDB is, how to use it, how it can be deployed in introductory and advanced courses, and examples of how it has been used in undergraduate research. The PBDB aims to provide information on all fossil organisms, across the tree of life, around the world, and through all of geologic time. The PBDB Resource Page contains a range of PBDB tutorials and activities for use in physical geology, historical geology, paleontology, sedimentology, and stratigraphy courses. 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Technology in Social Work Education and Curriculum takes the mystery out of the online experience with practical information on using technology to enhance and enrich learning--but not at the expense of the \"human\" approach to social work. This unique book presents a variety of creative and interesting methods for incorporating technology that's affordable and user-friendly, and for developing online skills that won't become obsolete as computer hardware and software evolves.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","brand":"IH Pentz Booksellers","offers":[{"title":"Default Title","offer_id":41889351336098,"sku":"","price":128.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9780789029621.jpg?v=1648563171"},{"product_id":"9781928331001","title":"Doctoral Education in South Africa by Cloete, Nico","description":"\u003cp\u003eISBN: 9781928331001\u003c\/p\u003e\n\u003cp\u003eAfrican Minds, 01 January 2015\u003c\/p\u003e\n\u003cp\u003ePaperback, 296 pages\u003c\/p\u003e\n\u003cp\u003eWorldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy.\u003c\/p\u003e\n\u003cp\u003eThis book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. 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The papers in this book deal with matters pertaining to international and national trends in student affairs: academic development, access and retention, counseling, and material support for students coming from disadvantaged backgrounds. They are linked to national and international developments, as described in the first two papers. This publication will assist both young and experienced practitioners as they grow into their task of developing the students entrusted to them. All contributors are South Africans with a great deal of experience in student affairs, and all are committed to the advancement of student affairs in South Africa. 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Should scientists be mandated to engage with the public to facilitate better understanding of science? How can they best communicate their special knowledge to be intelligible? These and a plethora of related questions are being raised by researchers and politicians alike as they have become convinced that science and society need to draw nearer to one another.\u003c\/p\u003e\n\u003cp\u003eOnce the persuasion took hold that science should open up to the public and these questions were raised, it became clear that coming up with satisfactory answers would be a complex challenge. The inaccessibility of scientific language and methods, due to ever increasing specialisation, is at the base of its very success. Thus, translating specialised knowledge to become understandable, interesting and relevant to various publics creates particular perils. This is exacerbated by the ongoing disruption of the public discourse through the digitisation of communication platforms. For example, the availability of medical knowledge on the internet and the immense opportunities to inform oneself about health risks via social media are undermined by the manipulable nature of this technology that does not allow its users to distinguish between credible content and misinformation.\u003c\/p\u003e\n\u003cp\u003eIn countries around the world, scientists, policy-makers and the public have high hopes for science communication: that it may elevate its populations educationally, that it may raise the level of sound decision-making for people in their daily lives, and that it may contribute to innovation and economic well-being. 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A potent mix of increasing expectations, limited resources, tensions between competition and cooperation, and the need for evidence-based funding is creating major change in how science is conducted and perceived. Amidst this ‘perfect storm' is the allure of ‘research excellence', a concept that drives decisions made by universities and funders, and defines scientists' research strategies and career trajectories. But what is ‘excellent' science? And how to recognise it? After decades of inquiry and debate there is still no satisfactory answer. Are we asking the wrong question? Is reality more complex, and ‘excellence in science' more elusive, than many are willing to admit? And how should excellence be defined in different parts of the world, particularly in lower-income countries of the ‘Global South' where science is expected to contribute to pressing development issues, despite often scarce resources? Many wonder whether the Global South is importing, with or without consenting, the flawed tools for research evaluation from North America and Europe that are not fit for purpose. � This book takes a critical view of these issues, touching on conceptual issues and practical problems that inevitably emerge when ‘excellence' is at the center of science systems. Emerging from the capacity-building work of the Science Granting Councils Initiative in sub-Saharan Africa, it speaks to scholars, as well as to managers and funders of research around the world. 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In the context of higher education, many universities and academics are seeking new insights that can shift our dependence on ways of living that rely on the exploitation of so many and the degradation of so much of our planet.\u003c\/p\u003e\n\u003cp\u003eThis is the vision that drives SANORD and many of the researchers and institutions within its network. Although much of the research is on a relatively small scale, the vision is steadily gaining momentum, forging dynamic collaborations and pathways to new knowledge.\u003c\/p\u003e\n\u003cp\u003eThe contributors to this book cover a variety of subject areas and offer fresh insights about chronically under-researched parts of the world. Others document and critically reflect on innovative approaches to cross-continental teaching and research collaborations. 