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These essays and studies are not designed to give an overview of English Language and literature. They are, however, a good inspiration for the occupation with the manyfold fields of Anglistics.

This will be the fourth edition of a time-tested resource for students writing papers in the fields of religion and theology. It provides essential guidance for writing assignments typical in graduate programs in religion and has served as a standard textbook for seminary research courses. The fourth edition is updated to include information on Turabian 9th edition, SBL Handbook 2nd edition, new resource lists, and additional help with online resources and formatting issues.Most importantly, this new edition is revised from the perspective of information abundance rather than information scarcity. Today's research mindset has shifted from'find anything'and'be satisfied with anything'to'choose intentionally'reliable and credible sources. Quality Research Papers will guide students through an overabundance of online and library resources and help them craft excellent essays.

This updated third edition of Quality Research Papers—fast becoming a standard reference textbook for writing research papers in the fields of religion and theology—gives improvements and added material for such things as the expanding field of online research and doing church-related research in a professional manner.Because so many new developments have taken place in the field of research, especially in terms of electronic research, this handy reference explores the ways to do research on the internet, including how to document such research.Quality Research Papers offers great opportunities to students today, especially in distant learning situations, to determine which resources can be used and which should be rejected. For this reason Nancy Vyhmeister brought in Terry Robertson, Seminary Librarian at Andrews University and professor of the seminary master's level research courses. His expertise in library, computers, and the Internet are invaluable to the book.In addition to substantial, current information on electronic resources and online research, this third edition preserves all of the features of the original editions, now presented in a newly revised, more logical order.

This concise book gives tangible advice on how to write a good academic research paper. It is useful for those writing short essays, one-year projects, bachelor's projects, or master's theses. The book offers: -A quick overview of how to write an academic research paper ways to organize the process of writing an academic research paper. -An overview of the most common problems encountered when writing academic research papers. -Practical guidelines that can be used throughout the writing process and during the examination an understanding of some of the different research. -Methodologies advice on how to obtain good grades on exams. On this site, www.researchpaper.samfundslitteratur.dk, you can find a range of potential research topics appropriate for short and long research papers. You can also find several examples illustrating and further explaining the advice contained in this book, including examples of research questions, analyses, theories, introductions, methodology chapters, and more.

That important paper is due soon and you don't know where to start. You're out of ideas and out of time. Don't panic-- writing great research papers is not as daunting a task as you think. It's just a process—and with The Everything Guide to Writing Research Papers, you can master that process in no time.Professional educator and writer Cathy Spalding guides you step –by-step through the writing process—from brainstorming ideas to polishing your final work. With dozens of timesaving tips on organization, research, and revision, you'll find the actual writing easier than ever before.This easy-to-follow handbook answers all of your questions:What are the different types of research papers—and which should you write?How can you focus your research efforts, saving time and aggravation?Yikes! You're three pages short – now what?What can you do to protect yourself from plagiarism?How do you find and cite all of your sources?Perfect for high school and college students juggling multiple assignments, The Everything Guide to Writing Research Papers shows you how to take control of your assignments – before they take control of you!

'Using Web and Paper Questionnaires for Data-Based Decision Making is clearly written, easy to understand, and has plenty of examples and guides for those implementing these ideas. Designed as a cookbook, it superbly enables educators to write, administer, and analyze a survey.'Sandra L. Stein, Professor of EducationRider University Learn to use questionnaires and data-based decision making to support school improvement! How effectively are teachers implementing the new literacy program? What do parents think of the proposed homework policy? Is bullying a growing problem? Understanding how to create appropriate questionnaires is essential in making data-based decisions that improve school policies, processes, and procedures. Using Web and Paper Questionnaires for Data-Based Decision Making is a practical handbook for creating exceptional questionnaires for a variety of purposes, including data-based decision making. Author Susan J. Thomas provides authoritative guidance for planning a survey project, creating a questionnaire, gathering data, and analyzing and communicating the results to a variety of audiences. Features of this reader-friendly guidebook include Sample cover letters, invitations, parental permission forms, and planning templates Extensive examples, activities, and checklists Web-based questionnaire guidelines A step-by-step case study of a successful survey project Offering suggestions for successfully using both Web-based and paper-based questionnaires, this practitioner-focused manual summarizes the key steps of successful survey projects and identifies critical success factors for each step. Designed primarily for principals, district-level administrators, and teachers, this invaluable resource is also suitable for policymakers, state-level administrators, and graduate students in education and social sciences.

