Kidd,Terry T & Chen,Irene ed (2011) Ubiquitous learning IAP (Charlotte,NC & Eurospan,London) isbn 978‐1‐61735‐436‐6 337 pp £41.95 (boards £77.95) http://www.infoagepub.com/products/Ubiquitous‐Learning

This book is a stimulating read. It aims to alert educators, particularly in higher education, to the potential of ubiquitous learning and offers a range of practical suggestions and strategies for teaching in this emerging environment If the content of this book is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while. Marie Martin     

Strom,Paris S & Strom,Robert D (2014) Adolescents in the internet age. IAP (Charlotte,NC & Eurospan,London) isbn 978‐1‐623‐96762‐8 444 pp $45.99 (boards $85.99, ebook $50) http://www.infoagepub.com/products/Adolescents‐In‐The‐Internet‐Age‐2nd‐Edition

This text discusses contemporary research that relates to adolescents' technology use, and evaluates a range of recent literature. However, while the topic is likely to appeal to a wide audience, you should be mindful that the book is primarily targeted at the USA, and even in that context is best borrowed rather than bought. Lucy R Betts     

Kidd,Terry T & Chen,Irene ed (2011) Ubiquitous learning IAP (Charlotte,NC & Eurospan,London) isbn 978‐1‐61735‐436‐6 337 pp £41.95 (boards £77.95) http://www.infoagepub.com/products/ubiquitous‐learning

This book is a stimulating read. It aims to alert educators, particularly in higher education, to the potential of “ubiquitous learning”, and offers a range of practical suggestions and strategies for teaching in this emerging environment. If the content of this book could be relevant to you, I recommend you arrange to borrow a copy. Marie Martin     

Noyce,Pendred E & Hickey,Daniel T ed (2011) New frontiers in formative assessment Harvard Education (Cambridge MA & Eurospan,London) isbn 978‐1‐61250‐117‐8 264 pp £24.50http://www.hepg.org/hep/book/151

Contributions here display on‐going work in the US on formative assessment in schools, over a variety of discipline areas and student ages. Considerable use is reported of innovative technology to obtain and present the data to which teachers, and sometimes students, then respond. Reading this book will provide rewarding stimulus for those who value supporting student learning: therefore, borrow a copy for a while, if its content is likely to be relevant. John Cowan     

Jesson,Jill & Peacock,Graham (2012) The really useful ict book Routledge (New York & London) isbn 978‐0‐415‐59277‐2 216 pp £24.99 http://www.routledge.com/books/details/9780415592772/

This is written as an up‐to‐date guide to the effective and imaginative use of information technology in primary classrooms, in a range of subjects and activities. However, much of its content and approach will offer ideas and inspiration to those who teach at other levels. If the content of this book may well be relevant, I recommend you buy your own copy. John Cowan     

Haw,Kaye & Hadfield,Mark (2011) Video in social science research Routledge (New York & London) isbn 978‐0‐415‐46786‐5 196 pp £21.99http://www.routledge.com/books/details/9780415467865/

The book focuses on the use of video in social science research, integrating a range of perspectives on the topic including research design, data collection and analysis. The book aims at postgraduates (including, in particular, doctoral students) as well as academics and researchers. If the content of this book is likely to be relevant to you, I recommend you buy a copy for your own use. Michael Thomas     

Nelson,Brian C & Erlandson,Benjamin E (2012) Design for learning in virtual worlds Routledge (New York & London) isbn 978‐0‐415‐88640‐6 215 pp £24.99 http://www.routledge.com/books/details/9780415886406/

Nelson and Erlandson have collated a summary of the work of early designers and researchers into virtual worlds for learning and assessment. While it is confined to those experiences already well known in the literature, it does provide a basic introduction for undergraduates. If it seems that this book could be relevant to you, I advise that you will probably find only parts of it of interest or use. John G Hedberg     

Miller,Suzanne M & McVee,Mary B ed (2012) Multimodal composing in classrooms Routledge (New York & London) isbn 978‐0‐415‐89747‐1 161 pp £27.99 http://www.routledge.com/books/details/9780415897471/

Multimodal composing in classrooms aims to encourage school teachers to change their view of literacy, through the analysis of experiences of multimodal literacies in a variety of learning contexts. Literacy entails not only reading and writing, but, working in different modes, effectively expressing oneself and understanding others’ expressions. Developing multimodal literacies is a powerful tool to foster learning and understanding and hence to improve school education. If what this book is about is likely to appeal to you, I recommend that you arrange to borrow a copy for a while. Giuliana Dettori     

Ovens,Peter et al (2012) Developing inquiry for learning Routledge (New York & London) isbn 978‐0‐415‐59877‐4 226 pp £24.99 http://www.routledge.com/books/details/9780415598774/

The authors provide some useful ideas and a bridge from face‐to‐face into blended learning contexts that teachers interested in inquiry pedagogy may find useful. There are various scaffolds and exemplars as well as exploration of appropriate digital tools that can be of use for critical inquiry. If the content of this book is likely to be relevant to you, I advise you may find only parts of it of interest or use. Robyn Smyth     

Ridden,Phil & Heldsinger,Sandy (2014) What teachers need to know about assessment and reporting acer Press (Victoria & Eurospan,London) isbn 978‐1‐74286‐111‐1 160 pp £25.95 http://www.isbs.com/collections/acer‐press/products/9781742861111

Teachers involved in literacy and numeracy testing will find in this book a valuable support to understand the why, how and what to assess. It is an informative volume that will give you practical information, guidance and deep understanding of what is behind a test. A must for Australian teachers, it is a great help for general practitioners and a valuable tool for the international audience. I suggest you borrow a copy if this book seems relevant. Jesús García Laborda     

