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In Responsive Circles, author JR Entsminger equips educators with practical strategies to address conflict and improve student behavior through restorative practices. The book emphasizes using responsive circles to repair harm, foster empathy, and address student conflict while reducing reliance on traditional punishment. It also explores bias, social-emotional learning, and integrating restorative practices or approaches into school culture for a healthier community schoolwide. K–12 administrators and educators can use this book to: Benefit from leader- and teacher-specific implementation guidance Understand which facilitation tools to use and why Receive the five steps and necessary tools for facilitating a responsive circle Learn to navigate responsive circle resistance and resource limitations Address underlying behavior issues and learn alternatives to excluding students from their school community Contents: Introduction Chapter 1: Important Things to Remember About Student Behavior Chapter 2: Traditional Punishments Versus Consequences Chapter 3: Responsive Circle Facilitation Chapter 4: Circle Types and Tools Chapter 5: Resistance and Resource Constraints Epilogue References Index

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.

This book creates a theoretical framework to consider the integration of computational thinking (CT) into learning and teaching processes in different contexts from a design-based learning (DBL) perspective, and presents various intervention studies. The chapters each focus on a different aspect of CT integration through DBL, providing an overview and discussing the benefits of integrating CT into the curriculum. The book also discusses the design thinking process and how it can be used to promote CT, focusing on CT concepts and considering perspectives on how these concepts can be integrated into DBL activities. It also explores how artificial intelligence (AI)-based design-oriented learning activities can be used to develop students'CT skills, examines the information technology (IT) concept of pattern recognition, and provides examples of how this can be integrated into DBL activities. It presents practical examples on integrating CT into the teaching-learning process from a design-based learning perspective, summarizes approaches to assessing CT skills, and discusses them in the context of design-based learning. Lastly, this book also conducts a bibliometric analysis of publication and citation trends in computational thinking research conducted in design-based learning.

This book highlights the key competencies and coping mechanisms needed by educational managers in an era of rapid change on a national and international scale. It also posits and discusses how the heads of educational organizations, often classified as leaders, should be re-categorized as managers instead due to their broad range of duties and obligations. Finally, this book also provides a collection of essential tools, mechanisms, and principles for educational managers and practitioners at all levels in education.

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

This open access book maps the role of challenge-based learning (CBL) in the transformation of higher education pedagogy, towards being sector-informed as well as student-driven. CBL democratises the process of learning by repositioning students as drivers, who are empowered to make decisions on course content, assess needs in the real world and develop opinions. Teachers monitor student learning and engagement and mentor students to express their needs. Chapters showcase existing CBL practices in different settings, and include case studies which detail the practical application of CBL in multiple contexts. The authors develop an emerging theory of practical learning based on the insights of the curriculum designers, practitioners and students. The book will be of interest to researchers, teacher educators/trainers and research supervisors in higher education.

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.

Der open access Sammelband zeigt auf, wie digitalisierungsbezogene Kompetenzen von Studierenden und Dozierenden der Lehrpersonenbildung auf Basis interdisziplinären Zusammenwirkens von Bildungswissenschaften und Fachdidaktiken unter besonderer Berücksichtigung der Mensch-Computer-Interaktion gefördert werden können. Zehn Forschungsprojekte präsentieren ihre innovativen und wissenschaftlich fundierten Lern-Lehr-Konzepte, die sie gestaltet, implementiert und evaluiert haben. Hierbei kamen u.a. Augmented und Virtual Reality, Simulationen und adaptive Lernumgebungen zum Einsatz.

This volume grew out of a symposium held at the University of Alberta in March 2021 in commemoration of the 50th anniversary of official multiculturalism in Canada. Scholars gathered online during the Covid-19 pandemic to take stock and reflect on the extent and ways multiculturalism legislation and evolving policy has impacted education. Scholars used varied and contrasting approaches to educational theory to think about multiculturalism and its impacts, including terror management theory, the riddle scale, art theory and pentimenti, transitional justice, intraminority and interminority relations, the null curriculum, and ideas of cultural humility, hope, and cultural comfort, among others.

Resilience and Wellbeing in Young Children, Their Families and Communities unpicks the theme of resilience and wellbeing through diverse contexts, circumstances, populations and life stories in order to explore its complexity globally.Current societal events have brought forward a need for understanding how to best support and create environments with conditions that promote children's holistic wellbeing. Violence in all its facets, poverty, political conflict and the recent pandemic are among the major realities threatening children, and this demands attention to how resilience can be supported to effectively safeguard children's lived experiences. This book explores resilience from a range of perspectives, research projects and practical support mechanisms for young children, families, educators and communities. It starts with theoretical conceptualizations and goes on to present specific research projects and applied initiatives and how these can be used in application to praxis for young children and their families.Being of interest to educators and human services striving to advocate for and enhance young children's wellbeing, this book will serve as both a useful overview of the many approaches to supporting resilience in young children, while providing a sound theoretical perspective that is accessible for all.

