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Gain practical strategies to help educators identify, manage, and counteract biases in their schools. ClauDean ChiNaka Kizart delves into the tendencies that can restrict educators'potential, such as resistance to the unknown and the inclination to favor information that confirms existing beliefs. By addressing these biases, educators can enhance their effectiveness, make more informed decisions, and take meaningful steps toward healing inequities. K–12 educators, administrators, and instructional coaches can use this book to: Understand the biases most affecting educators and their impact on students Reflect on personal biases with comprehensive checklists Identify scenarios in which bias governs decisions in education Manage and counteract biases in education with strategies, tools, and tips Explore how bias manifests in education with real-world applications Contents: Introduction Chapter 1: Bias in Education Chapter 2: Dunning–Kruger Effect Bias Chapter 3: Herd Mentality Bias Chapter 4: Anchoring Bias Chapter 5: Decision Fatigue Bias Chapter 6: Intergroup Bias Chapter 7: Scarcity Bias Epilogue References and Resources Index

'Math For Everyone'presents a transformative approach to mathematical literacy, challenging the common belief that some people are inherently'not good at math.'This comprehensive guide demonstrates how mathematical thinking is woven into our daily lives, from managing finances to interpreting data in news reports, making it relevant and accessible to readers of all skill levels. The book uniquely structures mathematical understanding through three fundamental pillars: numerical literacy, pattern recognition, and practical problem-solving. Using a spiral learning approach, it systematically builds knowledge through four main sections, starting with foundational concepts and progressing to advanced topics. Each chapter begins with basic principles before advancing to more complex applications, ensuring readers can develop a solid understanding regardless of their starting point. Real-world examples and practical applications help bridge the gap between abstract mathematical concepts and tangible experiences. What sets this book apart is its focus on developing mathematical literacy as a learnable skill rather than an innate talent. Drawing from educational research and cognitive science, it provides evidence-based strategies for overcoming math anxiety while incorporating visual aids, worked examples, and step-by-step solutions to support diverse learning styles. The text's conversational style, combined with its comprehensive coverage from basic arithmetic through pre-calculus, makes it an invaluable resource for adult learners, students, educators, and professionals seeking to strengthen their mathematical foundation.

This edited book consolidates and documents recent research on topic modeling in text mining using Latent Dirichlet Allocation (LDA). Written by leading experts in topic modeling, it covers a wide range of areas, such as theory building, systematic research, and innovative applications. This book offers a thorough exploration of the latest advancements in topic modeling. From identifying issues in unstructured text data to categorizing documents and extracting valuable insights, the book provides practical use of LDA as a powerful tool in qualitative and quantitative research. The chapters discuss the rapidly evolving landscape of topic modeling algorithms and offer tangible examples and applications of LDA in educational research, showcasing its real-world impact. This book dives into the heart of educational research and uncovers the transformative potential of Latent Dirichlet Allocation in shaping the future of topic modeling. This book is a valuable resource, highlighting exemplary works and rapid advances in the field. It appeals to students, researchers, and practitioners interested in text mining.

This timely book on social work and antisemitism fills an important gap in social work education and in the profession. The ethics and framework of the social work profession demand that it confronts oppression and prejudice while working for a socially just society. However, education on antisemitism is seldom included in social work curriculum or in diversity, equity, and inclusion (DEI) programs. This text addresses this need for education and intervention, and includes a teaching guide for use in social work curriculum as well as social work practice. Antisemitism, hatred and discrimination against Jewish people and Jewish institutions, is perhaps the oldest form of oppression. Throughout history, as with other oppressions, myths and stereotypes to substantiate antisemitism were developed. More recently, however, antisemitism has been increasing steadily across the globe. Combatting and dismantling it is critical for both Jewish people and institutions, the social work profession, and for society. In the book, the authors discuss antisemitism's history, the role of the Holocaust, contemporary manifestations of antisemitism, and its impact on individuals and societies. Among the topics covered are: Introduction: Human Rights, Social Justice, and Social Work Palestine, Israel, and Zionism Contemporary Antisemitism Antisemitism and Mental Health Antisemitism: A Guide for Teaching and Social Work Practice Social Work and Antisemitism: Issues and Interventions offers a foundation for combatting antisemitism and addresses the need for social work involvement. The book can be used as a primary or secondary text for courses that cover diversity, human rights, human development, ethnicity, oppression, and mental health in Bachelor- or Masters-level programs in schools of social work. In addition, the book can be used in other programs, such as DEI, or by other disciplines interested in learning about and educating about antisemitism.

This book contains detailed theoretical information as well as practical strategies, techniques and pedagogical tips. It also includes analysis to the problems and challenges that face ESL/EFL students in general and Arab learners in specific. The book could be of interest not only to EFL researchers in academic writing, writing instructors, EFL educators at the college level, policymakers, and undergraduate and graduate students, but also for any second or foreign language teachers.

