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This open access volume contains the select proceedings of the The International Conference on Decision Aid and Artificial Intelligence (ICODAI 2024). It emphasizes the importance of AI in both healthcare and education sectors, fostering knowledge exchange and implementing intelligent decision-support technologies to enhance patient care and educational outcomes.

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.

Der Bericht präsentiert empirische Befunde zur Situation der Wissenschaftlerinnen und Wissenschaftler in einer frühen Karrierephase in Deutschland. Schwerpunktthema der Ausgabe 2025 ist die Etablierung der Tenure-Track-Professur, weitere Themen sind Arbeits- und Beschäftigungsbedingungen, Übergänge in die Qualifizierung und Qualifizierungsbedingungen in der Promotionsphase, Karrierewege und berufliche Perspektiven nach der Promotion sowie die Bedeutung der Befristung von Arbeitsverträgen. Die Vereinbarkeit von Familie und akademischer Karriere, Mobilitätsverhalten und die Effekte der Coronapandemie auf Wissenschaftlerinnen und Wissenschaftler in einer frühen Karrierephase werden ebenfalls behandelt. Basis des Berichtes sind Daten aus amtlichen Statistiken sowie aus regelmäßig durchgeführten Befragungen und Erhebungen. Vergleichbarkeit und Einordnung der Befunde stehen bei der Aufbereitung der Daten im Mittelpunkt. Der Bericht schafft eine Wissensbasis für Hochschulen und Forschungseinrichtungen, Interessenvertretungen, Förderorganisationen sowie Entscheidungsträgerinnen und Entscheidungsträger in Bund und Ländern.

This open access book explores young children's lives in their later years at primary school, from their own point of view. It focuses on how girls and boys experience life in their informal peer group and explores the dynamics of friendships and social hierarchies, identities and how time is spent outside of lessons, including the use of social media. The author interrogates how children make meanings: who they think they are, what it means to be a girl or a boy, and what forms of femininity and masculinity are most dominant. Findings are based on interviews conducted at a middle-class state school and a fee-paying preparatory school on the outskirts of London. The book will be of interest to students and scholars of primary education, schooling and gender, as well as primary school teachers both in the UK and internationally.

The World Yearbook of Education 2025 analyzes teacher policies and the governance of the teaching profession in the contemporary context of major societal changes and globalizing processes.The first volume dedicated to an overview of globalized teacher policies and their implications for the status of the teaching profession across the world, this book reflects the ambition to advance the debate on the challenges and opportunities associated with the teaching profession. It recognizes that teacher policy is situated at the crossroads of three logics that have changed and become more complex due to globalization processes since the 1970s: the logic of teacher policy regulation has shifted from state-centric government toward pluriscalar global governance; the logic of employment relations has shifted to a flexibility paradigm; the logic of teacher education has shifted from the transmission of knowledge in teacher education to teachers'lifelong learning. In line with the objective to analyze the governance of the teaching profession in the contemporary context of major societal changes and globalizing processes, this book is organized into three parts, focusing on: teacher policies as global governance and public policy; teacher labor markets, employment relations, and careers and the institutional transformations in the world of work and employment; and the reconfiguration of teachers'work and the learning of teachers Its contributors use different methodological approaches to draw on a range of case studies and analyses of national, regional, and global patterns. A timely and important contribution to discussions of the future of the teaching profession across the world, the World Yearbook of Education 2025 is ideal reading for policymakers, the professional teaching community, researchers, graduate students, and anyone interested in education policy-related areas such as public policy, comparative education, and sociology of education.

This book lays out the promise and potential of schools as community-building institutions. It explores the challenges faced in incorporating schools into broader community development policy, and also recognizes the changing demographics of schools and their need to integrate with economic development policy in order to promote broader community development.The book includes chapters on tax abatements and economic development policy impacts on schools, new approaches to school building renovation, the potential and reach of shared services between communities and schools, and the impact of school-based health centers. It also offers a theory to integrate schools into community development. Key elements include shared power between communities and schools, greater transparency in economic development policy, collaboration across the broad range of community actors, and engagement of diverse voices. These elements build a greater sense of belonging across generations and class and racial divides.Creative democracy can broaden both school and community development agendas and build a culture of health. This book will help community development and school leaders recognize and pursue the promise of schools as critical community development actors.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial (CC-BY-NC) 4.0 license.

No panorama complexo da sociedade indiana, esta pesquisa abrangente examina a interseção crucial entre a política pública de educação superior e o sistema de reservas (cotas) na Índia, partindo da perspectiva de o país ser emoldurado por vários elementos identitários e marcadores de diferenças, dentre os quais se destacam a cultura, a religiosidade, as tradições e, em especial, o regime de castas. Nesse vasto ambiente de experiências sociais, políticas e religiosas, a política educacional e a política de reservas de vagas voltadas para o ingresso no ensino superior e para acesso ao mercado de trabalho são dois importantes vetores, que se entrelaçam de tal modo, em dependência, intensidade e influência, que é praticamente impossível estudá-los isoladamente. A investigação quanto à relação que se formou entre essas políticas públicas tem o objetivo de estabelecer se elas favoreceram o desenvolvimento social e econômico do país e se contribuíram para a elevação e o aperfeiçoamento do nível existencial das pessoas, com a qualificação do desenvolvimento humano no contexto do cenário internacional atual.