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Boundaries of the Educational Imagination develops the educational imagination by answering six questions: What happens when we expand continuously outwards from one school to all the schools of the world?; What happens if we go inside a school and explore how its material equipment has changed over the past 300 years?; What is the smallest educational unit in our brain and how does it allow an almost infinite expansion of knowledge?; What is the highest level of individual development we can teach students to aspire towards?; What role does education play in a world that is producing more and more complex knowledge increasingly quickly?; How do small knowledge elements combine to produce increasingly complex knowledge forms? Each question goes on a journey towards limit points in education so that educational processes can be placed within a bigger framework that allows new possibilities, fresh options and more critical engagement. 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Reviews of the previous volume, 1981-2014 suggested that it contributed significantly to a better understanding of the stringent demands of visionary and transformative leadership required by university leaders in the fastchanging and increasingly complex public higher education sector.\u003c\/p\u003e\n\u003cp\u003eThis volume is based on comprehensive interviews with former student leaders, each of whom provided a personal account in their own words of their experience in the position of student leadership. The interviewees are from different backgrounds and of diverse political persuasions. The book is important for current and future leaders of higher education institutions as it provides insights into the thinking, aspirations, desires, fears and modus operandi of student leaders. 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The book offers deep insights into the ways in which public higher education is both a private and public good, and it provides significant conclusions pertinent to anyone who works in - and cares about - universities.\u003c\/p\u003e","brand":"IH PENTZ BOOKSELLERS","offers":[{"title":"Default Title","offer_id":42004671398050,"sku":"","price":200.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781928331698.jpg?v=1649666793"},{"product_id":"reflections-of-south-african-university-leaders-1981-to-2014","title":"Reflections of South African University Leaders : 1981 to 2014","description":"\u003cp\u003eISBN: 9781928331094\u003c\/p\u003e\n\u003cp\u003e\u003cspan itemprop=\"name\"\u003eAfrican Minds, 18 March 2016\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan itemprop=\"name\"\u003ePaperback | 200 pages\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan itemprop=\"name\"\u003eMuch has been written about the ever-growing demands on university leadership worldwide in the face of increasingly complex changes and challenges from within the academy and beyond. However, as we are reminded by Johan Muller in the Introduction to this book, \"there are particular features of time and place that also throw up unique problems\". It is precisely 'time and place' that make this set of reflections by university leaders quite remarkable and distinguishes it from the many biographies to be found in the literature on higher education leadership. ... In the main, this collection spans two decades, the 1990s and 2000s, of unprecedented levels of change in South African higher education. Leaders in universities, as well as those responsible for higher education policy in the government and associated statutory bodies, had no neat script to work off, nor 'manuals' or prescripts of 'good' leadership or practice. 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The message here is consistently one of needing to be completely open with academics, the importance of maintaining the distinction between 'collegial' and 'executive' management (avoiding 'managerialism'), and the critical importance of winning and holding their trust. The inspiration for this collection arose in late 2013 in the Council on Higher Education's (CHE) Monitoring and Evaluation Directorate, the directorate responsible for conducting research on the higher education landscape and monitoring the state of the sector. They noted that conditions besetting universities had grown increasingly complex, both globally but more especially locally, and the question arose - how had this altered the challenges to university leadership over the period between the new political dispensation and the second decade of the new millennium? More particularly, how had leaders with a proven track record of visionary and strong leadership during this period faced these challenges? How did they see the main changes that needed dealing with? What challenges did these changes pose and how were they successfully overcome? What did they think, looking back, were the main constituents of successful leadership and management? What wisdom could be distilled for posterity? 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While accepting that these ideas are rooted in a longer history, the authors reveal how neoliberalism has transformed the university sector and the academic profession. In particular, they focus on how understandings of what knowledge is relevant, and how this is decided, have changed.\u003cbr\u003e\u003cbr\u003eTaken as a whole, reforms have sought to reorient universities and academics towards economic development in various ways. Shifts in how institutions and academics achieve recognition and status, combined with the flow of public funds away from the universities and the increasing privatisation of educational services, are steadily downgrading the value of public higher education. As research universities adopt user- and market-oriented operating models, and prioritise the demands of the corporate sector in their research agendas, the sale of intellectual property is increasingly becoming a primary criterion for determining the relevance of academic knowledge. 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Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems.\u003cbr\u003e\u003cbr\u003eTeaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices in ways that support a call for quality education in support of ecological and social justice and sustainability.\u003cbr\u003e\u003cbr\u003eThe chapters evolve from a ten-year research programme led out of the DSI\/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role.\u003cbr\u003e\u003cbr\u003eTeaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.