Style, Meaning and Pedagogy'can be useful to students and researchers of different backgrounds; it can assist them to deeply fathom literary and non-literary texts and scaffold their critical thinking when approaching human language like poems, headlines, blurbs or paintings. Admittedly, the print and visual texts chosen in the book were produced in the 14th, 18th, 19th and early 20th centuries. Whereas some of them are up-to-date and timely as they tap upon the emotions of the last pandemic (i.e., “And the People Stayed Home”), others: - Provide a profound view of peace and fellowship (i.e., “Abou Ben Adhem”); - Introduce a description of the system of etiquette followed in 1918 (i.e., “Manners”); - Unravel the dichotomy of face and beauty (i.e., “Memory”); - Examine the dialectical relationship between rhetoric and metaphors (i.e., “How Do I Love Thee?”); - Stress the power of art and pedagogy in the medieval age (i.e., “Laurentius de Voltolina's Painting”); - Revisit dialogism and intertextuality in Afro-American Literature (i.e., “Dreams”); - Stimulate students'critical reflections (i.e., “Poem in Your Pocket”); - Showcase the informative and persuasive dimension of media discourse (i.e., “The NYT”); - Bring to the fore reader-response theory and positive self-talk (i.e., “Thinking”). The book is a gem for students pursuing their English Studies in Higher Education. It is a rich resource for novice researchers and university professors teaching courses such as Literary Linguistics, Discourse Analysis, Literary Criticism, Poetry, Rhetoric, to mention but a handful. With an exhaustive list of readings and references, insightful methodology and signposts for critical reflections,'Style, Meaning and Pedagogy'proffers you a chance to question the textual and semiotic selections people dwell on to produce their own texts. And with the short tasks and exercises at the end of each chapter, you will be able to savour and simultaneously retain much of the invaluable input prepared just for you.

The eleventh volume in the Routledge-TIRF series presents research on multilingualism in educational contexts across the globe. With chapters written by TIRF Doctoral Dissertation Grant awardees and internationally known scholars, the volume addresses the challenges and pedagogies associated with moving away from the monolingual paradigm to support the development of culturally and linguistically diverse learners. Offering original research, new models, and pedagogies on teaching from over 17 different countries, this volume familiarizes readers with the latest advances in theory and practice and is a key text for language education programs and pre-service teachers.

Written in a lucid style with theoretical discussions for easy understanding of the subject. The book examines the underlying principles that guide effective teaching in the digital age. This book explores the more theoretical and methodological aspects of teaching and learning in a digital age. Enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age.

This book is a complete guide to the latest knowledge on the diagnosis and treatment of the full range of sports injuries. This book presents the incidence of sports-related injuries, the types of injuries specific to particular sports, and the importance of factors such as age and gender. It is for every sports player or fitness enthusiast who has been injured and would like to know what the injury involves, how to rehabilitate the area, and how to prevent complications or injury in the future. Possible injury mechanisms and risk factors are presented based on an analysis involving recent scientific findings. The potential audience includes medical doctors, physical therapists, athletic trainers, coaches and interested people.

'This book on health education and promotion should cover a wide range of topics, including the principles and theories behind health education, the role of behavior change in health promotion, and strategies for promoting healthy behaviors. It provides readers with a solid foundation in the history, philosophy, theory, and ethics of health education. Its primary beneficiaries are students who are preparing for careers as health educators or health promoters. This text teaches the educator to be aware of the many factors that influence health: heredity, environment, health care services, and our own behavior This book can serve as a valuable resource for students pursuing degrees in public health, health education, nursing, medicine, and Colleges, and universities may use the book as part of their curriculum for health-related courses or as a resource in their libraries.'

It explores the PE curriculum in a much wider sense than traditional approaches. Chapters have been divided into different subsections and are explained in lucid language in order to help the students to learn it all, one at a time. The book is to familiarize the students and teachers with the latest methods in organization and administration and also examines how physical education can be linked with other subjects in a creative way. This book offers teachers and all those who work with young people alternative approaches and activities that allow young people to express their creative side through physical activity.

Power, Culture, and Family–School Relations: Towards Culturally Sustaining Practices explores the extent to which common practices in school-based family outreach advance equity or sustain the status quo in power and cultural relations. Using a rich ethnographic account of a school-based family literacy program in Nebraska, the book unfolds the daily cultural practices of the program so that readers may visualize and contemplate how and if the program serves newcomer and refugee families within the unique context of the New Latine Diaspora. The author draws upon critical theory to showcase how neoliberal and deficit ideologies are at play throughout the different aspects of the program, the influence these ideologies have on the participants, and the tactics used by the caregivers to resist and change the programmatic structures and curriculum to meet their needs. As such, the book invites educators, administrators, and scholars into the nebulous and difficult conversation about how schools, paradoxical entities that often colonize but prospectively liberate, must not just rethink how they work with parents and caregivers but rather dismantle traditional cultural practices that seek to assimilate minoritized families. Showcasing the power of ethnography as a tool which can be used to support educators and scholars to understand cultural elements of family outreach programs on a semiotic level, and how transforming these semiotic building blocks can lead to equitable relationships, it will appeal to scholars and researchers with interests in adult education, social foundations of education, critical ethnography, multilingual Adult Basic Education, and family outreach.

This book questions the validity and reliability of conventional measures of quality education, such as enrolment ratio, retention rates, pupil–teacher ratio, drop-out rates, learning outcomes of children in foundational literacy and arithmetic and availability of infrastructural facilities, henceforth demanding its re-calibration. It moves away from easily commensurable indicators and actively pursues descriptive indicators of quality, which directly focus on educational processes taking place within the classroom and the factors influencing them.By interacting with the two primary stakeholders, i.e. teachers and students, this book draws a link between what is happening within classrooms vis-à-vis the macro-level governmental policies. The strength of the book lies in its methodological approach to understanding whether students and teachers are able to actualize their capabilities, as pledged to them under official educational programmes. By doing so, the author deems to alter the narrative of how quality of education is visualized, hoping that these revelations have developmental implications for not only India but also the entire international community engaging with the questions of ‘what'and ‘how'of quality in school education. In a nutshell, the book endeavours to find out how teachers and students fare in terms of realization of their prescribed capabilities.This book would be useful to students, researchers and teachers working in the fields of education, psychology, development studies, policy studies, social work and sociology. It would also be an invaluable companion to policymakers and professionals, from governmental and non-governmental organizations, working in education and social development.