Perspectives and research on play for children with disabilities. Collected Papers. This book includes eight chapters reflecting various approaches towards the theme of play for children with disabilities that characterised the work of the members of the COST Action TD1309 “LUDI–Play for Children with Disabilities”: barriers and facilitators to play, guidelines on accessibility and usability of toys and technologies, literature reviews and parents'and studies on educators'perspectives on play are presented. Alongside these multifaceted points of view, some theoretical aspects emerged as a common background: the ICF-CY theoretical perspective, the vision of “play for the sake of play” and play as a fundamental right. ABSTRACTING & INDEXING Perspectives and research on play for children with disabilities is covered by the following services: Baidu Scholar CNKI Scholar (China National Knowledge Infrastructure) Dimensions ExLibris Google Books Google Scholar Naviga ReadCube Semantic Scholar TDOne (TDNet) WorldCat (OCLC) X-MOL

Textbooks are designed to teach, explain and make complex information easily understood and assimilated. Research papers do the reader no such favours. Being able to understand and use primary research is an essential tool in any scientific career. This book teaches these valuable skills simply and clearly, saving hours in the long run.Critical Reading explains how to: approach every paper methodically spot work aimed to support a pet theory gain confidence in questioning what you read be alert to bias use abstracts intelligently identify suspect experimental methods assess quantitative methodology interpret results with confidence draw inferences from published work. Using extracts from published Papers in Focus, this book imparts valuable know-how to students and researchers from any biomedical or biological discipline. The text is easily read and understood and the use of key points, summaries and reference reinforces good technique.

The book aims to converge the perspectives of authors, editors, and reviewers to discuss modern scientific publishing practice and emerging concerns in the contemporary world. Authors, editors, and reviewers form a triage in a publishing ecosystem which is witnessing a huge pressure due to changing evaluation criteria for career progression and grant funding. The major perspective of this book is to put forth the present-day emerging ills of modern publishing system and sensitize the research fraternity - be it young researchers or established scientists towards practicing good science and preserving spirit of scientific discoveries. The edited book consists of three parts viz, Part I “Authors, Authorship, and Scholarly Dissemination” features ten chapters devoted to describe authorship issues and good publication practice, plagiarism concerns, preprints, open access models, conflicting interests, rise of review papers, writing book reviews, and assessing faculty beyond metrics. Part II “Editors, Editorial Desks, and Issues of Scientific Misconduct” features eight chapters devoted to discuss on issues of editorial misconduct, desk rejections, paper mills, letters to editors, image duplication, emerging ChatGPT in writing/reviewing spaces, citation cartels, and retractions. Finally, Part III “Reviewers and Developing Evaluator's Eye” features five chapters devoted to discuss peer review as an idea creating model, paying peer reviewers, training reviewers, peer review manipulations, and peer review in age of AI. All chapters in the book are written by expert contributors of the field that provides a systematic approach of understanding various challenges, opportunities, and ethical considerations of scientific publishing ecosystem. Most of the chapters have featured recent cases of scientific misconduct as examples to reflect scale of the problem. This book will serve as a reference to research practitioners in understanding assigning authorship on papers, modern-day publishing collaboration, role of editors to serve journals in a holistic manner and ensuring fair peer review mechanisms.

Those entrenched in academia often have daunting processes of formulating research questions, data collection, analysis, and scholarly paper composition. Artificial intelligence (AI) emerges as an invaluable ally, simplifying these processes and elevating the quality of scholarly output. Where the pursuit of knowledge meets the cutting edge of technology, Utilizing AI Tools in Academic Research Writing unfolds a transformative journey through the symbiotic relationship between AI and academic inquiry. It offers practical insights into the myriad ways AI can revolutionize academic pursuits. This book extends beyond theoretical discussions, delving into practical dimensions of AI integration, demonstrating how it facilitates topic identification, refines research design, empowers data analysis, and enriches literature reviews. Readers will explore AI's indispensable role in precise hypothesis development, enhancing the very foundation of academic inquiry. The book introduces AI-powered tools that streamline writing and editing, ensuring research papers meet the highest standards of clarity and correctness. Ethical considerations in AI-integrated research take center stage, emphasizing responsible and transparent practices. Beyond individual research endeavors, the book extends its gaze to faculty development programs, ensuring that educators and researchers remain at the forefront of technological advancements. Real-world case studies and examples across diverse academic disciplines provide tangible illustrations of AI's transformative impact, making this guide a practical companion for all stages of academic inquiry. This book is ideal for doctoral candidates, master's students, undergraduates, or seasoned faculty members.