\u003c\/span\u003e\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42066087215266,"sku":"","price":250.0,"currency_code":"ZAR","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781928502241.jpg?v=1650628167"},{"product_id":"9780801891618","title":"Policy and Performance in American Higher Education: An Examination of Cases across State Systems by Jr., Richard Richardson","description":"\u003cp\u003eISBN: \"9780801891618\u003c\/p\u003e\n\u003cp\u003eJohns Hopkins University Press |  15 June 2009\u003c\/p\u003e\n\u003cp\u003eHardcover | 264 pages\u003c\/p\u003e\n\u003cp\u003ePolicy and Performance in American Higher Education presents a new approach to understanding how public policy influences institutional performance, with practical insight for those charged with crafting and implementing higher education policy.\u003c\/p\u003e\n\u003cp\u003ePublic institutions of higher learning are called upon by state governments to provide educational access and opportunity for students. Paradoxically, the education policies enacted by state legislatures are often complex and costly to implement, which can ultimately detract from that mission. Richard Richardson, Jr., and Mario Martinez evaluate the higher education systems of five states to explain how these policies are developed and how they affect the performance of individual institutions.\u003c\/p\u003e\n\u003cp\u003eThe authors compare the higher education systems of New Mexico, California, South Dakota, New York, and New Jersey and describe the difficulty of enforcing state policies amid increasing demands for greater efficiency and accountability. In the process they identify the \"rules in use\"―rules that are central to the coherence and performance of higher education systems―that administrators apply to meet organizational goals within the constraints of changing, sometimes conflicting federal and state policies.\u003c\/p\u003e\n\u003cp\u003eIncorporating rich data from seven years of observations, interviews, and research, Richardson and Martinez offer a clear comparative framework for understanding state higher education.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42454063841442,"sku":"","price":200.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9780801891618.jpg?v=1659944773"},{"product_id":"9781316640739","title":"Assessment for Teaching by Griffin, Patrick","description":"\u003cp\u003eISBN:\"9781316640739\u003c\/p\u003e\n\u003cp\u003eCambridge University Press ,30 October 2017\u003c\/p\u003e\n\u003cp\u003ePaperback, 340 pages\u003c\/p\u003e\n\u003cp\u003eGrounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment which aims to improve student outcomes through targeted teaching interventions. Thoroughly revised and updated to include the latest research, this edition features expanded content on collaborative teaching, competence assessment, learning and assessment and self-regulated teaching and learning. Each chapter features learning objectives, reflective questions, an extended exercise to link course content with classroom practice, and end-of-chapter rubrics which help readers assess their own understanding and learning. Written by a team of experts from the Assessment Research Centre at the University of Melbourne, Assessment for Teaching is an essential resource for both preservice teachers and inservice teachers.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e Grounded in contemporary, evidence-based research, Assessment for Teaching provides a comprehensive introduction to assessment and teaching in school settings.\u003c\/p\u003e\n\u003cp\u003eAbout the Author\u003cbr\u003e Patrick Griffin held the Chair of Education (Assessment) at the University of Melbourne and was Associate Dean of the Melbourne Graduate School of Education and Director of the Assessment Research Centre in the Graduate School until his recent retirement. He led the global Assessment and Teaching 21st-Century Skills Project, run by the Assessment Research Centre, and was also Director of the Centre's Assessment and Learning Partnerships Project, on which the advice of this book is based. He has published widely on assessment and evaluation topics, including competency, language proficiency, industrial literacy, school literacy, numeracy profile development, portfolio assessment, and online assessment and calibration.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42732934037666,"sku":"","price":300.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781316640739.jpg?v=1665756228"},{"product_id":"9781107548701","title":"Science for Children by Fleer, Marilyn","description":"\u003cp\u003eISBN:\"9781107548701\u003c\/p\u003e\n\u003cp\u003eCambridge University Press ,12 November 2015 \u003c\/p\u003e\n\u003cp\u003ePaperback, 360 pages\u003c\/p\u003e\n\u003cp\u003eScience for Children introduces readers to the pedagogy of primary and early childhood science education. The book pays special attention to the three strands of science, in accordance with the Australian Curriculum. It also uses the practice principles and learning outcomes of the national Early Years Learning Framework to present content for babies through to the transition into the Foundation year at school. Science for Children explores various approaches to teaching and learning in science. It covers inquiry approaches in detail; makes explicit links to the 5Es; critiques longstanding approaches, such as discovery approaches and a transmission approach; and explores Indigenous perspectives and a Vygotskian framework. This allows the reader to make informed choices about when to use a particular approach in primary classrooms and early childhood settings. Designed to prepare future educators for practice, Science for Children challenges students and offers practical classroom-based strategies for their science teaching careers.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e Designed to prepare future educators for practice, this text challenges students and offers practical classroom-based strategies for their teaching careers.\u003c\/p\u003e\n\u003cp\u003eAbout the Author\u003cbr\u003e Marilyn Fleer is the Foundation Chair of Early Childhood Education at Monash University, Victoria.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42732934201506,"sku":"","price":250.