This novel book demonstrates the polarised logics that exist between exploring cultural, structural, political, and historical contexts as a primary focus for pedagogical research versus an interventionist agenda that isolates pedagogy and its components from their environments.Combining theoretical discussions with empirical evidence and case studies, the book provides a synthesising approach to both research and educational planning, recognising pedagogy as an open system while acknowledging that not all teaching methods are equal when it comes to enhancing learning. Considering the so-called learning crisis and learning poverty in the context of Sustainable Development Goal 4 in the wake of the COVID-19 pandemic, this book is also sensitive to concerns about the mental health and wellbeing of young people and the sustainability of the planet.Ultimately providing a timely, informed, and balanced discussion of these issues, this book will appeal to researchers, scholars, and post-graduate and doctoral students working in pedagogical research or international and comparative education, and anyone interested in the relationship between education and international development.

A fascinating shift marks the journey of technological evolution. Historically, humans were trained to build and operate machines. This education emphasised mechanical skills, logical thinking, and problem-solving abilities, laying the groundwork for the following industrial revolutions. Early machines, from the steam engine to the assembly line, were designed and maintained by skilled human workers, reflecting a one-way relationship where humans were the creators and controllers of machines.Today, we stand on the brink of a new paradigm. Advanced artificial intelligence (AI) systems and generative AI tools are not just aiding human tasks but are also capable of educating and guiding humans. These intelligent machines can analyse vast amounts of data, provide personalised learning experiences, and generate creative content. The transformation from humans building machines to machines educating humans signifies a profound shift in our technological landscape, impacting industries.As editors, we are united by a profound conviction that bridging the gap between industry and higher education is imperative in the face of rapid advancements in generative AI and innovations across various industries. This connection is crucial to equipping graduates and young professionals with the skills to innovate and excel in the future workforce. Through this multidisciplinary exploration, The Rise of Intelligent Machines aims to provide readers with an understanding of AI's transformative potential and the strategies needed to harness its benefits for industry and education.Every chapter reflects our shared passion for AI's potential and close industry-higher education collaboration, and we hope that our work inspires you to embrace the opportunities and challenges of the future with curiosity and confidence.Cover design by Ernest Tey

Recently, there has been a significant increase in the development and interest in applying generative AI across various domains, including education. The emergence of large language models (LLMs), such as the ChatGPT tool, fueled by advancements in generative AI, is profoundly reshaping education. The use of the ChatGPT tool offers personalized support, improves accessibility, and introduces innovative methods for students and educators to engage with information and learning materials. Furthermore, ChatGPT facilitates a wide range of language learning services, including language instruction, speech recognition, pronunciation feedback, and immersive virtual simulations for hands-on learning experiences.This book explores the transformative potential of the ChatGPT tool within education, shedding light on the opportunities that arise through the integration of the ChatGPT tool into various aspects of the learning process. It serves as a platform for the community to share cutting-edge research ideas concerning the use of the ChatGPT tool in digital education. Readers will discover how the ChatGPT tool can enhance student engagement, foster personalized learning experiences, facilitate intelligent tutoring systems, support virtual classroom interactions, and revolutionize assessment and feedback mechanisms.

Museums, Identity and Family Practices locates museum participation and meaning making in the realm of everyday family practices, which are central to understanding the role museums play in family social life.Drawing on a substantial amount of data from a wide range of sources, Moussouri discusses the importance of understanding how family practices are enacted across settings and how the arena of the museum can facilitate certain family practices and impede others. Developing and theorising key concepts, the book elucidates the key research themes, including everyday family practice; meaning making; and the structural characteristics of museums as arenas for the family visit activity. The analysis is rooted in a dialectical theoretical framework specifically developed to bridge the macrolevel (social order or the arena of the museum) and microlevel (family practices).Museums, Identity and Family Practices offers a novel and holistic approach to studying contemporary families and, as such, is key reading for scholars and students of museum and heritage studies, family studies, visitor studies, cultural studies, education, sociology and anthropology. Museum and heritage professionals working with families in different communities around the world will also find this book relevant to their practice.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book provides a broad introduction to the critical work of leading Australian educator Garth Boomer, widely recognised as a significant figure in English teaching. This insightful text provides an accessible introduction to his work, with particular reference to English curriculum and pedagogy, and provides a fascinating account of his journey as a scholar-practitioner, from classroom teaching to the highest levels of the educational bureaucracy.Bill Green explores Boomer's huge influence on literacy education, teacher development, curriculum inquiry, and educational policy, and critically asks why Boomer's insights and arguments about English teaching from the last century have such importance for the field now. This text also focuses on the nature and significance of his curriculum thinking, specifically his arguments and provocations regarding English teaching, the English classroom, and the contexts that infuse and shape them. It constitutes a rich resource for rethinking English teaching in the present day and provides an important contribution to the historical imagination.With all due consideration of the larger context of social life and educational thought, this text will help any student of English in Education and Language Arts obtain a deeper understanding of Boomer's vital contribution to the field of education.