The book explores the evolving relationships between parents and children, the significance of the Jewish school in their lives, how young people think about religious practices, and their lives in the UK. It addresses issues related to families and schooling and pays special attention to the transitions to secondary school and then to life opportunities in the following years. It also uncovers the effect of these transitions on the family, and of the family on those transitions. The book views these phenomena through the prism of a ten-year period from when research participants were eleven years old until they were twenty-one, drawing on a range of theoretical frameworks to help make sense of what was observed. The data help clarify how Jewish schools function as both public and community-based institutions, and what they do and do not contribute to the lives of young people. The research reported includes large scale survey data sets as well as repeated in-depth interviewswith parents and their children. The findings have multiple implications for practitioners, policy makers and researchers as they seek ways to understand and engage with families and schools. This book also appeals to researchers who are interested in the development of religious and cultural identity in the context of minority groups within multicultural societies.

Discover the transformative power of early conversations on racial equity and cultural awareness with Little Learners, Big Hearts. This heartwarming teacher's guide fosters empathy and equity in young minds. Grounded in heart-centered learning, it seamlessly weaves principles of hope, self-education, acknowledgment, resolution, and responsive teaching to create an empowering antiracist foundation. Start shaping compassionate futures today. Preschool and K–3 teachers and childcare providers will: Promote empathy for and understanding of backgrounds, cultures, and identities that are different from what students may be used to Use mindfulness and reflection to move past discomfort and engage in challenging conversations Engage in an ongoing process of acknowledging and confronting biases Shape young children's learning in a way that allows them to draw their own conclusions Be kind, caring, and meaningful forces in the lives of all students and their families Contents: Introduction Chapter 1: Racism and Antiracism—The HEART+ of the Matter Chapter 2: Early Childhood as a Foundational Time Chapter 3: Bias in Early Childhood Chapter 4: Families and Antiracism Chapter 5: Antiracist School Culture Chapter 6: Bias-Related Teasing, Peer Aggression, and Bullying in Early Childhood Chapter 7: A Rhythm to a Rhyme—Challenging Stories, Literature, and Curricula Chapter 8: Promoting Heart, Curiosity, and Self-Determination Epilogue: A More Just and Inclusive World Appendix: Our Stories References and Resources Index

Yifei Yan's ambitious multi-method case study of government middle schools in Beijing and Delhi provides fresh insights into how educational accountability can be designed to work, in part and as a whole.Getting schools to work better is a challenge just about everywhere. Many policy experts prescribe measures for strengthening school accountability, either through government command and control or through alternative market and societal actors. In challenging this conventional wisdom, this book examines how China and India are tackling the challenge with a specific focus on supporting teachers along with traditional accountability-strengthening measures. The book draws implications from its case studies for how education systems can be designed towards the fulfilment of Sustainable Development Goal 4. It further develops the concept of'Accountability 3.0'to elucidate a novel and more holistic reconceptualisation of the appropriate means needed to fulfil multiple purposes of accountability, in which providing support to frontline workers is viewed as an integral component.This book will appeal to a wide spectrum of scholars and practitioners in the fields of comparative education, public administration, public policy and development studies, among others. It will be especially interesting to those from the developing world facing similar accountability challenges as described.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.

This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities.Bringing together a range of interdisciplinary scholars, this book explores the many facets of research, which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high-quality, critical research on this topic.Bringing fresh perspectives to the topic of research with international students, the book focuses on: Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives (Re)-conceptualising key ideas that underpin research which are currently taken for granted Developing reflection points and practical guidance for new research designs which centre criticality and ethics Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings.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.

Why do some teachers stay in teaching? And why do others leave? Why do some enjoy it whilst others find it an unrelenting slog? Answers to these questions are elusive but vital for new teachers, school leaders and everyone in between. Using research from wide-ranging fields and experience from real teachers, The Long Game examines how teachers can sustain and enjoy successful careers in teaching. Divided into five parts, the book explores the persistent challenges of being a teacher by breaking them down into problems and solutions. The chapters unpack the factors that get in the way of our success or enjoyment of teaching and considers the different ways these problems can be tackled, addressing key concerns, including: How to maintain motivation as you juggle work and life How to manage intensity in a non-stop job How to embed effective, long-lasting habits to save time and mental effort How to reduce workload not just ‘manage'it How to teach successfully and have impact in a way that lasts Teaching isn't like a game because it is frivolous or simple. But it is an infinitely layered problem we can spend our careers trying to solve. To sustain a successful and enjoyable career in teaching, we need to embed strategies and approaches that will minimise the challenges and maximise our enjoyment. The Long Game will help teachers to hold onto the joy in teaching by facing the challenges head on.