Taking a future-oriented approach, this book addresses students'ways of thinking in STEM-based problem solving. It provides a rich set of chapters that explore how we can advance important thinking skills in STEM education for K-12 students. STEM education is essential to understanding and solving many of the world's major challenges. However, the kind of interdisciplinary modes of thinking required to tackle such unforeseen problems is lacking in most STEM education delivery. This book examines the various ways of thinking that can be applied to effective STEM-based problem solving across K-12 education. These include design and design-based thinking, systems thinking and modeling, critical thinking, innovative and adaptive thinking, intuition in problem solving, and computational and algorithmic thinking. Across the chapters, the authors'interdisciplinary perspectives give further depth to understanding how students learn and apply their thinking to solve STEM-based problems. The book also provides guidance on how to assess ways of thinking in STEM education, to ensure educators can recognize students'progress and development.Bringing together a team of international experts, this book is essential reading for pre-service teachers, teacher educators, and researchers in STEM education.Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Looking at both English Medium Instruction (EMI) and multimodality in higher education, this edited volume bridges the gap between the two contexts by offering various new insights into fundamentals in multilingual education, EMI discourse and current teaching practices in internationalised contexts. Current demands in communication, especially in higher-education contexts, require examining EMI from a multimodal perspective with the aim of giving explicit attention to modern discourse practices.The contributors reflect on the principles guiding EMI and multimodality and their application in higher education using both practical examples and data-driven evidences. They discuss EMI multimodal discourse from an empirical perspective to unveil communicative practices in internationalised higher-education contexts; and exemplify classroom applications and ESP and EAP pedagogical practices that promote multimodal competence in higher education. The contributors provide solid theoretical foundations, key principles, research evidence and pedagogical implications that inform current methodologies and practices for EMI, ESP and EAP, as well as multimodality in higher education.This volume on EMI and multimodality in higher education will have broad appeal for researchers worldwide from various fields of expertise within education and applied linguistics.

This edited volume presents the latest research focussing on current challenges on the deployment of smart technologies and pedagogies for supporting teaching and learning in the post-covid19 era. This is at the core of studying the evolution of the learning process, the role of technology-supported pedagogical approaches, and the progress of educational technology innovations in the context of digital transformation in education and professional training. A selection of the best papers from the Cognition and Exploratory Learning in the Digital Age (CELDA) Conference, 2022 are included in this volume, bringing together high-quality research on Smart Pedagogies in the Post-Pandemic Era; Smart Learning Technologies in the Post-Pandemic Era; and Case Studies of Smart Learning Environments. The volume contributes to the discussion of current issues in digital education between researchers, practitioners, and policymakers.

TRANSFORMING EDUCATION WITH VIRTUAL REALITY The book provides an in-depth and comprehensive knowledge reviewof the use of virtual reality in the education industry and businesses. Virtual reality (VR) technology has thoroughly transformed education by providing engaging and immersive ways for students to experience their education and by offering visual learning, creative development, etc., to enhance their studies. Moreover, with increasing accessibility, both students and educators can utilize it for effective teaching and learning. By embracing this VR-related technology, teachers can transform traditional classrooms into lively ones. Businesses can also leverage VR for skilling, up-skilling, and re-skilling. This book is divided into two parts. Part I discusses the opportunities, challenges, and application of VR technology, and Part II focuses on reimagining education with the metaverse. Readers will find in this book: a description of the relationship between virtual reality and student behavior; a review of VR-enabled tools and techniques for an immersive environment; a discussion on VR in the context of vocational education by developing a conceptual framework and roadmap for its adoption; an overview of the advantages, disadvantages, and mechanisms of VR through a detailed analysis showing a comparison of the strong and weak points of the technologies being used in education; a look at the future of learning in the context of VR; a description of the relevance of VR in emerging economies with the help of bibliometric analysis and discusses its future potential; a review of Metaverse as a new education avatar showcasing diverse educational experiences and how to reimagine teaching; an explanation of the relevance of emerging digital technologies in upskilling employees in fashion retail to impart an immersive experience for customers; a proposed framework for mapping the use of VR for students with autistic spectrum disorder (ASD). Audience The book is designed for information technologists, educational researchers, teachers, policymakers, government officials, and business managers.

This book outlines the key problems associated with the intersections of assessment, learning and teaching, and presents guiding principles to effective assessment that schools can follow in order to optimise student outcomes.Addressing challenges such as competing conceptualisations of assessment, the burden of responsibility on teachers and conflicting views of what effective assessment actually is, this book provides an in-depth analysis of these problems, how they are explored, what factors influence them and their implications for learning and teaching. It proposes practical solutions to address these challenges, supported by 29 case studies that capture examples of practice from Asia, Europe, the USA and Australia. The book concludes with the key features of the effective implementation of assessment reform, based on findings from a variety of scenarios, across different contexts and levels of education.Providing critical insights and practical guidance, this book is an essential reference for teachers, school leaders and postgraduate students of education.

This book explores trends in the practice of school counselling in East and Southeast Asia in response to socioeconomic changes, developments in education and schooling, the growth of technology, and the legacy of the recent COVID-19 pandemic.The volume adopts an ecological perspective, taking into account both schools'institutional contexts and the sociocultural settings in which school counsellors work. Chapters focus on the needs, perspectives, and expectations of different stakeholders and explore the changing roles and identities of school counsellors. Contributions from Mainland China, Hong Kong SAR, Japan, Malaysia, The Philippines, Singapore, and Vietnam provide a wide-ranging account of the development of school counselling in the region and set out key themes and priorities for this fast-developing field.Academics in the field of school counselling, practising school counsellors, academics involved in training programmes for school counsellors and students will find this an invaluable volume. More broadly, this text will be of interest to individuals involved in accrediting bodies for international schools in Asia, and school leaders tasked with overseeing counselling provision and that of well-being.