This book examines the issue of plagiarism in the Chinese context of history and education, both in classical and contemporary times.In view of the effort on a global scale to fight against plagiarism and consolidating anti-plagiarism education, this book examines how plagiarism is conceptualized and addressed in the Confucian Heritage Culture society of China. Employing qualitative content analysis, genre analysis, and discourse analysis to examine Chinesemedium textual materials of different kinds, this book offers new perspectives on the question of plagiarism in China. These textual materials include classic and ancient Chinese books, modern newspapers in China (1840–1949), academic literature, correspondence texts on plagiarism cases, and textbooks published in China on Chinese and English academic writing.Inspiring future research and educational initiatives aimed at addressing the problem of plagiarism in the contemporary world, this book will appeal to students and scholars of education, Chinese history, and Asian studies.

This comprehensive book, divided into seven sections, showcases groundbreaking research findings that blend new experiences from the COVID-19 pandemic with long-term research on online laboratories and virtual experimentation. Providing an adequate learning experience in the laboratory has long been a major challenge in science, engineering, and technology education. Recent years have further revealed the complexities of offering distance or remotely accessible educational settings, particularly for laboratory-based courses. In response, many academic institutions have innovated by transitioning their laboratory classes into online laboratories or providing laboratory kits for at-home use. This unprecedented situation has sparked numerous new developments, approaches, and activities, revolutionizing the field. With contributions from leading researchers and practitioners across diverse disciplines, this book delves into current trends, addresses critical challenges, and uncovers future opportunities for laboratory-based education in the context of online learning. Whether readers are educators seeking innovative teaching strategies, researchers exploring the latest advancements, or academic leaders looking to enhance remote learning experiences, this book provides valuable insights and practical solutions. It explores how online laboratories are transforming education and discovers the potential they hold for the future.

This book maintains that theories of tribalism are the benchmark for African political scientific knowledge. With a focus on Afrodemocracy, this volume presents Afro Tribalism as an approach to neotribalism. Gael Clavis Johnson argues on the question of Afrodemocracy through a review of black socio-political reasons and the introduction of a new model of leadership for Africans. The author posits that if Pan-Africanism wants groundbreaking change in Africa, then it should change the ideological grounds of which this content has identified pre-existing causes, thus mirroring steps towards new African political ideologies.

This volume, Advances in Mathematics and STEM Education: Incorporating Developments in Neuroscience, Brain Science and Neurodiversity seeks to widen understandings about mathematics and STEM education through a more holistic examination of the field. In some chapters this is achieved through the incorporation of advancements in Neuroscience, Brain Science and Neurodiversity, and in other chapters it is achieved through the sharing of research in schools with teachers or an exploration into individual experience, thinking processes and journey. This volume calls for engagement in research that synthesises research findings from different discipline areas to gain a more enriched and authentic understanding of Mathematics and STEM education, particularly regarding teaching and learning. Contributors are: Nur Fatma Aktas, Tasos Barkatsas, Zahra Cooper, Yüksel Dede, Jason Dervish, Melanie Evangelista, Janine Forbes-Rolfe, Wendy Goff, Gürcan Kaya, Gillian Kidman, Huk Yuen Law, Timothy Lynch, Marta Martín-del-Pozo, Juanjo Mena, Rowan Nas, Antonio Patrocinio-Braz, Hazel Tan, and Bin Wu.

Forever in the Path: The Black Experience at Michigan State University offers a sweeping overview of the Black experience at America's first agricultural college from the 1890s through the late twentieth century. In exploring the personalities, important events, and key turning points of Black life at the university, this book deftly blends intellectual history, social history, educational history, institutional history, and the African American biographical tradition. Pero G. Dagbovie depicts and imagines how his numerous subjects'upbringings and experiences at the institution informed their futures, and how they benefitted from and contributed to MSU's vision, mission, and transformative role in the history of higher education. Michigan State University—founded in 1855 as the Agricultural College of the State of Michigan—has a fascinating past, a history shaped by vacillating local and national contexts as well as by people from different walks of life. The first Black students arrived on campus during the late nineteenth and early twentieth centuries, and the first full-time Black faculty member was hired in the late 1940s. Before and after the modern Civil Rights Movement, African Americans from various backgrounds were transformed by MSU while also profoundly contributing in vital ways to the institution's growth and evolving identity.

Mobility of scholars for seeking knowledge has existed since the earliest ideal of universities. These universities have played a pivotal role in the movement of people across borders and the resultant transformation of societies due to transcultural interactions. Drawing on Neil Postman's idea of media ecology, this book introduces the notion of educational ecology and discusses the evolving landscape associated with it. It compiles the expectations, best practices and experiences within the field of internationalization to discuss the interconnectedness of higher education institutions in today's world and their implications on the educational ecology.Print edition not for sale in South Asia (India, Sri Lanka, Nepal, Bangladesh, Pakistan and Bhutan)

This book features a carefully curated collection of articles drawn from the quarterly International Higher Education (IHE). Focused on the international dimensions and trends in higher education, these articles offer valuable insights into the tumultuous events spanning from January 2018 to December 2023. This volume offers a comprehensive discussion of key international themes covering a period of great turmoil in global higher education in a series of short, targeted articles. The five-year period is marked by the geopolitical tensions and internationalization issues at both national and international levels, in the middle of a global pandemic. We provide readers with a coherent organization of articles, grouped into ten themes that relate to the most central issues facing international(ization of) higher education, which are relevant today and in the future. While readers of the higher education research community will find these themes familiar, this book is also tailored for a more diverse audience. Policymakers and practitioners worldwide will find this book helpful when seeking a comprehensive and approachable guide to navigating the complexities of international dimensions and trends in higher education. This collection is a valuable resource for courses worldwide that focus on global issues and the internationalization of higher education.