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107548701.jpg?v=1665755173"},{"product_id":"9781107626577","title":"The Cambridge Handbook of the Learning Sciences (Cambridge Handbooks in Psychology) by Sawyer, R. Keith","description":"\u003cp\u003eISBN:\"9781107626577\u003c\/p\u003e\n\u003cp\u003eCambridge University Press ,17 November 2014\u003c\/p\u003e\n\u003cp\u003ePaperback 800 pages \u003c\/p\u003e\n\u003cp\u003eThe interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences, first published in 2006, is the definitive introduction to this innovative approach to teaching, learning, and educational technology. In this dramatically revised second edition, leading scholars incorporate the latest research to provide practical advice on a wide range of issues. The authors address the best ways to write textbooks, design educational software, prepare effective teachers, organize classrooms, and use the Internet to enhance student learning. They illustrate the importance of creating productive learning environments both inside and outside school, including after school clubs, libraries, and museums. Accessible and engaging, the Handbook has proven to be an essential resource for graduate students, researchers, teachers, administrators, consultants, software designers, and policy makers on a global scale.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eReview\u003cbr\u003e \"The first edition of this Handbook was outstanding. This second edition is even more inclusive and up to date, with a choice of chapters that nicely complement one another and are written with unusual clarity. I see this as a must-read that will help all of us interested in the learning sciences move toward new levels of synthesis and application, and discover previously hidden pathways toward exciting new research issues. We owe the editor and authors a great debt of thanks for their outstanding work.\" \u003cbr\u003e John D. Bransford, Shauna C. Larson Professor of the Learning Sciences at the University of Washington, Emeritus\u003c\/p\u003e\n\u003cp\u003e\"The learning sciences is well exemplified in this very well-put-together book. There are excellent articles here about learning by argumentation, by collaboration, through projects, through cognitive apprenticeship, and in virtual words. This book demonstrates that learning scientists continue to make great progress on how learning works.\" \u003cbr\u003e Roger Schank, Professor Emeritus, Northwestern University, Illinois\u003c\/p\u003e\n\u003cp\u003e\"Too often, we educators teach in the ways that we have been taught, without regard to the research about how learning actually happens. This anthology is an invaluable contribution to a long overdue discussion about how best to 'reinvent' education for the twenty-first century.\" \u003cbr\u003e Tony Wagner, Harvard University, Massachusetts, author of The Global Achievement Gap and Creating Innovators\u003c\/p\u003e\n\u003cp\u003e\"In an academic landscape characterized by increasing specialization, the learning sciences stands out for its broad and interdisciplinary approach. In this highly readable and useful overview of the field, this outstanding group of authors demonstrates the power and promise of a field motivated not by the advance of a particular theory or paradigm but by a desire to understand and solve some of the most significant issues of our day - issues of education and learning in a socially and technologically complex world.\" \u003cbr\u003e James W. Stigler, University of California, Los Angeles\u003c\/p\u003e\n\u003cp\u003e\"This is a deeply rich, comprehensive handbook of the learning sciences. The volume covers an impressive array of topics - from theoretical approaches to methodologies to concrete, implementable instructional techniques. I found it to be extremely informative and accessible. Without a doubt this handbook will be an indispensable and satisfying resource for students, researchers, teachers and experts.\" \u003cbr\u003e Mark McDaniel, Washington University, St Louis\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e This revised second edition of the Handbook incorporates the latest research to provide practical advice on effective teaching and learning.\u003c\/p\u003e\n\u003cp\u003eFrom the Back Cover\u003cbr\u003e \"The first edition of this handbook was outstanding. The second edition is even more inclusive and up to date, with a choice of chapters that nicely complement one another and are written with unusual clarity. This is a must-read for everyone who cares about education and learning.\" John Bransford, University of Washington, author of How People Learn\u003c\/p\u003e\n\u003cp\u003e\"The learning sciences is well exemplified in this very well-put-together book. There are excellent articles here about learning by argumentation, by collaboration, through projects, through cognitive apprenticeship, and in virtual worlds. This book demonstrates that learning scientists continue to make great progress on how learning works.\" Roger Schank, Northwestern University\u003c\/p\u003e\n\u003cp\u003e\"Too often, we educators teach in the ways that we have been taught, without regard to the research about how learning actually happens. This anthology is an invaluable contribution to a long overdue discussion about how best to 'reinvent' education for the 21st century.\" Tony Wagner, Harvard University, Author of The Global Achievement Gap and Creating Innovators\u003c\/p\u003e\n\u003cp\u003e\"In an academic landscape characterized by increasing specialization, the learning sciences stands out for its broad and interdisciplinary approach. In this highly readable and useful overview of the field, this outstanding group of authors demonstrates the power and promise of a field motivated not by the advance of a particular theory or paradigm but by a desire to understand and solve some of the most significant issues of our day - issues of education and learning in a socially and technologically complex world.\" James W. Stigler, UCLA, author of The Teaching Gap\u003c\/p\u003e\n\u003cp\u003e\"This is a deeply rich, comprehensive handbook of the learning sciences. The volume covers an impressive array of topics--from theoretical approaches to methodologies to concrete, implementable instructional techniques. I found it to be extremely informative and accessible. Without a doubt this handbook will be an indispensable and satisfying resource for students, researchers, teachers, and experts.