This book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa. The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies.

This book offers a multimodal perspective on how to design meaningful learning experiences with digital technologies.Digital education is of increasing importance in today's digital society and the editors bring together international thought-leaders and well-established academics across geographical regions to explore the topic. The book addresses the need to design learning with digital technologies, especially in a post-pandemic environment where blended learning has become ubiquitous. The book is organised around five themes: designing learning, digital learning designs, digital learning with embodied teaching, digital learning interactions, and digital multimodal literacies. The chapters focus on digital technologies as multimodal semiotic resources and the educational implication of each theme is drawn out from illustrative cases across contexts of learning.Essential reading for researchers and postgraduate students, this book offers state-of-the-art thinking on how educators can design new learning experiences for students through the meaningful and effective use of digital technologies.Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Using an evidence-based model developed by Egbert and colleagues, editors Joy Egbert and Priya Panday-Shukla provide a comprehensive overview of task engagement for teachers and researchers. Research has positioned task engagement as central to student learning, and Egbert and Panday-Shukla now collate this research into a resource that teachers can utilize. The chapters address how task engagement theory, evidence, and instruction can be applied to increase learner achievement. The editors and contributors draw from backgrounds across science, technology, engineering, art, and math (STEAM) education and other disciplines to present task engagement and connect its importance to the success of today's students. Chapters include background information, resources, exercises, and ideas for teachers and researchers to extend the research behind individual elements of the task engagement model into practice. Each chapter focuses on one component of the model and includes guiding questions and key points, a “how-to” section, and recommended tasks for K-adult classroom use. Though ideal for teacher education research scholars, students, and faculty, this book is useful for instructors at all levels interested in integrating task engagement principles into their practice.

In 2021, the University Grants Committee of Hong Kong, the funding body for higher education in Hong Kong, initiated a scheme and associated grant fund with the aim of enhancing the use of technology for teaching in higher education institutions in Hong Kong. In the Faculty of Social Sciences, Hong Kong Baptist University, the funding was used to support colleagues in various disciplines to develop teaching and learning projects that capitalized on technology to improve the educational experiences of students. In this book, seven project teams from five disciplines, Education, Geography, History, Social Work, and Sociology, share their technological innovations. Each chapter presents the design, implementation, challenges, benefits, and impact on student learning and experiences of each innovative project. Lecturers, professors and curriculum designers engaged in teaching and learning will find this book an invaluable resource as it provides ways to integrate technology into their teaching practices. Scholars of teaching and learning (SoTL) will also find the book a useful reference for up-to-date technological and pedagogical practices in the social science disciplines.

Launching the Global Perspectives on Higher Education Development series, editors Madasu Bhaskara Rao, Abhilasha Singh and Pulaparthi Mallika Rao introduce the concept of values and the role they play in the emerging university of the twenty-first century. How do universities'missions, visions, policies, and strategies shape their responses to a world that is swiftly changing due to increased globalisation, demand, competition, and innovation? Understanding that educational stakeholders must comprehend the nature of societal culture and communal values and the role they play in shaping, often implicitly, a university's ethos and traditions, contributors explore how values operate at an institutional level. How do they impact micro-level practises, such as pedagogical strategies, academic achievement, curriculum development, and evaluation? Providing a much-needed global perspective-based analysis of the issue of educational values, this first volume on Worldviews and Values in Higher Education examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.

Understanding and Supporting Young Writers from Birth to 8 provides practitioners with the knowledge and skills they need to support young children as they learn to write. This fully updated second edition offers new guidance on all aspects of writing, from building children's vocabulary and creating multimodal texts to providing support for children who find writing particularly challenging. All chapters have been revised and updated with increased emphasis on engaging with families and catering for children from diverse communities. A new chapter focuses on the Draw, Talk, Write, Share (DTWS) pedagogical approach to teaching writing.The book discusses the role of oral language in early mark-making and writing in detail and explores the key relationships between'drawing and talking,''drawing and writing,'and'drawing, talking, and writing.'Each chapter also features practical strategies and samples of writing and/or drawing to illustrate key points, as well as reflective questions to help the reader apply the ideas to their own setting. Further topics covered include: progressions in children's writing writing in the pre-school years developing authorial skills developing phonological awareness, phonics, and spelling handwriting and keyboarding skills teaching writing to plurilingual learners assessing writing Understanding and Supporting Young Writers from Birth to 8 is a contemporary and unique resource that will help early childhood educators, early years schoolteachers, specialist practitioners working with very young children, and students enrolled in Early Childhood or Primary Studies courses to boost their confidence in teaching young learners as they become writers.