Representing Black Girl Magic with Contemporary Picture Books explores how contemporary, culturally relevant, and responsive picture books can provide educators with a chance to teach about race and racism in the classroom. A wave of recently published picture books by Black women authors have pushed back against negative beliefs, countered negative stereotypes, and celebrated the joy and magic of Black girls and their families. Featuring the voices and perspectives of over two dozen Black women writers, in this book, Raphael Rogers examines how and why these publications are changing the picture book and the educational landscape. With sections on classroom connections and discussion questions in every chapter, this book is ideal for courses on teaching children's literature and diversity in children's literature.

The research in this volume draws on aspects of complexity theory and its integral link to systems performance to propose a new method for combatting the longstanding opportunity gap and related underperformance of so many underserved students in the American educational system.Through a longitudinal case study of the Lynch Leadership Academy at Boston College, this research considers the initial conditions and related disequilibrium principals experienced, the degree to which principals shared power and authority within their school context, and the extent to which they generated a shared school culture founded on collaboration and systematic reflection. From these data, the authors create a detailed picture of the Academy and its impact on the principals and their schools, using a new analytic tool called the “systems transformation heuristic,'designed by the authors to quantify the qualitative dimensions of a school's efforts to enact adaptive change consistent with the complex adaptive system metaphor.As such, it offers a new foundation for conceptualizing ongoing systems change, as well as a fresh model for school personnel to consider their experience from concrete, intertwined, and unique points of view. It will appeal to scholars, researchers, and practitioners with interests in educational leadership, complexity theory, urban education, and social justice.

This book examines the effects of the pattern of growing integration between the rural and urban economies in India. Drawing on in-depth surveys conducted in villages in north India, it examines the rural agricultural economy's transformation, productivity, technology deployment, and social relations over a period of seven years. The book focuses on the socially embedded nature of the dynamics of transformation, weaving analysis around the axis of land, caste, and gender. It also identifies policy gaps and recommends steps for a sustainable and inclusive rural transformation in the Global South.An important contribution to the study of India's economic and social landscape, this book will be useful for scholars of agriculture, sociology, economics, political science, development studies, and South Asian studies. It will also be of interest to policymakers and journalists interested in rural development, migration, employment, agriculture, and demography.

This book provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It is written in a lucid style with theoretical discussions and being supplemented with illustrations, and tables for easy understanding of the subject. The book is also supported with a comprehensive glossary and index at the end. This book is essential for any parent or teacher who has a child with a learning disability and is a'must read'for educators, and education policy-makers.'

This book provides a comprehensive overview of the advances that have taken place in European higher education institutions (HEIs) over the last 20 years in response to the challenges of sustainable development.In recent years, there has been a visible shift toward sustainable development, and universities have been addressing their accountability to the public through corporate social responsibility. Greening Higher Education in Europe explores these recent developments, beginning with an introduction to sustainable development and its complexity, followed by a discussion of the regulatory and organizational context of higher education in Europe. This book goes on to examine the key pillars of sustainable development in HEIs, including education, research, and campus development, demonstrating best practices from a range of European universities including the University of Groningen (The Netherlands), Lund University (Sweden), Aalto University (Finland), and The University of Edinburgh (UK), among others. It also explores the role of HEIs in educating future leaders in sustainable development and presents a framework for understanding the values and decision-making processes of HEI leaders. It concludes by highlighting the need for a new paradigm in HEIs that promotes innovation, quality, equity, and respect for the environment.This book will be useful for scholars and academic professionals from a wide variety of disciplines, including sustainability, especially in its educational, research, and practical (applied) dimensions. It will also be a useful resource for postgraduate students in management and engineering.

The contested and polysemic concept of ideology has been used only marginally in research on intercultural communication education. This edited volume focuses on the ideological dimensions of online interculturality in higher education, encompassing areas such as telecollaboration, virtual classrooms and online teacher professional development.The chapter authors explore the intercultural engagements, perceptions and experiences of students, teachers and researchers in different parts of the world, including Australia, China, Finland, France, Germany, Indonesia, Japan, Mexico, New Zealand, Spain and the USA. In doing so, they aim to contribute to the current critical and reflexive turn in research and teaching that is examining global socio-economic, political and linguistic inequalities and imbalances of power. Using concrete examples from their own practices, the chapter authors critically and reflexively problematise'doing'interculturality in higher education by identifying, engaging with, reflecting on and revising ideologies of online interculturality. By intersecting interculturality, technology and ideology, this book also makes a critical contribution to the literature on the internationalisation of higher education and its digitalisation.Written in a globally friendly and engaging style, the book will appeal to academics and students of intercultural communication education in online environments.

Both accessible and comprehensive, Narrative Career Counselling bridges the gap between theory and practice to allow a full understanding of the topic and allow confident implementation within professional settings.This new edition offers updated chapters showcasing an increased focus on diverse contexts and cultures. It brings together 33 high-profile international experts from 10 countries to share perspectives on theory and provide practical ideas about how to implement narrative career counselling. Fully updated to reflect changes in the field, including the growth of narrative counselling, it: provides a foundation for narrative career counselling by considering its philosophical and theoretical background; presents a range of approaches that demonstrate the integration of theory and practice; studies the application of narrative career counselling in a range of cultures and contexts; and provides examples of practical application. This resource is essential reading for anyone who wants to learn more about narrative career counselling including beginners to the field, experienced researchers, career counsellor educators, career counsellors, and practitioners and students studying in this field.