What Every Teacher Needs to Know is a must-have guide for both primary and secondary teachers that summarises key research papers, offers evidence-informed teaching and learning strategies, and explains how to disseminate this information across departments and schools.There is a growing thirst for evidence-informed teaching in the UK and beyond, in order to help ensure that schools have the biggest impact on student learning. In a concise, accessible manner, this book distils key educational research into clear, precise guidance that can be used immediately. It is ideal for any busy teacher or school leader looking to transform student outcomes through a research-informed approach.What Every Teacher Needs to Know is essential reading for research leads, heads of department, and teaching and learning leads. It offers:- summaries of 20 prominent research papers on effective teaching and learning- key takeaways for classroom practice- evidence-informed teaching and learning strategies- examples across a variety of phases and subjects- insightful case studies from practising teachers.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ will accept two types of original unpublished manuscripts not under consideration by any other journal or publisher, for review and potential publication. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at the web address: www.edhistorians.org.

Our collected work contains mathematics education research papers. Comparative studies of school textbooks cover content selection, compilation style, representation method, design of examples and exercises, mathematics investigation, the use of information technology, and composite difficulty level, to name a few. Other papers included are about representation of basic mathematical thought in school textbooks, a study on the compilation features of elementary school textbooks, and a survey of the effect of using new elementary school textbooks.

Barak Rosenshine's Principles of Instruction are widely recognised for their clarity and simplicity and their potential to support teachers seeking to engage with cognitive science and the wider world of education research. In this concise new guide, Rosenshine fan Tom Sherrington amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.The second half of the book contain Rosenshine's original paper Principles of Instruction, as published in 2010 by the International Academy of Education (IAE) - a paper with a superb worldwide reputation for relating research findings to classroom practice.

This edited volume will help educators better analyze methodological and practical tools designed to aid classroom instruction. It features papers that explore the need to create a system in order to fully meet the uncertainties and developments of modern educational phenomena. These have emerged due to the abundance of digital resources and new forms of collective work.The collected papers offer new perspectives to a rising field of research known as the Documentational Approach to Didactics. This framework was first created by the editors of this book. It seeks to develop a deeper understanding of mathematics teaching expertise. Readers will gain insight into how to meet the theoretical questions brought about by digitalization. These include: how to analyze teachers'work when they prepare for their teaching, how to conceptualize the relationships between individual and collective work, and how to follow the related processes over the long term.The contributorsalso provide a comparative view in terms of contrasting selected phenomena across different educational cultures and education systems. For instance, they consider how differences in curriculum resources are available to teachers and how teachers make use of them to shape instruction. Coverage also considers the extent to which teachers make use of additional material, particularly those available through the global marketplace on the Internet. This book builds on works from the Re(s)sources 2018 Conference, Understanding teachers'work through their interactions with resources for teaching, held in Lyon, France.

Since the First Schoolmen's Week was held in 1914 at the University of Pennsylvania, it achieved the status of a teachers'institute offering more than a hundred programs and attracting a total annual attendance of more than twenty thousand people. In 1916 the first Proceedings of Schoolmen's Week were published and these have continued to be published each year without interruption, making available to members of the teaching profession and to the general public many notable statements regarding the art, science, and craft of education.This volume, edited by Frederick C. Gruber, represents a sampling of the papers delivered at the Forty-third Schoolmen's Week held in April, 1956. The subjects of these papers cover not only the general problems faced by our teachers and schools in a turbulent world atmosphere but specific matters relating to elementary and secondary education as well as to school administration.From Helen C. Bailey's opening article, through Pearl Buck's moving discussion'In Search of Teachers'—in which she describes teaching as'the supreme task of creation'—and on through each of the succeeding twenty-four papers by leading educators, the reader of this volume is given an incisive and invaluable view of some of the key problems and important achievements of the teaching profession in America.