Die vorliegende Arbeit stellt die Konzeption und Evaluation des Lehr-Lern-Laborseminars MiRA-digital zum mathematischen Modellieren mit digitalen Werkzeugen dar. MiRA-digital wird als fachdidaktisches Seminar im Rahmen der ersten Phase der Lehrkräftebildung an der Universität Münster angeboten. Das Seminar zeichnet sich durch eine Theorie-Praxis-Verzahnung sowie komplexitätsreduzierte Rahmenbedingungen aus und zielt darauf ab, Mathematiklehramtsstudierende bereichsspezifisch (d.h. für den Unterrichtsbereich des mathematischen Modellierens mit digitalen Werkzeugen) zu professionalisieren. Die Evaluation des Seminars bezieht sich auf die Wirksamkeit dieser Professionalisierung und erfolgt mittels einer quantitativen quasi-experimentellen Interventionsstudie im Prä-Post-Design. Mit Fokus auf das bereichsspezifische Aufgabenwissen und das bereichsspezifische adaptive Interventionswissen wurden Daten von N = 165 Studierenden über vier Semester erhoben und kumulativ ausgewertet. Die Ergebnisse zeigen, dass die Entwicklung der beiden bereichsspezifischen Wissensarten positiv und signifikant durch die Teilnahme am Seminar MiRA-digital beeinflusst wird. In einem Lehr-Lern-Laborseminar zum mathematischen Modellieren ohne digitale Werkzeuge und einer Kontrollgruppe konnte hingegen keine umfassende signifikante Entwicklung dieser Wissensarten festgestellt werden. Damit wird die Wirksamkeit des Lehr-Lern-Laborseminars MiRA-digital bestätigt.

This edited volume documents research on mathematical modelling education, before, during, and after the Covid 19 pandemic. Mathematical modelling is essential for understanding natural and human generated phenomena, and informs decision-making about events such as the pandemic, climate change, and other disruptive events. Communication to the public, often by the media, makes use of mathematical modelling to justify changes to public policy, as seen during the COVID-19 crisis. Consequently, mathematical modelling has assumed an increasingly prominent role in curricula internationally, providing opportunities to understand how it is used in current circumstances and to plan for the needs of future societies. This book focuses on research on mathematical modelling education and its implementation at school and tertiary level. Contributions to the book and point to directions for further innovation in mathematical modelling education. Authors of this volume are members of the International Community of Teachers of Mathematical Modelling, the peak research body for the teaching and learning of mathematical modelling.

This handbook provides a global synthesis of on-going research in education and policy change during the last decade. It examines discourses of globalisation from the perspectives of the global North and global South. Major theories of globalisation and education policy reforms employed in the handbook are classified into two broad categories: structuralist and post-structuralist. The handbook, while examining the impact of global trends in different societies, cultures and educational settings, attempts to synthesise different meta theories of globalisation and their impact on societies and educational systems. It discusses the continued interaction of global, national and local forces and influences, especially the importance of standards and quality driven education reforms, the need to overcome inequality of access to quality schools, and aims at providing quality education for all students. In addition, the impact of neo-liberal ideology on education is examined, in terms of its impact on ongoing standards-driven education reforms globally. The handbook analyses neo-liberalism in education and its focus on increasing global competitiveness, accountability, efficiency, quality, standards-driven policy reforms and educational stratification. The impact of globalisation on education policy and reforms is a strategically significant issue for us all. The unifying conceptual framework, used in the handbook to critique strategic significance of globalisation, is grounded in discourse, CDA and critical theory. The work offers the latest findings concerning major issues in education and policy directions, such as global social and economic inequality, neo-liberal standard-driven education and policy reforms, performing schools in the performing culture, education for human rights and social justice, new perspectives on education for sustainability, dominant and effective models of values education in schools, and the ubiquitous impact of ICTs on education systems.

This comprehensive volume explores the possibilities, challenges and ethical considerations of Artificial Intelligence (AI) in education through a machine-generated literature review that examines emerging research trends and findings. Each chapter presents summaries of pre-defined topics and includes a human-written introduction by the book editor. It covers critical areas such as educational data mining, learning analytics, personalised learning, adaptive assessment, intelligent tutoring systems, as well as the ethical challenges of AI in education. This volume provides valuable insights for educators, researchers, policymakers and students seeking to understand the transformative potential of AI in education. It serves as a reference point for navigating the evolving landscape of AI-assisted learning and offers a glimpse into the future of education in an AI-driven world. The auto-summaries were generated by a recursive clustering algorithm using the Dimensions Auto-summariser from Digital Science. The editor of this book selected the SN content to be auto-summarised and decided the order of appearance. Please note that these are extractive auto-summaries, consisting of original sentences, but are not representative of the original paper, as we do not show the full length of the publication. Please note that only published SN content is represented here and that machine-generated books are still at an experimental stage.