This book provides an introduction into social science pedagogy in India. It delves into the interrelationships between society, social relationships, education, and learning.Social science education in schools helps build a critical understanding of social processes and institutions. This book critically examines school spaces and approaches to social science teaching and pedagogy in Indian schools. It outlines distinguishing features, differences, and similarities in pedagogical models and also explains how these varied approaches can be applied in the teaching process. The book also addresses the challenges and possibilities of integrating technology in teaching social sciences. Part of the series, ‘Principles-based Adaptive Teaching', this book will be of interest to students and teachers of education and the social sciences. It will also be of interest to teachers, educators, curriculum designers, policy makers and social science course developers, NGOs, and public and private sector bodies who focus on teaching and learning practices.

This comprehensive guide provides practical strategies and essential insights for anyone working with young adults, revealing the importance of nurturing mental health and wellbeing needs of students in the post-16 education sector.An invaluable resource for understanding and addressing the unique challenges faced by learners, many of whom will be transitioning into adulthood, this book covers key areas such as stress management, building resilience, and fostering positive self-esteem, and equips readers with the knowledge and practical strategies needed to support the mental health and overall wellbeing of post-16 learners. It offers detailed real-life case studies, practical advice and the latest research to support academic and student-services staff to effectively engage with students. It also addresses issues such as anxiety, depression, exam stress and peer pressure and provides evidence-based strategies that can be implemented in both the classroom and one-to-one settings. This text supports the reader in understanding what can be done to support learners'mental health and wellbeing both across the college and in individual classrooms.With its accessible language and actionable advice, this book is an essential toolkit for all those concerned with the wellbeing needs of students.

All young children are entitled to high-quality experiences when it comes to their education. Too often, when we meet a child who has learning differences or a disability, our instinct is to sound the alarm bells and call for additional support. The Inclusive Early Years Educator is a resource that encourages us to change our mindset when it comes to children with learning differences and disabilities, considering areas where our provision needs adjustment, in order to be truly inclusive.This toolkit aims to ensure all children have the best possible chance of making progress by supporting practitioners to identify all children's strengths and to celebrate all aspects of individual children's learning. The book: Provides a holistic picture of a child's learning, considering an array of reflective opportunities, while always keeping the child at the centre of our thoughts Includes a wealth of real-life case studies and worked examples Features a diverse range of contributions from early years professionals as well as the voices of parents Contains printable forms to encourage and consolidate reflections throughout the book Is full of signposting and links to further resources and reading, making it an essential guide for the early years Some of the self-reflections will be challenging and ask us to think about aspects of our practice we may never have previously considered. With accessible guidance and strategies to advocate a change in practice based on lived experience research, The Inclusive Early Years Educator will enable the reader to become an ally for championing neurodiversity-affirming practice and true inclusion in early years education.

Designed to support aspects of the CIPD's advanced diplomas the CIPD Advanced Diploma in Strategic Learning and Development and equip students with the skills needed to embark on a career in L&D.Offering essential coverage of the underpinning theory of learning and development, this book explores key learning models, learning styles and an examination of how people learn. Building on these theoretical foundations, Strategic Learning and Development Practice goes on to explore how this theory applies in practice, including identifying learning needs, learning analytics, knowledge management, technology-supported learning and how to build and evaluate an L&D strategy. This book is full of real-world examples and pedagogical features to support student learning. These include reflective practice questions to consolidate learning and promote critical thought as well as explore further boxes to facilitate wider reading and encourage students to explore areas of interest in more depth. Key definitions in this book give a clear outline of the essential terms and key learning points at the end of every chapter support student revision of the most important themes. Online resources include a lecturer manual and PowerPoint slides for each chapter.

This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings. It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this. By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development. The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recovery as it seeks to work for, within, and between communities and constituencies. While it foregrounds youth and community work, it makes wider and systemic connections between communities and higher education institutions.

This book explores the international landscape of educational scholarship, policy, and practice. Tucker argues there is a fundamental aim for world education. It is to educate complete human beings in all their dimensions, such that they become the best persons they can be, and participate fully in ‘the human story'.Tucker asks: What is the world of education for? What is it that early childhood centers, schools and local communities are meant to do for children and their learning? Representing a decade of research, the text examines the most common concepts of the purposes of education, human nature and learning offered by scholars, international authorities and pedagogies, nations, education organizations, neuroscience, early childhood educators, and individual schools. To ‘educate for humanity', Tucker provides a complete concept of holistic education – of whole child and holistic learning for a whole world.The book is an essential resource for those involved in the world of education – teachers, university administrators, school authorities, policy makers, and educational organizations. Parents and community members with a strong interest in the education of all children will also find much that is informative and challenging to think about.