This book unpacks the notion of pedagogy in South African technical and vocational education and training (TVET), enhancing the importance of the psychological dimension of learning. The book is premised on the idea that as stories of actual, grounded teaching and learning practices emerge from South African colleges, a coherent picture of pedagogy can be established. With chapters by practising TVET educators writing about their own work, the volume seeks to reconceptualise vocational teaching and learning processes with diversity and inclusivity in mind. The book will be of interest to students and scholars of TVET and education in South Africa, as well as South African college practitioners and policymakers.

The benefits of high integrity and high-responsibility organizations are well[1]established conscience mechanisms based on the principles of inclusion that emphasize justice, care, and fair practices at workplaces. Superrich Amazon investor Nick Hanauer writes in Oxfam's state of wealth inequality report published on Monday (January 21, 2019) “I am a practitioner of capitalism,” … The most important lesson I have learned from these decades of experience with market capitalism is that morality and justice are the fundamental prerequisites for prosperity and economic growth (Singh Sengupta, 2021). When leaders and organizations operate from a deep awareness of their consciousness—they naturally behave responsibly beyond what appears to be their own self-interest…The managers who integrate spiritual values with their managerial styles in the entire operations management system bring integrity and oneness to the organizations…

The key purpose of school leadership is to improve learning. What Works in School Leadership? examines research evidence and leadership models that focus on learning and provides resources that will help readers to understand their school's culture and develop strategies to change and improve their schools. It introduces and explains contemporary research, leadership theories and real-world examples to identify what works (and doesn't work) in school leadership.Recognising that leadership occurs at all levels in schools, this book addresses factors that underpin successful distributed, middle and team leadership. Chapters identify how leaders can effectively recruit, retain and motivate their staff, as well as the ways in which professional development can be supported. Key aspects of inclusive leadership that address diversity and equity are also considered in depth.Each school is unique and there is no magic formula that will guarantee instant results in every school; with this in mind, What Works in School Leadership? provides readers with a range of research evidence and resources to enable them to select strategies that will create a positive learning environment for staff and pupils at their own school.This is essential reading for school leaders, those aspiring to leadership and anyone studying or researching school leadership.

Bringing the English Curriculum to Life builds on David Didau's groundbreaking book Making Meaning in English by showing how the principles of the original book can be applied in schools and classrooms. Drawing together experiences of designing, teaching, supporting and assessing English across the schools within Ormiston Academies Trust (OAT), this book demonstrates what an ambitious, coherently sequenced, broad and balanced English curriculum with successful adaption for students with SEND can look like in practice.Designed around the explicit teaching of the powerful conceptual knowledge students need to master the discipline, the book offers a fully resourced English curriculum packed with teaching suggestions and examples of high-quality practice. Covering intent, implementation and assessment, and outlining in detail what is included in each module for KS3 and 4, the curriculum can be adopted in its entirety, but is also flexible enough for departments to take modules and slot them into their own curriculum.Providing an inspiring model for teaching English that enables all students to succeed, this is an essential resource for all English teachers and school leaders responsible for curriculum development.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on current important issues pertaining to college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and other key aspects of higher education administration. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Learn how you can work more effectively with your staff to improve your school. In this unique book, Jeffrey Zoul and Spiri Diamantis Howard reveal how a powerful tool, “Friday Focus” emails or newsletters, can help school principals communicate more proactively and consistently with their teachers while improving instruction and morale.The chapters cover 37 “Friday Focus” memos, which are organized around the school year and which cover topics such as student behavior, teacher observations, parent-teacher conferences, and more. This updated second edition offers suggestions for additional areas including artificial intelligence and equity, hope, microlearning, universal design for learning, engaging the families of ELLs, online relationship building, and gamification.Whether you're a new or veteran school leader, these inspiring messages will help you work alongside your staff as change agents for school improvement.

Antiracism and cultural competence, when incorporated into early childhood education, can powerfully impact young children's social and emotional development. Authors Christine Mason, Randy Ross, Orinthia Harris, and Jillayne Flanders guide leaders in cultivating compassion and equity in their school communities. Explore reflective practices with questions and activities based on fifteen principles to address inequities affecting students, staff, and families. This book will help preK–3 leaders and childcare center directors: Cultivate antiracism and cultural competence with visioning, action planning, targeted professional development, and curricula that support equity and justice Address implicit bias, even in the midst of dissension among staff and families Develop an antiracist, culturally competent school climate Deepen their own knowledge and understanding of chapter content using reflection questions and activities Reduce inequities leading to the preschool-to-prison pipeline Contents: Foreword Introduction: Kind Minds and Big Hearts Part 1: Foundations Chapter 1: Bold Leadership—Necessary for Heart Centered, Antiracist Education Chapter 2: Historical Threads of Bias—Acknowledgment of What Must Change Chapter 3: Support for All Students—A Continuum From Multicultural to Antiracist Movements Chapter 4: My Heart to Yours—A Heart Centered Lens Chapter 5: One C to Another—The Five Cs of Heart Centered Learning Chapter 6: A Deep Dive—The HEART+ of the Matter Part 2: Practical Steps Leaders Can Take Chapter 7: HEART+—A Focus on Action Chapter 8: So Many Wrongs to Right—Antibias Education Chapter 9: Circles of Love—School Culture and Restorative Practices Chapter 10: A Mountain of Courage—Visioning and Action Planning Part 3: Antiracist Curriculum and Staff Support Chapter 11: A Light to Shine Together—Professional Development and Supports Chapter 12: Curricula for Young Children—The Building Blocks for Equity in Early Childhood Chapter 13: A Bar to Be Raised—Equity in Early Childhood Educator Standards Chapter 14: Early Childhood Staff Support—Equitable Professional Pathways Chapter 15: A Look at the Future—Leadership to Embrace Change Epilogue: Toward a More Just and Inclusive World Appendix A: Equity Activities for Early Childhood Leaders Appendix B: Discussion and Challenge Questions for Each Chapter References and Resources Index