This book helps readers become better writers of psychology and better writers in general. After reading thousands of course papers, theses, and dissertations, Dr. Miller knows and addresses the issues that students find most challenging when writing about psychology. Written with the utmost flexibility in mind, the chapters can be read in any order. More comprehensive than similar texts, this book provides detailed coverage of how to write empirical reports, research proposals, and literature reviews, and how to read meta-analyses. Readers will also find invaluable strategies for improving one's writing including how to adopt an engaging yet accurate style, thorough coverage of grammatical and word use rules that govern writing in general, and the APA (American Psychological Association) rules that govern the expression of that content. Readers will appreciate these helpful learning tools: Describes the most common APA style rules encountered and/or highlights references to the Manual when more detailed knowledge is required. Numerous examples from journal articles that help readers gain a clearer understanding of content they will encounter in writing psychological reports. Chapter exercises that provide an opportunity to apply the points conveyed in each chapter. Examples of the most common mistakes made by students and how to avoid them and best practices for improving one's writing. Tables that help readers gain a clearer understanding of the new standards in the APA Publications Manual, 6th ed (Appendix A). Errors in APA Style exemplified via an improperly formatted paper and another version noting corrections pertaining to APA style and grammar, to highlight the most common pitfalls encountered by students (Appendix B). Ideal for courses on writing in psychology or as a supplement for graduate or advanced undergraduate courses in research design or research methods, this book also serves as a resource for anyone looking for guidance on how to write about psychological content.

Are you a doctoral student or a researcher in the field of Arts, Humanities or Law? Would you like to present your research in a well-structured and readable manner? This book shows you how to make sure your article receives the attention it deserves. Advanced Academic English: Writing a Research Article addresses the following questions: How can I acquire an academic writing style? How can I develop an elaborate and accurate academic vocabulary? How can I integrate the literature into my paper? How can I structure an introduction? How can I construct an argumentative paper? How can I interpret and evaluate my data in relation to the problem at hand? How can I write a concise but self-explanatory abstract? You can find an answer to these questions by doing a variety of task-based and process-based learning activities, such as filling in the gaps, rewriting sentences and paragraphs, and offering peer feedback. Several language focus sections deal with grammar topics related to the writing process of a research article. Moreover, the reference section offers detailed background information about relevant language and field-specific examples.

First published in 1983, Gender, Class and Education is a collection of papers that formed presentations at the Westhill Sociology of Education Conference in January 1982, and is the fifth such collection to emerge from the annual conference. The conference theme, ‘Race, Class and Gender', was not only chosen because of its topicality, but also to provide a framework for debate between educational researchers and teachers. The papers focus on the reproduction of gender relations through education and provide important insights into how this process works, how it is resisted in schools and colleges, and the possibilities for radical intervention. This volume includes three teaching bibliographies on gender and education which were not presented at the conference, but were compiled specially for the book.

This is not a standard guide to writing a dissertation, thesis, project report, journal article or book. Rather, this book will help researchers who are dissatisfied with the typical recipe approaches to standardised forms of writing-up and want to explore how academic writing can be used to greater effect. Writing Research Critically shows that writing up is not just about ‘presenting findings'as if the facts would speak for themselves. As the authors show there are certain vital skills that any writer needs to develop within their academic writing, such as the ability to: develop critical understanding and a personal academic voice question assumptions and the status quo frame the background and transgress the frame read between the lines when reviewing the literature strengthen interpretations and conctruct persuasive arguments challenge and develop theory and explanations develop ideas that create possibilities for realistic action Packed with examples from a range of writing projects (papers, dissertations, theses, reports, journal articles and books), this book provides a practical and refreshing way to approach and present research. Through case studies the authors offer a step-by-step guide from the early stages of planning a writing project, whether an undergraduate paper or a professional publication, to the polishing processes that make the difference between a merely descriptive account to an argument that intends to be critical and persuasive. Written in a clear accessible style this book will inspire a wide range of researchers from undergraduates to postgraduates, early career researchers and experienced professionals working across a wide range of fields, and demonstrate how research can have more impact in the real world.

Winner of the 2022 Textbook Excellence Award from the Textbook & Academic Authors Association (TAA) This clear and concise book demystifies the process of writing in APA style and format. Fully updated with content from the Seventh Edition of the Publication Manual of the American Psychological Association, An EasyGuide to APA Style, Fourth Edition identifies common APA style and formatting mistakes, how to avoid them, and helps students become better writers and communicators of psychological science. Written in a conversational style to make the task of learning how to write more enjoyable, this guide helps students navigate the maze of rules in the APA Publication Manual and become proficient in learning the fine points of APA style. Providing detailed examples and complete sample student papers that conform to APA format, the authors illustrate not only how to write using APA style, but also what writing in APA style really looks like when papers are complete.