\" Mark McDaniel, Washington University, co-author of Make It Stick: The Science of Successful Learning\u003c\/p\u003e\n\u003cp\u003eAbout the Author\u003cbr\u003e R. Keith Sawyer is Morgan Distinguished Professor in Educational Innovations at the University of North Carolina at Chapel Hill School of Education. He studies creativity, innovation, and learning, with a focus on collaborating groups and teams. He is the author or editor of thirteen books, including Group Genius: The Creative Power of Collaboration (2007), Explaining Creativity: The Science of Human Innovation (2012) and Zig Zag: The Surprising Path to Greater Creativity (2013).\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42732934299810,"sku":"","price":320.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107626577.jpg?v=1665753859"},{"product_id":"9781107640221","title":"Play in the Early Years by Fleer, Marilyn","description":"\u003cp\u003eISBN:\"9781107640221\u003c\/p\u003e\n\u003cp\u003eCambridge University Press ,31 May 2013 \u003c\/p\u003e\n\u003cp\u003ePaperback 261 pages\u003c\/p\u003e\n\u003cp\u003eThe Early Years Learning Framework is a key component of the Australian Government's National Quality Framework for early childhood education and care. Play-based learning is an important focus in both the Framework and in early childhood education degrees at Australian universities. Play in the Early Years is a comprehensive study of pedagogy and play in early childhood education by a globally recognised leader in the field. Marilyn Fleer examines how play has been thought about across time, culture and institutions, including in childcare, family day care, schools and community groups. The book presents and analyses the latest research and theories about early childhood pedagogy and play. Vignettes and real-world examples help students connect theory to practice, while end-of-chapter glossaries help to consolidate understanding of key concepts and ideas. This is an accessible and engaging textbook that will be an invaluable resource for practitioners and undergraduate students of early childhood education.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e Provides an examination of the theory and practice of play-based learning, an important focus of the Early Years Learning Framework.\u003c\/p\u003e\n\u003cp\u003eAbout the Author\u003cbr\u003e Marilyn Fleer holds the Foundation Chair for Early Childhood Education at Monash University. Currently she is the Research Director, Faculty of Education, Peninsula Campus, Monash University. She is also the Research Leader for the Early Childhood Faculty Research Group. Marilyn has worked in education for 25 years. She began her career as an early childhood teacher. Later she was seconded to the Department of Education, Aboriginal Education Branch, as an advisor, later as a Curriculum Officer and finally as a Research Officer (shared with the University of Western Australia). In 1988 she took up an appointment as lecturer at the University of Canberra, remaining there until 2001 as Professor of Education. In 2002 she commenced her new position at Monash University as Professor of Early Childhood Education.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42732934332578,"sku":"","price":200.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107640221.jpg?v=1665755845"},{"product_id":"9781107624955","title":"Early Childhood Curriculum: Planning, Assessment, and Implementation by McLachlan, Claire","description":"\u003cp\u003eISBN:\"9781107624955\u003c\/p\u003e\n\u003cp\u003eCambridge University Press ,18 February 2013\u003c\/p\u003e\n\u003cp\u003ePaperback 241 pages\u003c\/p\u003e\n\u003cp\u003eThe second edition of Early Childhood Curriculum provides a comprehensive and lively introduction to curriculum theories, approaches and issues in early childhood settings. Drawing on contemporary research and case studies, the book employs a cultural-historical framework to illustrate a variety of approaches to early childhood education. In this new edition there is an up-to-date coverage of national curriculum documents, including the Early Years Framework and Te Whariki, a glossary of key terms and learning intentions at the beginning of each chapter. There is also an updated companion website at (www.cambridge.edu.au\/academic\/earlychildhood). In each chapter, hypothetical transcripts and real-world examples help bring theory to life. The book explores specific domain areas, including science and mathematics; literacy and language; information and communication technology; the arts; and health and well-being. Early Childhood Curriculum equips pre-service teachers with the practical skills and tools to promote young children's learning. It is an essential resource for pre-service teachers and practitioners alike.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e Provides a comprehensive introduction to curriculum theories, approaches and issues in early childhood settings.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42732934398114,"sku":"","price":360.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107624955.jpg?v=1665755913"},{"product_id":"9781107660632","title":"Making Sense of Mass Education by Tait, Gordon","description":"\u003cp\u003eISBN:\"9781107660632\u003c\/p\u003e\n\u003cp\u003eCambridge University Press ,24 December 2012\u003c\/p\u003e\n\u003cp\u003ePaperback 313 pages\u003c\/p\u003e\n\u003cp\u003eMaking Sense of Mass Education provides a comprehensive analysis of the field of mass education. The book presents new assessment of traditional issues associated with education - class, race, gender, discrimination and equity - to dispel myths and assumptions about the classroom. It examines the complex relationship between the media, popular culture and schooling, and places the expectations surrounding the modern teacher within ethical, legal and historical contexts. The book blurs some of the disciplinary boundaries within the field of education, drawing upon sociology, cultural studies, history, philosophy, ethics and jurisprudence to provide stronger analyses. It is also accompanied by an extensive companion website which features teaching notes, discussion questions, vignettes and exercises. The book reframes the sociology of education as a complex mosaic of cultural practices, forces and innovations. Engaging and contemporary, it is an invaluable resource for teacher education students, and anyone interested in a better understanding of mass education.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e Provides comprehensive and accessible analysis of the field of mass education, assessing traditional issues and dispelling myths about the classroom.