Academic standards in higher education are important but largely misunderstood. This book examines the notion of academic standards, explaining what they are and why they are important, and identifying the many myths that surround them.Based on the lessons learnt from the UK-wide Degree Standards Project, which developed, piloted and evaluated a professional development course on degree standards aimed at external examiners, the book offers practical suggestions for ways in which higher education staff can develop a more sophisticated understanding of standards. It discusses the implications of rethinking academic standards for higher education policy and practice, through examples and case studies derived from research evidence, the Degree Standards Project and contributors'own experience and expertise. As a broader approach to assessment literacy, this volume aims to develop readers'standards literacy by challenging routine practices and proposing promising alternatives.Written with a diverse readership in mind, this book is relevant to discipline-based academics, quality officers, academic developers, university leaders and managers, as well as policy makers.

This edited collection brings empirical, theoretical, and conceptual work related to learning spaces and practices that draw on the convergence of nature, humans, and the digital, in order to contribute to transformative action (that is likely) to effect change. The book asks, how can learning spaces be more convivial, equitable or sustainable, considering the challenges our world is facing? With a view to extending the reach and impact of existing postdigital scholarship, the book explores learning spaces beyond higher education. This includes learning spaces associated with cultural heritage, creative arts, refugees and displaced persons, schools, outdoor education, the city, and elsewhere.

This book explores the transformative power of critical literacy in fostering youth engagement through university-community partnerships. It is based on a six-year study by The Literacy and Community Initiative (LCI) at North Carolina State University.This book examines the potential, possibilities, and challenges of using critical literacy in university-community partnerships to amplify youth voices. Through the LCI program, youth in four community-based organizations completed a critical literacy curriculum, published their writings in a book, and participated in public readings to engage and lead their communities. The authors draw on data from semi-structured individual interviews, focus groups, youth narratives, and socio-emotional surveys across four unique youth populations. The youth populations involved collaborations with youth of color in urban communities, Latine immigrant and second-generation youth, girls in foster care and high-risk situations, and youth from immigrant and refugee backgrounds. Results of the study suggest that after engaging in the LCI critical literacy program, youth demonstrated improved literacy skills, enhanced social-emotional well-being, and increased community leadership and self-advocacy. Presenting a novel theoretical framework for the effective use of critical literacy to promote positive youth development in conjunction with first-hand insights into the successful development and sustainment of university-community research partnerships, this book ultimately provides a unique insight into how critical literacy and successful university-community partnerships can combine to result in powerful support for underserved culturally and linguistically diverse youth.This book will appeal to scholars, educators, and practitioners with interests in critical literacy, positive youth development studies, and adolescent research.

This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects'impact and drawing together insights and implications around the encouragement of newer researchers to conduct useful, robust studies with real-world effect.Centring on research undertaken at the UK Durham University Evidence Centre, the volume features contributions from authors based at universities in the US, China, India, and Pakistan. The book discusses 15 substantial studies which explore themes such as children's wider outcomes in school; disadvantage in education; and the supply of professionals for the teaching workforce. Novel in approach and highly interdisciplinary in nature, the book showcases a broad range of experience and knowledge sharing, from experienced researchers and policymakers to new academic staff, current doctoral students, and masters'students conducting ambitious large-scale projects, thereby giving voice to those just starting out in their career.Illustrating powerful studies that are feasible for students and beginners with limited or no resources, this book will appeal to new researchers, scholars and academics involved in the fields of educational research and research methods, continuing professional development, and education policy more broadly.

Ethical Applied Behavior Analysis Models for Individuals Impacted by Autism provides teachers, parents, and behavior analysts with a comprehensive analysis of evidence-based, behavior analytic programs for the therapeutic treatment of persons with autism, from infancy through adulthood. Chapters review the characteristics of autism spectrum disorder (ASD), behavior analytic concepts and interventions, and discuss the eight different effective treatment programs, examining each approach's scientific base and value. Fully updated to reflect current research and understanding of autism, this second edition includes new chapters on evaluating high-quality behavior analytic programs, as well as explorations of programs covering the verbal behavior approach and those specially designed for adults.