The papers in this collection contribute to our understanding of several aspects of lifelong learning. Two papers highlight the characteristics of reflection among teachers including self-evaluation and blogging. Two other papers study cooperation in lifelong learning – one, the impact of communities on professional learning among university lecturers, and the other, teacher-principal-parent partnerships in early childhood education. Universities offer a variety of courses and one paper analyses the impact on students of a course in educational psychology. The experience of dilemmas in history teaching is described in the next paper, and the reading habits of Estonian adolescents according to the PISA study are analysed in the final paper.

Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the national level. A wide variety of authors from the professional community of PDS researchers, practitioners, and other stakeholders engage the reader in research or case studies that foreground real-life, authentic contexts, which, in turn, are designed to generate and fashion more questions and ideas. The volume's contents of 26 chapters is divided into five areas: (1) PDS Evaluation (2) Teacher Research and Inquiry, (3) PDS Stakeholders'Studies, (4) Studies for Thought – Ideas for Development, and (5) Teaching Content Areas in PDSs. As a whole, the volume of papers maintains a consistency within a cohesive undercurrent that illustrates the spirited and visionary purpose of professional development schools to advance educational reform that leads to substantive change.

Totems and Taboos: Risk and Relevance in Research on Teachers and Teaching, is a compilation of selected papers from the 2007 Biennial conference of the International Study Association on Teachers and Teaching (ISATT), held at Brock University. This volume contains keynote addresses and papers based on thematic presentations delivered at the conference; namely, critically investigative items which have been sacred to systems, institutions, and educational practitioners, in order to inform the theory and practice of teaching and research. While consideration of the native or aboriginal historical tradition of Canada was instrumental in developing a theme dealing with the nature of totems, it was recognized that such a heritage informs research and practice regardless of national borders. The papers included in this book reflect global perspectives on the conference theme and include thinkers from Australia, Brazil, Canada, Denmark, Finland, Germany, Great Britain, Israel, Slovenia, Turkey, and the United States. In addition the writings of seasoned academics and well published authors, the totems of the field so to speak are situated alongside papers from academic newcomers who have broken the taboo of not speaking in the presence of more experienced company. The central metaphor of this book is the high wire or tightrope journey across Niagara Falls upon which we oscillate between the falsely dichotomous notions of research and teaching. The tension in leaning towards one side or the other is presented as a negotiated process of balancing research and teaching which maintains our progress forward in the field. Overlooking this edgy relationship will cause one to lean too much in one direction and fall into the chasm underneath. Thus the sections of this book are designed to examine educational progress across this high wire while maintaining awareness of the risks taken on this journey. Each paper is relevant to particular phases in this high wire walk and portrays the journeys of the authors within in order to inform the path of others.

Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy. Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes: education, globalisation and new times policy theory and method policy and equity. Compiled by the journal's editors, Stephen Ball, Ivor Goodson and Meg Maguire, the book illustrates the development of the field of education policy studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field.

The publication of scholarly research is both a major driver of social progress and a significant industry in its own right. Scholarly research is the focus of attention for countless numbers of scholars globally and a key measure of scholarly excellence. Much has been written about the conduct of research that is designed to help scholars attain appropriate standards of rigor and relevance, and indeed craft their research outputs in ways appropriate for different venues, notably as journal articles, conference papers, book chapters, and books. However, although scholarly researchers fulfill roles other than as authors, for instance as journal reviewers and editors, there is a dearth of consolidated information about the nature of editorial work. Drawing on over two decades of experience in editing scholarly journals, the author offers a more systematic guide to scholarly journal editing.The book begins with an introduction to the art of scholarly journal editing,the nature of that art (Chapter 1), and an examination of editorial promulgation of cultural values of scholarly journals with an emphasis on responsible research (Chapter 2). Chapter 3 examines the many issues associated with sourcing content, and opines on the novelty, breadth, and depth of research, including discussions of indigenous theorization, serendipity, iconoclastic research, and the value of special issues. Chapter 4 deals with the review process and offers advice for formulating effective reviewer guidelines that lead to constructive and developmental advice for authors. The next two chapters discuss the audience of the journal as well as publisher relations. Finally, the book is concluded with thoughts and recommendations about emerging challenges, such as the ethics of AI tools (like ChatGPT), predatory journals, and the open-access movement.Offering a practical guide to editing scholarly journals, this book will be a key resource for scholars making the leap from researcher to editor, regardless of discipline.