Andrew,Michael D & Jelmberg,James R ed (2010) How teachers learn Peter Lang (New York & Bern) isbn 978‐1‐4331‐0842‐6 220 pp $35.95http://www.peterlang.com/download/datasheet/54201/datasheet_310842.pdf

The book describes a five‐year teacher education programme at US's University of New Hampshire (unh ). It includes several research articles about what supports the programme, especially the internship (teaching practice) component, which is a full year long. The book is useful for educators especially those involved in teacher training and preparation. If the content of this book is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while. Othman N Alsawaie     

Thormann,Joan & Zimmerman,Isa Kaftal (2012) Complete step‐to‐step guide to designing and teaching online courses Teachers College Press (Columbia University,NY & Eurospan,London) isbn 978‐0‐8077‐5309‐5 216 pp £26.95 http://store.tcpress.com/0807753092.shtml

This is a highly useful illustrative step‐by‐step resource for teachers and administrators planning for or already teaching online. It offers great ideas, strategies, practical examples, online tools and design principles for all those associated with online teaching, whether they are beginners or experienced. I recommend you buy a copy of this book for your own use if its content is likely to be relevant to you. Ramesh Sharma     

Wentzel,Kathryn R & Brophy,Jere E (2014) Motivating students to learn Routledge (New York & London) isbn 978‐0‐415‐89352‐7 301 pp £39.99 http://www.routledge.com/books/details/9780415893527/

The authors of Motivating students to learn offer teachers evidence‐based classroom strategies to motivate their students. This fourth edition draws comprehensively on current psychological and educational research on student motivation and extrapolates this to implications for teaching practice in the classroom. This book's aim is primarily school teachers but it may also be of interest to people in further and higher education. If you think this book's content could be relevant, I suggest you borrow a copy to decide whether it's worth buying. Sara Hammer     

Perry,Fred L & Nichols,Joe D (2015) Understanding research in education Routledge (New York & London) isbn 978‐1‐138‐77642‐5 243 pp £34.99 http://www.routledge.com/books/details/9781138776425/

Ostensibly, this textbook was written for those who want and need to be consumers of educational research. It serves that readership extremely well. Equally, however, I would warmly recommend it to those preparing their first educational submissions for publication; they'll find splendid advice here about what to do—and what not to do. If this book is very likely to be relevant to your work, I strongly suggest that you buy a copy. John Cowan     

Arthur,James et al ed (2012) Research methods and methodologies in education Sage (London & Thousand Oaks CA) isbn 978‐0‐85702‐039‐0 456 pp £26.99 (paper and e‐versions; boards £75) http://www.sagepub.co.uk/arthur

Aimed at postgraduates within education and educational research methods courses, this book integrates the theoretical and practical aspects of educational research. It journeys through designing, planning and conducting research to analytical techniques, impact and dissemination. Whether you are a new educational researcher or more established, you might find your own copy of this book useful for in‐depth study or for reference: borrow a copy to help you decide. Nancy El‐Farargy     

Hattie,John (2012) Visible learning for teachers Routledge (New York & London) isbn 978‐0‐415‐69015‐7 269 pp £22.99www.routledge.com/books/details/9780415690157/

Visible learning for teachers, written for both new and experienced teachers, discusses data derived from 1000 meta‐analyses of the effectiveness of over 150 different procedures used in teaching. Most of the findings are considered under six main headings: Preparing the classroom; Starting the lesson; The flow of the lesson—learning; The flow of the lesson—feedback; and The end of the lesson. If the content of this book is likely to be relevant to you, I recommend you arrange to borrow a copy. James Hartley     

Andrew,Michael D & Jelmberg,James R ed (2010) How teachers learn Peter Lang (New York & Bern) isbn 978‐1‐4331‐0842‐6 220 pp $35.95http://www.peterlang.com/download/datasheet/54201/datasheet_310842.pdf

The book describes a five‐year teacher education programme at the University of New Hampshire. It includes several research articles about what supports the programme, especially the internship (teaching practice) component, which is a full year long. The book is useful for educators, especially those involved in teacher training and preparation. If its content is likely to be relevant to you, I recommend you borrow a copy for a while. Othman N Alsawaie     

Burge,Elizabeth et al ed (2011) Flexible pedagogy,flexible practice Athabasca U Press (Edmonton,Canada) isbn 978‐1‐926836‐20‐1 348 pp cdn$34.95 (free download) http://www.aupress.ca/index.php/books/120203

Here is detailed advice to those who strive to enhance schools’ educational provision through the exercise of their leadership. This is a valuable text for such readers, one in which educational technology in its broad sense is implicit throughout. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use. John Cowan     

Campbell,Robert et al ed (2012) Academic and professional publishing Chandos Publishing (Cambridge) isbn 978‐1‐84334‐669‐2 510 pp £60 (paper and e‐versions) www.woodheadpublishing.com/97818433346692

This book contains twenty chapters on academic and professional publishing. Some of the content areas are concerned with academic writing—such as those on plagiarism and peer review. Others discuss the effects of new technology on publishing texts and journals, while yet others focus more specifically on publishing practices, business models, sales and finances. If any of those aspects of this book is likely to be relevant to you, I advise that you will probably find only parts of it of interest or use. James Hartley     

Blackmore,Paul & Kandiko,Camille ed (2012) Strategic curriculum change Routledge (New York & London) isbn 978‐0‐415‐80934‐4 217 pp £24.99 http://www.routledge.com/books/details/9780415809344/

This book examines strategic curriculum change through a study of change activities within a group of international research‐based universities. It echoes a range of concepts, processes and tools relevant to curriculum change by way of real world (even if occasionally rarefied) case studies from each of these institutions. The target readers include university leaders at all levels and academic curriculum developers. Sara Hammer