Using the concept of'plasticity,'or the brain's ability to change through growth and reorganization, as a theoretical framework, this book argues that encouraging an exploration of the self better establishes emotional value in the composition classroom. This book explores recent evidence from studies in modern neuroscience to provide biological correlations between current and developing theory and pedagogy in Composition Studies. Starting with the concept of self, each subsequent chapter builds a neurobiological understanding of how emotional value, intrinsic motivation, creativity, and happiness are constructed and felt. This material exploration shows how these factors can maintain motivation, improve long-term memory, encourage creative risk, and initiate complex considerations of being. Recognizing the shift in Composition Studies to posthuman and new materialist methodologies, this modern neuroscience is presented as a useful parallel to—rather than being at odds with—these and other current methodologies, theories, and pedagogies. Outlining the need for a more student-focused, guided-discovery framework for the composition classroom, this interdisciplinary resource will be of interest to scholars and students in the field of Composition Studies, Communication Studies, Education, Psychology, and Philosophy.

This book reviews air pollutants and their effects on human health, biodiversity, and environmental quality in the context of the One Health framework. Written by experts in the field, the book covers topics such as natural and anthropogenic sources of air pollutants, air pollutants classification based on their chemical composition, physical properties, and origins, and consequences of air pollution on ecosystems, wildlife, and human communities. In this book, readers will find a detailed examination of pollutants, such as particulate matter, volatile organic compounds, and greenhouse gases, and will learn about the mechanisms by which pollutants impact, for instance, the respiratory, cardiovascular, and neurological systems. The book highlights the need for understanding the different pollutants and their One Health effects as a foundation for developing effective regulations, emission controls, cleaner technologies, and promoting lifestyle changes. The book also offers a global perspective on air pollution, and discusses the disproportionate impacts of air pollution on vulnerable populations. In alignment with the United Nations Sustainable Development Goals (SDG), specifically SDG 3 (Good Health and Well-being), SDG 7 (Affordable and Clean Energy), and SDG 11 (Sustainable Cities and Communities), this book takes a focused approach to the One Health implications of various air pollutants and is an important contribution to the global effort to mitigate the impact of air pollution on human health, biodiversity security, and environmental quality. Together with its companion work “Sustainable Strategies for Air Pollution Mitigation”, this book is a valuable resource for students, researchers, policymakers, and anyone seeking a comprehensive perspective on this critical environmental and public health challenge.

This important book is an exploration of the ways parents, teachers and academics view the development and schooling of young children with disabilities. It offers an in-depth examination of the common and critical issues that emerge as children and their families first enter the school system, navigate the educational landscape and learn to advocate for their rights. Each chapter of the book presents a parent's perspective of significant issues, followed by a teacher's perspective. From their stories, numerous themes are identified and connected to the academic literature. The experiences shared and the literature reviewed address the challenges, successes and opportunities for increased understanding that emerge as parents and educators work together toward a common goal. Sharing Perspectives for Educating Young Children with Disabilities is essential reading for all pre-service and in-service early childhood and special education professionals and parents engaging in the process of listening carefully to others with the aim of supporting the education of young children.

This book is about mathematical resilience: what it is, why it is important, how learners can develop it and how teachers can teach in ways that help learners become mathematically resilient. Teaching for mathematical resilience helps mitigate mathematics anxiety, which is often hidden from view as poor behaviour, avoidance and underachievement and can have long-term implications especially for people's employment opportunities and career progression.Written by a team of expert contributors that specialise in teaching every age of learner from primary school through to adult, the book shows that everyone can progress in mathematics if they have Mathematical Resilience and sets out practical strategies to support learners in developing this important attribute. Chapters cover: How to measure mathematics anxiety and resilience Tools for building mathematical resilience Building a resilient mathematical learning environment The power of coaching Working with groups, individuals and support staff Supporting parents and carers The world faces huge challenges that involve mathematical thinking, including climate change and economic injustice. This valuable text shows teachers how they can help learners to engage positively with mathematical learning and reach their full potential.

Providing an in-depth, novel analysis of education's role in today's economy by scrutinizing its theoretical underpinnings, this volume critiques the suitability of the current, dominant economic framework for education and for shaping educational policymaking worldwide.Critically examining the history and philosophy that underpin our present societal understanding of the link between economics and education, the book argues for an urgent redefining of education's role in the economy based on intellectual foundations that significantly differ from our current, dominant conceptions. Across seven chapters, the book posits that the adoption of a new philosophical framework, the reshaping of economic and educational aims, and the adjustment of our educational system are each necessary to better promote human flourishing.Ultimately providing a platform to entirely reconsider the idea that the primary aim of education is to serve the economic system – in particular, economic growth – this book will appeal to scholars, researchers, and postgraduate students studying educational policy, the philosophy of education, and the history of education more broadly. Education policymakers and academics studying education and the economy may also find this book of interest.