This edited collection focuses on digital empowerment for displaced people from migrant and refugee backgrounds, exploring the intersections of digital technologies, settlement, education, and global migration. This book adopts a strengths-based and inclusive approach to understand what digital empowerment means and how it can be applied in a range of community and educational settings.The ten chapters bring attention to the need for innovative approaches and educational strategies that promote digital empowerment for people from refugee and migrant backgrounds, with application to finding employment, furthering education, building community, and accessing social support services. The text also considers what is necessary for effective digital empowerment, highlighting how existing personal resources can be utilised, in conjunction with technologies, to build capacity, enhance community networks, and preserve cultural connections. By adopting a strengths-based perspective, the writers highlight how challenges can be transformed into opportunities. Through conceptual understandings, grounded examples, and case studies, each chapter offers clear and actionable takeaways for policy, practice, and research.Based on cutting-edge theory, this is an essential read for social and educational researchers, teacher educators and their students, policy makers, and educational practitioners.

Combining theory and case studies, this book explores the factors that influence the academic success of international students in China. It emphasizes the importance of cultural understanding and tailored support systems in improving academic outcomes.The authors utilize the Social Cognitive Theory (SCT) to examine how students'academic outcomes are shaped by personal, environmental, and behavioral factors, especially given the unique challenges in a rapidly globalizing educational environment. Using a mix of quantitative and qualitative methodologies, this book investigates various aspects of academic performance, including motivation, self-regulation, and cultural adaptation. A key focus is the application of Attribution Theory, which studies how students'beliefs about the causes of their academic success or failure affect their motivation and behavior. The authors also discuss the impact of institutional factors, such as faculty support and the quality of educational resources, on student performance.The title will appeal to scholars and students interested in student mobility, student performance, Chinese education, and international education in China. It also serves as a valuable read for educators and policymakers relevant to the context of China's increasing prominence as a destination for international education.

Drawing together the worlds of classroom practice, school leadership and scientific research, this is an essential how-to guide for initiating and maintaining a school improvement journey based on the science of learning.What we now know about learning and teaching is vast; yet often, wading through the thousands of articles and books on this subject can leave even the most seasoned educator overwhelmed. This guide instead offers a distillation of key understandings—for teaching, literacy, mathematics, curriculum and implementation—to launch your school improvement work.Harnessing the Science of Learning also features contributions from thought leaders across the fields of learning sciences and educational practice: Pamela Snow, Tanya Serry, Zach Groshell, Reid Smith, Toni Hatten-Roberts, Simon Breakspear, Katie Roberts-Hull, David Morkunas, Steven Capp, Shane Pearson and Eamon Charles.This book illustrates practical ways to harness this knowledge, using a series of exemplary school case studies. These insightful narratives of transformation are interwoven with summaries of powerful teaching practices, forming a roadmap to drive improvement.In this volume, you will learn how even discrete changes in a school can have marked impacts. It is suitable for those already versed in such principles, as well as anyone curious to plunge into what the science of learning has to offer.

This edited volume explores the role of education in the process of European cooperation and integration as it has been conceived and realized in the late 20th century and the early 21st century, as well as the mirror of this narrative: the effects of the European integration process on education.Through this dual analysis, the contributors reflect on the concept of Europeanization by showing the complex interplay between Europeanization through education and Europeanization of education. Part I offers a critical overview of the actors, spaces, actions, and pedagogies designed to promote the European project and build Europeans. Part II examines how work done on the European continental level has impacted the educational sphere and national education systems. The case studies cover a wide range of international institutions (College of Europe, European Schools, European Centre for Culture, European University Institute), international organizations (EC/ EU, OEEC/ OECD, Council of Europe, UNESCO), and transnational actors (European Trade Union Committee for Education, European Federation of Education Employers), providing interdisciplinary insight into how this dialectic contributed to shape Europe as a whole.This book will be of interest to graduate and postgraduate students, teachers, and researchers of international cultural relations, Europeanization, and education from a transnational perspective.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This volume brings together a selection of essential articles from the journal Revista Internacional de Educación Musical (RIEM), a Spanish-language journal published by the International Society for Music Education, making this work available to an English-speaking audience for the first time. With chapters representing a wide range of countries in the Ibero-American world, including Argentina, Brazil, Chile, Colombia, Mexico, Portugal, and Spain, the book aims to develop international exchange in the music education community. The book is structured around key themes, including music teacher training, youth music education, higher music education, and sociomusical programs, with a focus on opportunities for improvement across music education contexts inside and outside schools. Making vibrant research and practice from across the region available to a wider international audience, this book facilitates exchanges between researchers and educators and enhances global music education studies by highlighting groundbreaking work from Spanish- and Portuguese-speaking countries.

Responding to growing interest in the sustainable development goals (SDGs) and global concern over climate change, this volume provides an analysis of how our understanding of the relationship between environment and education has evolved during the past 50 years.Spanning from the 1972 United Nations Conference on the Human Environment through to the present day, chapters examine whether our approach to education about environmental sustainability is enacting effective change. Examining the evolution of educational approaches to environmental learning, contexts, and themes, this book moves through the decades, from the 1970s until the 2020s, tracking the impact of historical events and shifting sustainability discourses within education. Through historical, research-based analyses, this book recognises patterns, trends, and countertrends that help critically (re)assess the potential of education in creating a world that is more sustainable than current scientific predictions estimate.Proposing a set of key considerations for the future of environmental education, this accessible book will be of value to scholars, researchers, policymakers, and practitioners working within sustainability education, environmental research and policy, and teacher education more broadly.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This monograph presents a contemporary examination of climate anxiety within schools. Featuring contributions from experts across Canada, Austria, Australia, New Zealand, the United Kingdom, Italy, and Finland, the book underscores the prevalence of climate anxiety, a phenomenon often overlooked in discussions about climate change and education. The monograph is divided into two sections. The first section begins by outlining how climate anxiety manifests in schools, examining the theoretical underpinnings of climate change education and its psychological impact on students and teachers. The second section presents innovative and practical strategies for mitigating climate anxiety in the classroom, highlighting the importance of cohesive learning environments and cross-curricular approaches. Readers will benefit from the book's international perspective and its blend of theory and practice, gaining valuable insights into how to address climate anxiety and foster resilience in educational contexts.An international, empirical, and ethnographic evidence-based perspective of climate anxiety in classroom, this book will appeal to scholars, researchers, postgraduate students, and educators with interests in climate change education, sustainability education, policy and administration, mental health, and pedagogy.