The book elaborates on microplastics as a global concern, prompting the need for comprehensive understanding and effective management. It thoroughly explores the various aspects of microplastics, addressing their detection, separation, and contamination in diverse ecosystems. The introductory chapter highlights the global risks associated with microplastics while presenting the challenges and opportunities in tackling this issue. It focuses on the detection techniques employed to identify microplastics, providing insights into the analytical methods and technologies utilized in their characterization. It delves into the separation techniques used to extract microplastics from complex environmental matrices, aiding in their accurate quantification and analysis. The subsequent chapters examine the presence and impact of microplastics in specific ecosystems, including aquatic and terrestrial. It investigates the prevalence of microplastics in water bodies and their detrimental effects on aquatic organisms and elucidates their distribution, transport, and ecological implications on land-dwelling organisms. The book further explores microplastics'occurrence in foods, cosmetics, and air pollution and associated health hazards. It delves into the lesser-known aspects of microplastics influence on nitrogen cycling and nitrous oxide emissions, offering valuable insights into their impact on biogeochemical processes. It discusses microplastics environmental risks and hazards, covering the ecological, biodiversity, and ecosystem-level impacts caused by these persistent pollutants. The concluding chapters focus on sustainable management strategies for mitigating and controlling microplastics proliferation and associated risks. This book provides a comprehensive and multidisciplinary approach for understanding and addressing the challenges posed by microplastics. It serves as a valuable resource for researchers, policymakers, environmentalists, and anyone concerned about the impact of microplastics on planet. This book aims to foster sustainable management practices and contribute to a cleaner and healthier environment by unraveling microplastics complexities.

Learners of all levels receive a plethora of feedback messages on a daily – or even hourly – basis. Teachers, coaches, parents, peers – all have suggestions and advice on how to improve or sustain a certain level of performance.This volume offers insights into the complexity of students'engagement with feedback, the diversity of teachers'feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It focuses on two main sections: what is students'engagement with feedback? And what is the variety of teachers'feedback practices? Under these themes, the content covers a broad range of key topics pertaining to instructional feedback, how it operates in a classroom and how students engage with feedback. Unarguably, feedback is a key element of successful instructional practices – however we also know that (a) learners often dread it and dismiss it and (b) the effectiveness of feedback varies depending on teacher's and student's characteristics, specific characteristic of feedback messages that learners receive, as well as a number of contextual variables. What this volume articulates are new ways for learners to engage with feedback beyond recipience and uptake.With nuanced insights for research and practice, this book will be most useful to teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond.

Featuring a broad swathe of academic research and perspectives from international contributors, this book will capture and share important lessons from the pandemic experience for teaching practice and teacher learning more broadly.Looking at core teaching values such as the facilitation of learning, the promotion of fairness and equality, and community building, the book centres the records of teachers'experiences from diverse educational phases and locations that illuminate how the complexity of teaching work is entangled in the emotional, relational, and embodied nature of teachers'everyday lives. Through rich, qualitative data and first-hand experience, the book informs the decisions of teachers and those who train, support, and manage them, promoting sustainable, positive transformation within education for the benefit of educators and learners alike.This book will be of use to scholars, practitioners, and researchers involved with teachers and teacher education, the sociology of education, and teaching and learning more broadly. Policy makers working in school leadership, management, and administration may also benefit from the volume.

This edited volume explores institutional responses, equity in open education, and the future of higher education in a post-pandemic world, offering valuable insights into effective pedagogical practices and policy recommendations to sustain the advancements made during the pandemic. Through providing a concise overview of the collective insights and responses from various educational institutions and educators worldwide to the unprecedented challenges posed by the COVID-19 pandemic on higher education. It underscores the substantial shift to online learning, highlighting the exacerbation of existing inequalities among students due to factors such as digital access, socioeconomic status, and disabilities.

This volume explores difficulties facing TESOL education's transition to online learning in the Global South and Southeast Asia/Asia Pacific region, highlighting innovations of educators in engaging learners, thereby exploring the key themes of access, engagement, and equity in the field.Discussing themes such as academic burnout, cultural competence, and emotional regulation strategies in challenging educational contexts, this novel volume gives voice to field experiences encountered in countries such as Malaysia, Indonesia, Oman, Vietnam, China, and Iran. Chapters demonstrate how a lack of access to reliable internet connectivity and a shortage of digital devices, especially in rural areas, compound limited opportunities for students already facing educational inequalities, presenting the innovative and creative ways English educators are responding to these situations. Across interviews and qualitative studies, the book demonstrates that issues surrounding engagement with, access to, and equity within, the remote and online educational context are wider and longer lasting than the recent pandemic period itself and are at the forefront of challenges facing these regions today.Highlighting English educators'resilience, perseverance, and creativity in challenging circumstances, the book will be of interest to researchers, scholars, and postgraduate students in open and distance education, eLearning, bilingualism/ESL, and distribution of technology in educational settings.

As one of the experimental projects initiated by Springer Nature for AI book content generation, this book is the result of a collaboration between a human editor and an artificial intelligence algorithm to create a machine-generated literature overview of research articles analyzing the importance of reconfiguring, restructuring and re-evolving educational practices. Each chapter presents summaries of predefined themes and provides the reader with a basis for further exploration of the topic. The pandemic has led academicians, researchers, teachers, students, parents, and even the government to penetrate and understand the challenges that it has brought and the importance of reconfiguring, restructuring and re-evolving educational practices. Insight into the involvement of computer application and information technology can be a harbinger of a new education era. This book precisely discusses these aspects and the future we are moving towards by inculcating technologicalchanges in the educational curriculum.