Embarking on a journey to Africa, Southeast Asia, South America and beyond, Critical Reflections on the Internationalisation of Higher Education in the Global South explores how postcolonial structures and global power dynamics are shaping the internationalisation of higher education. Challenging the Eurocentric status quo that has long dominated the discourse on internationalisation, this edited collection goes beyond mere discussions of student mobility to address the multifaceted potential that internationalisation holds, ranging from academic partnerships and collaborative research to scholarly publications. Drawing from case studies across the Global South, contributors interrogate not only conventional paradigms, but also pose vital questions. How can institutions in these regions partake equitably in the global exchange of knowledge? What steps can be taken to foster genuine and balanced collaborations between the Global South and North? As a compelling call to action, this research also examines how internationalisation can be a transformative force for the Sustainable Development Goals, breaking down traditional hierarchies and embracing a decolonised future for higher education. If you are involved in academia, policy-making or are simply curious about the complex features of internationalisation in the Global South, this work is your roadmap to deeper, more critical reflections on the internationalisation of higher education.

Following closely behind the global pandemic's recent forced challenges to schools and teachers, Xu gives an overview of how educational researchers and schools in Asia respond to challenges in times of change.Her research focuses on how they adjust or change curriculum policy and practice to find a balance between developing innovation in response to fast-changing societal needs and maintaining the existing education systems that traditionally predict success for students. In this book, curriculum innovation is documented in three themes: 21st-century skills and competency-based curriculum, technology-supported curriculum and equity in curriculum. Xu includes three types of chapters: (1) case studies that provide detailed analyses of curriculum innovation at the school or country level, (2) conceptual analyses that deepen our understanding of curriculum issues using a new lens and (3) literature reviews that provide an overview of research in particular topics.The volume will be of great interest to researchers and educators interested in the role of curriculum innovation in times of change. In particular, it focuses on the ways innovative curriculum provides opportunities for individual students to maximize their potential while also acknowledging the constraints of local education systems.

Public Policy and Higher Education, third edition, provides readers with the tools to examine how policies affect students'access and success in college. Rather than arguing for a single approach, the authors use research-based evidence and consider political and historical values and beliefs to examine how policymakers and higher education administrators can inform and influence change within systems of higher education. Raising new questions and examining recent developments, this fully updated edition is an invaluable resource for graduate students, administrators, policymakers, and researchers who seek to learn more about the crucial contexts underlying policy decisions and college access. This third edition includes updates across the board to reflect current policy contexts. Expanded historical frameworks allow readers to better understand the preparation, access, persistence, and the development of state education systems. New considerations of state and national political ideologies help to inform contemporary contexts. Finally, refreshed cases, including an additional case about Florida and updated cases for California, Minnesota, Indiana, and North Carolina, equip readers with new ways to analyze complex state policies and their impact on higher education.Special Features: Case Studies help readers to build their skills in analyzing how political values, beliefs, and traditions influence policy decisions and adaptations within state systems. Reflective Questions encourage readers to discuss state and campus contexts for policy decisions and to consider the strategies used in a state or institution. Approachable Explanations unpack complex public policies and financial strategies for readers who seek an understanding of public policy in higher education. Research-Based Recommendations explore how policymakers, higher education administrators, and faculty can work together to improve quality, diversity, and financial stewardship.

Drawing on a lifetime's experience and research in education, Frank Coffield brings together some of his previously published papers to assess the impact of a wide range of national educational policies and to examine the role of the state in public education.He concludes that damage has been done to education by political parties of both right and left and that damage will not be reversed until: further, vocational and adult education receive the same levels of commitment and resource as other sectors; serious steps are taken to tackle Britain's unacceptable levels of poverty; and the powers of the state are reduced.Among the unresolved challenges highlighted are the plight of young people from deprived estates; their tactics in dealing with unemployment; the task of improving learning, schools, inspection, and system governance; the failure to increase productivity being blamed solely on education; and the dysfunctional and undemocratic political framework on which education reform is forced to depend.An essential read for anyone in education, this provocative criticism of our past and current educational'system'provides an accessible as well as a humorous critique of educational policy and politics.

This book identifies the educational problems and issues that could be solved by design and discusses how to overcome these challenges by adopting a design thinking approach. The chapters cover topics such as opportunities and challenges for the futures of education, the emerging models of design thinking for education, learning activity design, educational design for learning with special needs, designing learning spaces of the future, designing the classroom of the future, the design of authentic learning, and design of elderly education. It aims to assist educators and various stakeholders (e.g., administrators, practitioners, researchers, teachers, and students) in the educational field to realize the importance of design in education and enables them to use design and design thinking to overcome the educational challenges to achieve sustainable development.

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.

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.

The Psychology of Starting School offers a highly accessible, practical guide to cutting-edge research from developmental science to guide parents and professionals through this exciting but sometimes tricky period.Written by expert developmental psychologists, it explores how social and emotional competence emerges within a network of supportive relationships and explains how the transition to school compares with other key transitions for children, for example, becoming a sibling. Addressing the all-important topic of children's early friendships, it explains how children's mindreading skills and ability to regulate their feelings and behaviour contribute to a successful school transition. The book offers guidance on topics such as successful home-school links, the impact of starting school on family life and troubleshooting problems for both parents and educators including socialising outside school, children's fatigue, and establishing positive relationships with other parents at the school gates.Designed to dip in and out, and complete with numerous examples, chapter summaries and top tips for parents and teachers, this book is essential reading for parents, Early Years professionals, SENDCos, health visitors and school nurses, as well as mental health professionals and social workers working with children and families.