\u003c\/p\u003e\n\u003cp\u003eAbout the Author\u003cbr\u003e Gordon Tait has a background in Sociology and Physical Education. He teaches in the areas of: •the sociology and philosophy of education •education and the law. He has written books in the areas of: •cultural studies •sociology •criminology •philosophy. His recent research interests lie in the fields of: •applied philosophy and behaviour disorders •the sociology of death investigations •jurisprudence.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42732934430882,"sku":"","price":200.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107660632.jpg?v=1665755764"},{"product_id":"9781107644281","title":"New Learning: Elements of a Science of Education by Kalantzis, Mary","description":"\u003cp\u003eISBN:\"9781107644281\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, 23 July 2012\u003c\/p\u003e\n\u003cp\u003ePaperback, 368 pages\u003c\/p\u003e\n\u003cp\u003eIn the second edition of New Learning: Elements of a Science of Education, renowned authors Mary Kalantzis and Bill Cope explore the contemporary debates and challenges in education. In this time of dramatic social change, education represents significant possibilities and opportunities. Written in accessible and lively style, this book examines learners and their learning environments and considers how schools can prepare their students for the future. Featuring new classroom examples, case studies and excellent online resources at newlearningonline.com, this book strikes a balance between theoretical understandings and their practical applications. Fully revised and updated, the second edition and its companion website include greater coverage of educational psychology and cognitive science perspectives, the use of assessment in education and curriculum developments around the world. New Learning Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education.\u003c\/p\u003e\n\u003cp\u003eAbout the Author\u003cbr\u003e Mary Kalantzis is Dean of the College of Education at the University of Illinois at Urbana-Champaign, USA and formerly Dean of the Faculty of Education, Language and Community Services at RMIT University, Melbourne, Australia and President of the Australian Council of Deans of Education.\u003c\/p\u003e\n\u003cp\u003eBill Cope is Research Professor in the Department of Educational Policy Studies at the University of Illinois, Urbana-Champaign, USA and is Adjunct Professor in the Globalism Institute at RMIT University, Melbourne, Australia.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42732934496418,"sku":"","price":300.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107644281.jpg?v=1666341709"},{"product_id":"9781107671010","title":"Literacy in Early Childhood and Primary Education: Issues, Challenges, Solutions by McLachlan, Claire","description":"\u003cp\u003eISBN:\"9781107671010\u003c\/p\u003e\n\u003cp\u003eCambridge University Press,24 December 2012\u003c\/p\u003e\n\u003cp\u003ePaperback, 347 pages\u003c\/p\u003e\n\u003cp\u003eLiteracy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms, and then to senior primary and beyond. Reader-friendly and accessible, this book equips pre-service teachers with the theoretical underpinnings and practical strategies to teach literacy. It places the 'reading wars' firmly in the past as it examines contemporary research and practices. The book covers important topics such as assessment, multiliteracies, reading difficulties and diverse classrooms. Each chapter includes learning objectives, reflective questions and definitions of key terms to engage and assist readers. Written by an expert author team and featuring real world examples from literacy teachers and learners, the book will help pre-service teachers feel confident teaching literacy to diverse age groups and abilities.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e Provides a comprehensive, reader-friendly introduction to literacy teaching and learning, exploring both theoretical underpinnings and practical strategies.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42740382564514,"sku":"","price":400.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107671010.jpg?v=1666085440"},{"product_id":"9781107402195","title":"Literacies by Kalantzis, Mary","description":"\u003cp\u003eISBN: 9781107402195\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, 07 May 2012\u003c\/p\u003e\n\u003cp\u003ePaperback, 464 pages\u003c\/p\u003e\n\u003cp\u003eWith the rise of new technologies and media, the way we communicate is rapidly changing. Literacies provides a comprehensive introduction to literacy pedagogy within today's new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. This focus is designed to supplement, not replace, the enduringly important role of alphabetical literacy. Using real-world examples and illustrations, Literacies features the experiences of both teachers and students. It maps a range of methods that teachers can use to help their students develop their capacities to read, write and communicate. It also explores the wide range of literacies and the diversity of socio-cultural settings in today's workplace, public and community settings. With an emphasis on the 'how-to' practicalities of designing literacy learning experiences and assessing learner outcomes, this book is a contemporary and in-depth resource for literacy students.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e An introduction to literacy pedagogy within today's new media environment.\u003c\/p\u003e\n\u003cp\u003eAbout the Author\u003cbr\u003e Mary Kalantzis is Dean of the College of Education at the University of Illinois.\u003c\/p\u003e\n\u003cp\u003eBill Cope is a Research Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42740383908002,"sku":"","price":200.