Książka Dyscyplina naukowa i tożsamość naukowca stanowi kolejny rezultat zainteresowań badawczych autora dotyczących uniwersytetu. Autor koncentruje swoją uwagę na dyscyplinach i dyscyplinarności, w bardzo szerokich kontekstach. Książka składa się z dwóch części. Pierwsza z nich poświęcona jest następującym zagadnieniom: roli dyscyplin w strukturze nauki i uniwersytetu, esencjalistycznemu i konstruktywistycznemu podejściu do dyscyplin, wymiarom terytorialności dyscyplin, identyfikacjom dyscyplinarnym i socjalizacji w dyscyplinę, statusowi naukowca w dyscyplinach i jego źródłom, podziałom i hierarchizacji dyscyplin, interdyscyplinarności, dyscypliny humanistyczne vs. ścisłe i przyrodnicze, książce w naukach humanistycznych i społecznych, konsekwencji digitalizacji książek naukowych, językowi angielskiemu jako językowi globalnej nauki, konfrontacji paradygmatów w nauce współczesnej, przypisom i uprawianiu nauki. W części drugiej książki omówione są dyscyplinarne studia przypadków: świetność i upadek astrologii i alchemii, pseudonauka Łysenkoizmu, status i estetyka matematyki, kontrowersje wokół dyscyplinarnego statusu pedagogiki i kryminologii, ekonomiczny imperializm, męskość i kobiecość w fizyce. Autorskie analizy i interpretacje autora pozwalają na stwierdzenie, że teza o kryzysie czy upadku znaczenia dyscyplin nie znajduje uzasadnienia; nadal odgrywają one decydującą rolę w organizacji współczesnej nauki, uniwersytetu i wspólnoty akademickiej. Stanowią również niezwykle istotne źródło kreowania tożsamości naukowców.

Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners. As student populations grow increasingly diverse, sociocultural variables have never been more important to supporting school climate. Using an original cultural-ecological framework, this book builds on the experiences of historically underrepresented and oppressed youth to foster a socially just, strengths-based perspective for implementing school improvement efforts within multi-tiered systems. Faculty, graduate students, researchers, and professionals in the field will come away with a conceptually and methodologically sound understanding of the interrelationships between personal characteristics, culture, ecological contexts, and school climate.

This book is the outcome of an original and interdisciplinary undertaking by the Academy of Young Scholars and Artists based in Wrocław, Poland. One of the fundamental objectives of the Academy is to improve and foster communication between outstanding representatives of various fields of science, the humanities and art. In this regard to close the gap between the sciences, humanities and the arts and replace it with a unifying yet diverse vision of human cognition – a group of over 50 scholars and artists were asked to present their perspectives on the concepts of “complexity” and “simplicity” in the form of articles or artworks that made reference to their specific disciplines. Hence, the material presented in this compilation may serve as an interdisciplinary source of inspiration for a wide variety of readers. The choice of the main theme – complexity, simplicity, and the various kinds of thought-provoking dialectics unfolding between these – was motivated by a comprehensive and ongoing debate observable in the area of the methodology of the sciences as well as in various spheres of art. Contributors are: Ewa Błaszczak, Krzysztof Boczkowski, Małgorzata Cebrat, Jarosław Drapała, Marcin Drąg, Magda Dubińska-Magiera, Adrian Foltyn, Dorota Frydecka, Łukasz Huculak, Jakub Jernajczyk, Urszula Komarnicka, Katarzyna Kopecka-Piech, Marek Krajewski, Piotr Kruk, Artur Krężel, Marta Migocka-Patrzałek, Magdalena Rowińska-Żyrek, Bartłomiej Skowron, Karol Striżyk, Magdalena Witkowicz, Roland Zarzycki, Justyna Ziółkowska and Katarzyna Zoń. Contributing artists are: Justyna Baśnik, Paweł Baśnik, Tomasz Dobiszewski, Zuzanna Dyrda, Karolina Freino, Wiesław Gołuch, Mariusz Gorzelak, Jarosław Grulkowski, Marek Grzyb, Magda Grzybowska, Łukasz Huculak, Piotr Jędrzejewski, Jakub Jernajczyk, Antonina Joszczuk-Brzozowska, Ivan Juarez, Piotr Kmita, Michał Knychaus, Mirosław Kociński, Anna Kołodziejczyk, Marzena Krzemińska-Baluch, Agnieszka Leśniak-Banasiak, Ula Lucińska, Beata Mak-Sobota, Karina Marusińska, Marcin Mierzicki, Kamil Moskowczenko, Joanna Opalska-Brzecka, Bożena Sacharczuk, Artur Skowroński, Eugeniusz Smoliński, Dominika Sobolewska, Karolina Szymanowska, Anna Trojanowska, Justyna Żak

This Handbook is the first comprehensive volume to focus entirely on the notion of interculturality, reflecting on what the addition of the adjective'critical'means for research and teaching in interdisciplinary studies.The book consists of 35 chapters, including a comprehensive introduction and conclusion. It aims to present current debates on critical interculturality and to help readers make sense of what the label implies and entails in global and local contexts, especially (where possible) beyond dominant scholarship and pedagogical practices. The chapters interrogate the use of terms in different languages to discuss interculturality, drawing on recent literature from as many different parts of the world as possible. Some contributors also problematise their own autobiographical engagement with critical interculturality in their chapters.The book will be of interest to Master's and PhD students in education, communication, and intercultural studies who wish to develop their knowledge of critical interculturality. Established researchers in these fields will also benefit from this invaluable and original source of essential reading.