This book represents an exposition of ‘judicial pedagogies'as a new concept, and discusses juridical-educational issues in detail, through an analysis of the educational claims and assumptions of judges'decisions in the European Court of Human Rights (ECtHR).It sheds light on how, within courtrooms around the world, judges are increasingly being asked to decide upon issues of religion and belief in schooling, whether about admissions policies, curriculum planning, or pupils'and teachers'dress and jewellery. With key human rights principles at stake, these proceedings are often fraught, clashing with strong opinions about education and schooling. Focusing on decisions made in the European Court of Human Rights (ECtHR), the author considers how the supranational court looks at these issues, and considers the ECtHR's role within the European Education space. Drawing upon research and scholarship surrounding these questions, the book surveys a series of educational issues, including curriculum and assessment, and takes a comparative approach in the discussion of case studies to demonstrate the variety and depth of judges'thinking. Thus, rather than considering the national or supranational legal principles and questions as jurisprudential issues, typically about religion or human rights, it reviews them from an educational perspective – as ‘folk'theories of teaching and learning. Finally, it considers the implications of a theory of judicial pedagogy for the courts'educational competence in deciding on these matters, for education and educational policy research, the European education space, legal scholarship, and for legal and judicial education.Developing a novel and innovative approach to the pedagogies at play in a courtroom and providing fresh insights into the courts as agents of social change, it will appeal to scholars and researchers working across the disciplines of education, law, and religious studies.

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.

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.

This book uses philosophical analysis to argue that there are tensions associated with using results of high stakes tests to predict students'future potential. The implications of these issues for the interpretation of test scores in general are then elucidated before their connotations for academic selection are considered. After a brief overview of the history of academic selection in the United Kingdom, and a review of evidence pertaining to its consequences, it is argued that the practice of using the results of contemporary high stakes tests to make important decisions about students incurs logical and moral problems that a conscientious educator cannot ignore. The gravity of the moral transgression depends on the purpose and significance of the test and, in the case of high stakes tests used for academic selection purposes, it is argued that, not only can the moral wrong be highly significant, but better solutions are within reach.

This open access book provides related theories, methods, strategies, and practical cases for implementing education reform through blended learning in curriculum, program, and institutions in the digital age. It sums up the research and practice achievements of blended learning from different research teams, involving more than 20 experts from educational technology, higher education, vocational education, and education management over the past 20 years.This book recommends relevant policies of blended learning to international organizations and governments in various countries, provides systematic solutions for administrators in institutions to promote educational reform via blended learning, and serves as a reference book for instructors, researchers, and relevant enterprise practitioners.

This book is explores the evolving field of Learning Experience Design (LXD). It provides a multifaceted view of LXD, incorporating perspectives from instructional design, educational technology, and beyond, reflecting the transdisciplinary nature of this design approach. This edited volume responds to the growing recognition of LXD as a distinct area of study and practice within instructional design, especially in the context of rapid technological advancements and changing educational landscapes. The subject of this work is Learning Experience Design, a field integrating multidisciplinary knowledge and techniques to create effective, enjoyable, and meaningful learning experiences. The book delves into participatory and co-design, innovative LXD methods, learning-focused usability research, and theoretical and conceptual advancements in LXD. It features design cases that provide real-world insights and applications, making the content rich and relatable for researchers and practitioners alike. Readers will find the sections on participatory design, innovative methodologies, and the transdisciplinary synergies of particular interest. These areas represent areas of LXD that are in need of further investigation, so as to better illuminate how learning experiences can be conceptualized, implemented, and evaluated. The edited volume's inclusion of learning-focused usability research offers readers further insights into how learners interact with designed learning experiences, highlighting how insights from such studies can lead to ongoing improvements and foster considerations for future designs. The main benefit readers will derive from this work is a deep, nuanced understanding of current and emerging trends in LXD. Practitioners will gain a wealth of practical strategies and insights to apply in their own work; scholars and students will discover a rich source of theoretical and empirical knowledge to advance both research and practice. The book serves as a catalyst for innovation and cross-disciplinary collaboration, inspiring readers to explore new territories in the learning experience design. This book offers a comprehensive, insightful, and forward-looking exploration of the field. It will complement the growing corpus of LXD literature, providing both breadth and depth on this dynamic and influential approach to learning design.

This book presents a machine-generated review on various works related to pedagogy and space, especially relevant to the context of the Global South, from selected papers published by Springer Nature, then organized with an editor-written introduction to each chapter. It maps conceptual engagements on space across disciplines, synthesizing emerging pedagogies, cultural movements, and spatial politics. By foregrounding spatial questions in pedagogy, it approaches pedagogy as a social and cultural practice, beyond the confines of institutionalized spaces, attempting to blur the boundaries between scholarship and activism. It is a reference point for understanding curriculum designs and developments, sustainable, multicultural, inclusive, and eco-conscious educational practices, and community engagement models in education. It initiates deliberations on various ways in which academicians, practitioners, geographers, cartographers, students, community actors, and activists as a collective can rethink pedagogical practices in distinct ways to make contemporary education inclusive and relevant for the context and time. The auto-summaries have been generated by a recursive clustering algorithm via the Dimensions Auto-summarizer by Digital Science. The editors of this book selected which SN content should be auto-summarized and decided its order of appearance. Please be aware that these are extractive auto-summaries, which consist of original sentences, but are not representative of its original paper, since 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.