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107402195.jpg?v=1666082862"},{"product_id":"9781108401302","title":"The Cambridge Handbook of Cognition and Education by (Editor), Katherine A. Rawson","description":"\u003cp\u003eISBN:9781108401302\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, 28 March 2019\u003c\/p\u003e\n\u003cp\u003ePaperback, 748 PAGES\u003c\/p\u003e\n\u003cp\u003eThis Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eReview\u003cbr\u003e 'What does cognitive psychology have to offer for those who want to make instruction and education more effective? This Handbook provides expert and up-to-date analyses of the many strands in this complex interdisciplinary field. Edited by two of the most dynamic and respected researchers working in the area, the Handbook should be very useful for those working in this burgeoning field and for those hoping to join the field.' Hal Pashler, University of California, San Diego\u003c\/p\u003e\n\u003cp\u003e'Cognitive factors are critical in determining the effectiveness of our teaching. With a stellar cast of researchers within its pages, The Cambridge Handbook of Cognition and Education edited by Dunlosky and Rawson, two leaders in our field, provides comprehensive coverage. This Handbook will remain current for many years. It deserves pride of place in any library committed to educational excellence.' John Sweller, Emeritus Professor of Educational Psychology, University of New South Wales, Australia\u003c\/p\u003e\n\u003cp\u003e'This volume imparts a magnificent overview of current research on many topics bridging between cognitive psychology and education. The chapters provide authoritative summaries of central issues written by leaders in the field. The book will be of great interest to researchers and educators - and should be widely read.' Henry L. Roediger, III, James S. McDonnell Distinguished University Professor, Washington University, St Louis\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e Leading scientists reveal how to improve instruction and student achievement across multiple domains, including science, mathematics, reading, and writing.\u003c\/p\u003e\n\u003cp\u003eAbout the Author\u003cbr\u003e John Dunlosky is a Professor of Psychology in the Department of Psychological Sciences and Director of the Science of Learning and Education Center at Kent State University, Ohio. He received the Distinguished Scholar Award in 2010 from Kent State University and is a founder of the International Association for Metacognition.\u003c\/p\u003e\n\u003cp\u003eKatherine A. Rawson is a Professor of Psychology in the Department of Psychological Sciences at Kent State University, Ohio. She has received numerous awards for her research, including the US Presidential Early Career Award for Scientists and Engineers, the Outstanding Research and Scholarship Award from Kent State University, Ohio, and the Outstanding Early Career Award from the Psychonomic Society.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42746669334690,"sku":"","price":500.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781108401302.jpg?v=1666358217"},{"product_id":"9781316630792","title":"The Cambridge Handbook of Motivation and Learning by Renninger, K. Ann","description":"\u003cp\u003eISBN:9781316630792\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, 01 January 2019\u003c\/p\u003e\n\u003cp\u003ePaperback, 822 PAGES\u003c\/p\u003e\n\u003cp\u003eWritten by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and\/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42746669891746,"sku":"","price":400.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781316630792.jpg?v=1666360560"},{"product_id":"9781107583177","title":"Adaptive Technologies for Training and Education by (Editor), Alan M. Lesgold","description":"\u003cp\u003eISBN:9781107583177\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, 15 October 2015\u003c\/p\u003e\n\u003cp\u003ePaperback, 380 PAGES\u003c\/p\u003e\n\u003cp\u003eThis edited volume provides an overview of the latest advancements in adaptive training technology. Intelligent tutoring has been deployed for well-defined and relatively static educational domains such as algebra and geometry. However, this adaptive approach to computer-based training has yet to come into wider usage for domains that are less well defined or where student-system interactions are less structured, such as during scenario-based simulation and immersive serious games. In order to address how to expand the reach of adaptive training technology to these domains, leading experts in the field present their work in areas such as student modeling, pedagogical strategy, knowledge assessment, natural language processing, and virtual human agents. Several approaches to designing adaptive technology are discussed for both traditional educational settings and professional training domains. This book will appeal to anyone concerned with educational and training technology at a professional level, including researchers, training systems developers, and designers.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eReview\u003cbr\u003e \"The book is invaluable, interesting, and relatively easy to read. It combines ideas we have studied for decades with applications that are emerging daily. The book is highly recommended.\" \u003cbr\u003e G. Abramson, Computing Reviews\u003c\/p\u003e\n\u003cp\u003e\"Durlach and Lesgold's informative, significant, and (you read it here) highly recommended book covers adaptive instructional technologies that adjust instruction to the needs, abilities, knowlede, skills, interests, aspirations, etc of individual learners.\" \u003cbr\u003e J.D. Fletcher, Educational Technology\u003c\/p\u003e\n\u003cp\u003e\"This is a very good book. It should be required reading for all of us who wished that instructional psychology could effectively use the numerous affordances provided by computers and computer science. Every chapter is worth reading since it demonstrates that the gap between the affordances provided by computers and computer science and our ability to use these in instructional contexts is narrowing.\" \u003cbr\u003e Sigmund Tobias, Educational Research journal\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e The purpose of this volume is to provide an overview of the latest advancements in computer-based training.\u003c\/p\u003e\n\u003cp\u003eAbout the Author\u003cbr\u003e Paula Durlach is a research psychologist at the US Army Research Institute for the Behavioral Social Sciences. After receiving her PhD in Experimental Psychology from Yale University in 1983, she held Fellowship positions at the University of Pennsylvania and the University of Cambridge. From 1987 to 1994, she was an Assistant Professor of Psychology at McMaster University and went on to lead the exploratory consumer science team at Unilever Research Colworth Laboratory in the UK. Dr Durlach has received recognition for her work in experimental psychology and cognitive science at the Army Science Conference and from the Department of Army Research and Development. She has recently published her research in the International Journal of Artificial Intelligence in Education, Military Psychology and Human-Computer Interaction.