In this book, emotional teaching-learning is explored as it is cultivated based on teachers'and learners'attraction to reasonableness and emotions and can give rise to a plausible form of decoloniality or decolonisation in and through education. It is argued that when the latter manifests, the democratic transformation of education might ensue. Put differently, decoloniality and/or decolonisation of education is a substantive way to look at the democratisation and, by implication, transformation of education and schooling. Readers are invited to engage with the meanings espoused throughout this book in the quest to cultivate a genuinely decolonial form of education in universities and schools, where values education should be enacted reasonably and emotively in such educational institutions. Teachers and learners cannot remain silent when oppressive and hegemonic forces of modernity continue to guide educational practices in institutions. Contributors are: Ahoud Alasfour, N'Dri Thérèse Assié-Lumumba, Emiliano Bosio, José Brás, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Gonçalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.

Despite growing interest in L2 writing teachers, there is a dearth of published works that specifically delve into the nuances of the development of L2 writing teacher expertise. Informed by relevant foundational theory and empirical research, this book addresses this crucial gap in the understanding of expertise in L2 writing instruction.This book offers a holistic analysis of L2 writing instruction, serving as a valuable resource for those involved in the development of L2 writing teacher educators, as well as novice teachers striving to hone their skills in teaching L2 writing. It draws from a wide array of international perspectives on the conceptualization of L2 writing teacher expertise and research in this domain.Significantly, it is the first comprehensive work that places expertise in L2 writing instruction at the forefront. It will interest scholars in the disciplines of foreign and second language education, as well as postgraduate students and aspiring teachers.

Synthesizing conversations from across gender and sexuality education, race and settler-colonialism studies, and care work literature, Towards a Queer and Trans Ethic of Care in Education explores how queer and trans teachers of colour understand and practice care. Woven between narratives and scholarly literature, Owis theorizes a unique and radical new way of conceptualizing and practicing care in K-12 educational settings, proposing a'queer and trans ethic of care.'This new ethic of care is argued for as both a theory and practice. It aims to challenge the embeddedness of white supremacy and settler-colonialism in K-12 classrooms, while offering a framework that can be applied in personal relationships, teaching and research in communities and higher education. Drawing on a study of participants in the Ontario educational system, Owis examines why care is critical in the community and in practice as an education. They then ask how a queer ethic of care can help us understand what it means to heal, thrive beyond survival, and provide care outside of the matrix of white supremacy and settler-colonialism. These considerations are crucially linked to critical points of intervention in academia, schooling environments and policy at the provincial, federal and global level, demonstrating the need for a radical, systemic overhaul to the way educational institutions practice and understand care. Challenging, educating and offering new ways of thinking about care for and with QTBIPOC communities, it will appeal to scholars and researchers of gender and sexuality studies, race and ethnicity in education, sociology, social work, and diversity and equity in education.

This book provides insight into the importance of advanced innovative technologies such as the Internet of Things (IoT), artificial intelligence (AI), and Metaverse as part of information and communication technology (ICT) solutions in education. Key features of this book include the recent and emerging developments in various specializations in education and finding their solutions by incorporating IoT, AI and ICT. This book presents useful applications, interventions, and case studies that cater to their improved requirements. Topics include formal and services based on IoT; AI technology for IoT-based educational delivery; interfacing devices to IoT; smart educational services; ChatGPT; Smartbots; and more. The authors include several practical solutions and applications of IoT and ICT in education. The book applies to researchers, academics, students, educators and practitioners around the world.

Reading Intervention Case Studies for School Psychologists provides vivid, real-world examples of school-based interventions targeting students'phonological awareness, phonics, fluency, and comprehension in reading. This book offers a rich variety of applied reading interventions in school settings, spanning strategies such as incidental teaching, word boxes, peer tutoring, taped words, story mapping, and beyond. Each case includes thorough descriptions of the specific area of concern, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. School psychologists, along with related professionals in special education, general education, and speech-language pathology, will come away with new insights into this comprehensive set of well-researched and frequently applied reading interventions.

Using accountability tools, reflections, and 36 weeks'worth of invitations, Tina H. Boogren gives K–12 teachers and administrators the structure and ideas they need to improve their well-being. Boogren dives deep into the physical wellness aspect of self-care, inviting readers to engage in a new series of activities centered on the routines of physical wellness: food, hydration, movement, sleep, and rest. All educators can use this book to: Determine how they want to feel Get ideas for how to pair tasks to help form healthy habits Learn to tell the difference between hunger and appetite Discover sensory rest and various ways to adopt it Address revenge bedtime procrastination head-on Contents: Introduction Chapter 1: Your First Nine Weeks Chapter 2: Your Second Nine Weeks Chapter 3: Your Third Nine Weeks Chapter 4: Your Fourth Nine Weeks Epilogue References and Resources Index

This is an open access book. 2nd Lawang Sewu International Symposium 2023 on Humanities and Social Sciences (LEWIS-HUSO 2023) is an annual international symposium held by Universitas Muhammadiyah Semarang that took place by online format (zoom meeting conference) on 27 November 2023 in Semarang, Central Java, Indonesia.LEWIS-HUSO 2023 is intended to provide a forum for lecturers, professionals, researchers, and students to collaborate, explore opportunities, and exchange valuable insights to shape a sustainable future through cutting-edge innovations and dynamic discourses in technology. Study focused on Humanities and Social sciences are welcome. The submitted papers must meet the criteria including originality, novelty, not yet published, and must be written in English.The conference program will feature main speakers, invitees, and oral sessions. To increase dissemination and visibility of research findings, accepted papers will be published in Atlantis Press Proceedings.