This edited volume presents the latest scholarly endeavors to synergize Chinese linguistics with Chinese language education and L2 Chinese acquisition, a direction of inquiry that has emerged as a rapidly developing area and attracted both teaching practitioners and linguists'interests in recent years.The studies presented in the volume approach a diversity of issues, ranging over linguistics-informed Chinese language education in the contexts of Hong Kong, mainland China, and overseas countries; language pedagogies along various linguistic approaches; L2 Chinese development of different linguistic properties; bilingualism and multilingualism among adult and school learners; as well as linguistically grounded Chinese language learning and teaching via digital means. The volume offers to deepen the reader's understanding of the existing theories on Chinese language education and L2 Chinese acquisition, and the linguistic theories regarding the nature, component modules, and development of the human language faculty. It also offers new pedagogical inspiration, based on cutting-edge empirical research, for Chinese language teaching in different educational settings.Of interest to scholars in the fields of Chinese language teaching and learning, second language acquisition, or applied linguistics, this volume contributes to the emerging field of educational applications of linguistics and presents an overarching framework that bridges a long-lasting division between language teaching practice and linguistic research.

Embodied Learning in the Schools explores the relevance of embodied perspectives to instructional designers and education scholars seeking to improve the design, development, and analysis of technology-enhanced learning environments in K-12 settings. Given recent technological advances in touch-based, geolocational, and body integrative devices, there is considerable opportunity to leverage embodied perspectives of cognition to enrich learning in schools today. Grounded in research and theory, this book provides a holistic understanding of embodied cognition's powerful multidisciplinary applications. Using vivid examples from authentic classrooms, each chapter connects varied theoretical insights to their practical implications for linking brain, body, and technology in learning. Instructional designers, learning scientists, educational technologists, and other scholars and professionals will come away with a comprehensive grasp on the affordances, challenges, frameworks, and embodied designs that can be implemented in real-world contexts across subject areas.

Learn how to increase instructional rigor so that all students can reach higher levels of learning. In this new edition of a bestseller, authors Barbara R. Blackburn and Melissa Miles offer practical ideas for raising expectations, increasing complexity, giving appropriate support and guidance, creating open-ended choices and projects, and much more. This timely new edition features new strategies for teaching questioning and inquiry, helping students use evidence and see open-ended perspectives, and increasing student agency, as well as ideas for implementing more effective assessments and incorporating rigor with technology.Appropriate for teachers of all grade levels and subject areas, the book is filled with helpful tips and tools that you can implement immediately. In addition, full-sized templates are available as support material on our website so you can download and print them for classroom use.With its practical advice and helpful tools, Rigor Is NOT a Four-Letter Word will set you and your students on the fast track to higher learning and sustained success.

This book explores the world of international doctoral students in the Chinese higher education system. It delves into their motivations, research experiences, and how they navigate the transitions across borders between their research, personal, and social worlds while pursuing their research in China.The stories, presented in both patterned categories and individual reflexive narratives, illustrate how these students navigate themselves as doctoral researchers in the Chinese context. The stories highlight the opportunities and challenges these international students encounter in their doctoral research in China. While some students progressively become competent, confident, and positive researchers as they smoothly adjust, others struggle with difficult transitions and face challenges in their relationships with Chinese supervisors, peers, and the academic field. Through analyzing international doctoral students'lived experiences and the relevant policies, the authors offer insight into China's position and characteristics in the context of global doctoral education. This book will be of special interest to academics, researchers, student counsellors, university administrators, and policymakers, both in the east and the west. It should also be of interest to international students who are currently pursuing or planning to commence doctoral studies in China.

Design and Analysis in Quantitative Educational Research: Univariate Designs in SPSS presents an integrated approach to learning about research design alongside statistical analysis concepts. The authors maintain a focus on applied educational research throughout the text, with practical tips and advice on how to do high-quality quantitative research.This book teaches research design (including epistemology, research ethics, forming research questions, quantitative design, sampling methodologies, and design assumptions) and introductory statistical concepts (including descriptive statistics, probability theory, and sampling distributions), basic statistical tests (like z and t), ANOVA designs, including more advanced designs like the factorial ANOVA and mixed ANOVA, simple linear regression, and multiple regression using SPSS for analysis. Designed specifically for an introductory graduate course in research design and statistical analysis, the book takes students through principles by presenting case studies, describing the research design principles at play in each study, and then asking students to walk through the process of analyzing data that reproduce the published results. The new edition has been updated to include the latest contemporary research developments, coverage of IBM SPSS Statistics version 29, and also features new case studies, many focused on race and racism as well as other equity and justice work, and additional content on covariance and correlation. An online eResource is also available with data sets.This textbook is tailor-made for first-level doctoral courses in research design and analysis, and will also be of interest to graduate students in education and educational research.