\u003c\/p\u003e\n\u003cp\u003eAlan Lesgold is Professor and Dean of the School of Education at the University of Pittsburgh and Professor of Psychology and Intelligent Systems. He received his PhD in Psychology from Stanford University, California in 1971 and holds an honorary doctorate from the Open University of the Netherlands. In 2001, he received the APA award for distinguished contributions in the application of psychology to education and training and was also awarded the Educom Medal. Dr Lesgold is a Lifetime National Associate of the National Research Council and was appointed by Pennsylvania Governor Edward Rendell as a member of the Governor's Commission on Preparing America's Teachers. He serves on the boards of A+ Schools and Youthworks and is chair of the National Research Council committee on adolescent and adult literacy.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42746675626146,"sku":"","price":200.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107583177.jpg?v=1666358041"},{"product_id":"9781107441187","title":"Teaching and Learning Strategies by Whitton, Diana","description":"\u003cp\u003eISBN:9781107441187\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, 17 September 2015\u003c\/p\u003e\n\u003cp\u003ePaperback, 216 PAGES\u003c\/p\u003e\n\u003cp\u003eTeaching and Learning Strategies is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons are effective and lead to successful outcomes. The text outlines a variety of teaching strategies that can be used to facilitate classroom learning and engagement. Strategies and methods covered include discovery learning, experiments, demonstrations, the use of questioning, the facilitation of discussion and the effective provision of feedback. Teachers will be able to integrate the strategies in this book with any content area and any age group or activity level. 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Rethinking Heritage Language Education is an edited collection that brings together emerging and established researchers interested in the education field of Heritage Language Education to negotiate its concepts and practices, and investigate the correlation between culture and language from a pedagogic and cosmopolitical point of view. The scholars, who have contributed to the growth of Heritage Language Education as a discipline, reconsider and enrich their findings by drawing new lines across the boundaries of research and practice. It complements the previous work of these theorists, filling a void in the current literature around the question of Heritage Language Education.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42746676052130,"sku":"","price":250.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107437623.jpg?v=1666358578"},{"product_id":"9781107662865","title":"Becoming a Teacher of Language and Literacy by (Editor), Glenn Auld","description":"\u003cp\u003eISBN:9781107662865\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, 15 December 2014\u003c\/p\u003e\n\u003cp\u003ePaperback, 188 PAGES\u003c\/p\u003e\n\u003cp\u003eBecoming a Teacher of Language and Literacy explores what it means to be a literacy educator in the 21st century. It promotes a reflective and inquiry-based approach to literacy teaching and examines three central questions: 1. How do teachers approach the teaching of reading and writing, speaking and listening within a digital age? 2. How do teachers approach the standardisation of literacy, including high-stakes testing? 3. How do teachers work within the framework of the Australian Curriculum: English? The book covers a range of contemporary topics in language and literacy education, including reading and creating digital texts, supporting intercultural engagement in literacy education, and developing community partnerships. Each chapter features teacher narratives, current theoretical perspectives, examples of practice and reflective questions. The narratives are designed to prompt reflection about teachers' professional practice within local school settings. They convey the voices of teachers as they grapple with the challenges of their professional practice.\u003c\/p\u003e\n\u003cp\u003eEditorial Reviews\u003c\/p\u003e\n\u003cp\u003eBook Description\u003cbr\u003e This book explores what it means to be a 21st century literacy educator, promoting a reflective and inquiry-based approach.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42746681753762,"sku":"","price":200.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9781107662865.jpg?v=1666358394"},{"product_id":"9781107637597","title":"Legal Education in the Digital Age by Rubin, Edward","description":"\u003cp\u003eISBN:9781107637597\u003c\/p\u003e\n\u003cp\u003eCambridge University Press, 01 January 2014\u003c\/p\u003e\n\u003cp\u003ePaperback, 270 PAGES\u003c\/p\u003e\n\u003cp\u003eDuring the coming decades, the digital revolution that has transformed so much of our world will transform legal education as well. The digital production and distribution of course materials will powerfully affect both the content and the way materials are used in the classroom and library. This collection of essays by leading legal scholars in various fields explores three aspects of this coming transformation. The first set of essays discusses the way digital materials will be created and how they will change concepts of authorship as well as methods of production and distribution. The second set explores the impact of digital materials on law school classrooms and law libraries, and the third set considers the potential transformation of the curriculum that the materials are likely to produce. 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This book is a valuable resource for university research administrators, technology transfer office professionals, academic entrepreneurs, incubator management officials, R\u0026amp;D managers, venture capitalists, researchers, policymakers, and others involved in the commercialization of intellectual property.\u003c\/p\u003e","brand":"I H Pentz Booksellers","offers":[{"title":"Default Title","offer_id":42808662491298,"sku":"","price":750.0,"currency_code":"ZAR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/products\/9780521876537.jpg?v=1668065215"}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0364\/4047\/3732\/collections\/put-education-at-the-top.png?v=1760345300","url":"https:\/\/pentzbooks.co.za\/collections\/education.oembed?page=4","provider":"I H Pentz Booksellers","version":"1.0","type":"link"}