The Handbook of Special Education brings greater clarity to the ever-expanding topic of educating exceptional children. Across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Chapters follow a consistent model: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues.This book provides comprehensive coverage of all aspects of special education in the United States including cultural and international comparisons. The Handbook of Special Education discusses emerging trends in the field for researchers and practitioners while also providing foundational material for graduate students and scholars. The third edition has been updated and shortened to make it more accessible and helpful to all of its users, taking into account the recent developments and most current academic research in the field.

Providing a comprehensive overview of the benefits of mindfulness for children and adolescents, this edited collection offers an in-depth exploration of research, theory, and practice from international perspectives.The book written by academics and clinicians from the East and the West, first introduces mindfulness and its roots in spirituality and psychology, and then discusses its potential for enhancing the well-being of children and adolescents. It covers a wide range of topics related to the impact of mindfulness on children and adolescents, including its effects on cognitive development, academic performance, school adjustment, emotion regulation, mental health, and social functioning. The chapters also examine how mindfulness-related concepts, such as self-compassion, can benefit children with and without special needs, as well as the importance of mindful family communication and parenting for the well-being of children and adolescents.The volume offers valuable insights to researchers, educators, and practitioners who wish to help young people cultivate mindfulness and enhance well-being. The insights will also be useful for young people and parents who want to learn about the healing power and health benefits of mindfulness.

The multiple, related fields encompassed by this Major Reference Work represent a convergence of issues and topics germane to the rapidly changing segments of knowledge and practice in educational communications and technology at all levels and around the globe. There is no other comparable work that is designed not only to gather vital, current, and evolving information and understandings in these knowledge segments but also to be updated on a continuing basis in order to keep pace with the rapid changes taking place in the relevant fields. The Handbook is composed of substantive (5,000 to 15,000 words), peer-reviewed entries that examine and explicate seminal facets of learning theory, research, and practice. It provides a broad range of relevant topics, including significant developments as well as innovative uses of technology that promote learning, performance, and instruction. This work is aimed at researchers, designers, developers, instructors, and other professional practitioners.

Humanity will have to cope with many problems in the coming decades: for instance, the world population is likely grow to to 8,8 billion people by 2035. Also, changing climate conditions are negatively affecting the livelihoods of millions of people. In particular, environmental disasters are causing substantial damages to properties. From a social perspective, the inequalities between rich and poor nations are becoming even deeper, and in many countries, conflicts between national and international interest groups are intensifying.The above state of affairs suggest that a broader understanding of the trends which may lead to a more sustainable world is needed, especially those which may pave the way for future developments. In other words, we need to pave the way for sustainable futures.Consistent with this reality, the proposed Encyclopedia of Sustainability Futures aims to identify, document and disseminate ideas, experiences and visions from scientists, member of nongovernmental organisations, decision-makers industry representatives and citizens, on themes and issues which will be important in pursuing sustainable future scenarios. In particular, the publication will focus on scientific aspects, as well as on social and economic ones, also considering matters related to financing and infra-structures, which are important in pursuing a sustainable future.The Encyclopedia of Sustainability Futures will involve the contributing authors in line with theprinciple of co-generation, from across a wide range of disciplines, e.g. education and social sciences, natural sciences, engineering, the arts, languages etc, with papers adopting a long-term sustainability perspective, with a time horizon until 2050. The focus will be on themes which are felt as important in the future, and the chapters are expected to interest and motivate a world audience.This book is part of the'100 papers to accelerate the implementation of the UN Sustainable Development Goals initiative'!

This book examines Malaysia's ambitious reform agenda and educational landscape, drawing upon the eleven key shifts in the Malaysia Education Blueprint 2013-2025.It provides a comprehensive plan for a rapid and sustainable transformation of the Malaysian education system, and what is needed in shaping the educational reforms in Malaysia, especially post-COVID, through to 2025. The contributors to this volume - scholars, researchers and practitioners who possess a deep and embedded understanding of Malaysian education - focus on the interplay of prevailing and persistent problems, and what is needed in shaping the educational reforms in Malaysia.As a critical assessment of the Malaysian Education Blueprint reform efforts and policies, this edited book will be of particular interest to educators, scholars, and policymakers on the latest trends and challenges in Malaysian education policy.

This research-based book focuses on re-imagining how to improve pedagogical and environmental approaches to teaching and teacher education, across the early childhood to higher education sectors. It motivates educators, academics and researchers to stimulate thinking around the use of research to transform professional teaching and teacher education in imaginative ways. It showcases insights into the design and implementation of successful approaches to teaching improvement at the direct level of practice. This book provides a clear ‘how to'approach that identifies the general principles by which teaching improvement can be planned, monitored and evaluated, as well as guidelines for contextualising these principles within specific educational levels and situations.

Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers'labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors'personal and professional journeys. This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor. Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.