Now in its second edition, this comprehensive handbook emphasizes research-based practices for educating students with intellectual disability across the life course, from early childhood supports through the transition to adulthood.Driven by the collaboration of accomplished, nationally recognized professionals of varied approaches, lived experience and expertise, and philosophies, the book is updated with new theory and research-based practices that have been shown to be effective through multiple methodologies, to help readers select interventions and supports based on the evidence of their effectiveness. Considering the field of intellectual disability from a transdisciplinary perspective, it integrates a greater focus on advancing equity in educational outcomes for students.This book is a professional resource and graduate level text for preservice and in-service educators, psychologists, speech/language therapists and other clinicians involved in the education of children, youth, and adults with intellectual disability.

This timely volume sets out the author's novel concept of the Organic model of internationalisation, developed using participants'perceptions, lived experiences, and recommendations for a better sustainable future of HE, and explores its broader application in the context of higher education.Using the qualitative IPA (Interpretative Phenomenological Analysis) approach, chapters showcase the lived experiences and subjective perspectives of individuals around the paradox that internationalisation presents, the distorting effects of institutional power, and the market- and ethics-based concerns of internationalisation in higher education. Drawing on an in-depth empirical study conducted using participant observation and interviews with participants from three UK universities, the book proposes a framework for redefining the global discourse of HE through the Organic model and urges the need for a compromise between profit and ethics to the benefit of both organisations and individuals. The book thoroughly discusses racist practices and introduces the concepts of “xeno-racism” and “angelism”, ensuring that the proposed approach is authentic and responsive to the diverse experiences of the student body.Showcasing a model with international potential and ramifications, this book will appeal to researchers, academics, and postgraduate students in higher education, internationalisation, and international study mobility. Practitioners and policymakers may also benefit from the volume.

Madness and Distress in Music Education offers an in-depth exploration of mental health and emotional distress in the context of music education, offering new ways of thinking about these experiences and constructing ways to support distress through affirming pedagogy, practices, and policies in music education. Centering the lived experiences of 15 people in a range of roles across music education who self-identify an issue with their mental health, the volume addresses impacts on both students and educators. The author draws on Mad Studies and disability studies to present new paradigms for thinking about Madness and distress in the music context. An essential resource for music educators, music education researchers, and preservice students seeking to understand the complexities of mental health in the music classroom, this book considers how people conceptualize their mental health, how distress impacts participation in music education, how music education may support or exacerbate distress, and what supports for distress can be implemented in music education.

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.

As teacher shortages reach a global crisis point, this book explores how time poverty has become a critical factor in the working lives of teachers and school leaders. Arguing that we need to move away from framing the problem of teachers'work as simply workload, this book suggests that understanding time poverty is the first step in moving toward more manageable working lives.The book brings together international perspectives on teacher time poverty, drawing on theoretical and empirical work to underscore the growing complexity of teachers'work and how this impacts job satisfaction, stress and feeling that there is never enough time to accomplish all that needs to be done. Many policy solutions misdiagnose the problems of teachers'work, simply suggesting it is an issue of workload. The chapters investigate issues of work intensification, finding that teachers are not only working longer, but also working harder as they manage more complex classrooms and policy mandates. This book is essential reading for those interested in understanding how current education policy both produces time poverty and could better identify and respond to the complexities of teachers'work.

This book critically examines the international, geopolitical, policy, institutional, and curricular challenges facing Canadian offshore school programs. Bringing together scholars and practitioners concerned with addressing the pedagogical, organizational, curriculum, and policy aspects of this transnational mode of schooling, it represents a ground-breaking exploration of K-12 offshore schools within the wider contexts of global geopolitics and forms of soft power.The book examines the vulnerability that arises from having to manoeuvre political, social, geopolitical, and economic policy simultaneously in both the host and home-licencing countries. It delves into conflicts within the context of neoliberal economic agendas, neocolonial and geopolitical interests, and social class reproduction within host countries. The book is the first scholarly space that questions how international educational initiatives are affected by emerging global threats, such as the recent Covid pandemic. Additionally, it unpacks the question of citizenship and its intersections with social class, immigration, and sociocultural dynamics. It explores how these intersections forge new paths not only to mobility but also to new configurations of power and new spaces of politics and identity. With a range of reflexive, empirical, and theoretical contributions that cover every aspect of offshore schools, the book reassesses the trope of globalization dominated by Eurocentric perspectives. It decompartmentalizes diverse perspectives and insights on the internationalisation of schooling opportunities, and provides an overview of the challenges and possibilities open to offshore schools in different cultural contexts, making it the first comprehensive body of research on this type of schooling.This book will be of great value to researchers, faculty, scholars, and postgraduate students working across international and comparative education. It will be particularly useful to those interested in the intersections betweeneducation and geopolitically situated forms of soft power.