This book is a collection of academic articles selected from papers published in the Chinese journal Educational Research in 2021–2022. Educational Research was first published in 1979 and is a national, comprehensive, and theoretical journal of education research. It is sponsored by the Ministry of Education of the People's Republic of China and the China National Academy of Educational Sciences (CNAES). This book presents 20 important educational research articles and covers topics such as educational policies, education technologies, teacher education, and moral education. This book showcases a curated selection of education research outcomes in China and aids readers in developing a comprehensive understanding of China's education reform and development.

In September of 1976 a group of some fifty scholars and practising mystics gathered at the University of Calgary. The chief objective of the Conference was to ponder and assess the nature of mysticism in its Eastern, Western and North American Indian forms. The method the Conference followed was somewhat unusual in that it aimed at a dialogue between the practising mystics and the scholars. What this book presents to the reader is not the outcome of the dialogue, but the personal statements and papers from which the dialogue began. Of course there is a degree to which the dialogue is already present, in that the papers of the scholars were written with the statements of the mystics in hand. Among some of the philosophers present, a set of more formal comments on each others presentations was recorded and these have been included.

This book brings together selected papers from a conference focusing on Redesigning Pedagogy, organized by the Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore. The papers are organised around seven key themes: Literacy Education, Relations of Power, Reflection, Meaning Making, Evaluation, and Mathematics and Science. There are two distinctive features in this title. First is its international focus. In addition to providing readers with an introduction to pedagogy in Singapore, it contains discussions on the environments in Australia, Canada, Hong Kong, South Africa, and the United States. A second focus is a strong commitment to transnational research. Although influenced by the theoretical perspectives of Bourdieu, Luke, and others, the authors are primarily focused on classroom practices. This title will be of interest to students, researchers, and practitioners who are interested in broad thematic and comparative issues. With a number of chapters on Literacy Education, Mathematics, and Science, it will also be of appeal to those more interested in content specific areas.

New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create.The Learning Ideas Conference 2023 was the 16th annual conference and was held as a hybrid event. The conference took place from June 14–16, 2023., both in New York and online, and included a special track: The ALICE (Adaptive Learning via Interactive, Collaborative and Emotional Approaches) Special Track.Topics covered in this book include among others: online learning methodologies, diversity and inclusion in learning, case studies in university and corporate settings, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence), adaptive learning, and project-based learning.The papers includedin this book are of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.

New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create. The Learning Ideas Conference 2022 was the 15th annual conference and was the first time the conference was held as a hybrid event. The conference took place from June 15 to 17, 2022, both in New York and online, and included two special tracks: The Adaptive Learning via Interactive, Collaborative and Emotional Approaches (ALICE) Special Track and a track on Inclusive Learning. Topics covered in this book include, among others, online learning methodologies, diversity and inclusion in learning, case studies in university and corporate settings, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence),adaptive learning, and project-based learning. The papers included in this book are of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.

This book is a collection of selected research papers presented at the 2023 4th International Conference on Artificial Intelligence in Education Technology (AIET 2023), held in Berlin, Germany, on June 30 - July 2, 2023. AIET establishes a platform for AI in education researchers to present research, exchange innovative ideas, propose new models, as well as demonstrate advanced methodologies and novel systems. It is a timely and up-to-date publication responsive to the rapid development of AI technologies, practices and their increasingly complex interplay with the education domain. It promotes the cross-fertilisation of knowledge and ideas from researchers in various fields to construct the interdisciplinary research area of AI in Education. These subject areas include computer science, cognitive science, education, learning sciences, educational technology, psychology, philosophy, sociology, anthropology and linguistics. The feature of this book will contribute from diverse perspectives to form a dynamic picture of AI in Education. It also includes various domain-specific areas for which AI and other education technology systems have been designed or used in an attempt to address challenges and transform educational practice. This timely publication is in line with UNESCO's Beijing Consensus on Artificial Intelligence and Education. It is committed to exploring how AI may play a role in bringing more innovative practices, transforming education, and triggering an exponential leap towards the achievement of the Education 2030 Agenda. Providing broad coverage of recent technology-driven advances and addressing a number of learning-centric themes, the book is an informative and useful resource for researchers, practitioners, education leaders and policy-makers who are involved or interested in AI and education.

This edited book analyses current trends in science communication and gathers research on practices related to the construction of digital identity and visibility, emerging conflicts related to the public availability and appropriation of scientific culture, and ways of validating and disseminating scientific knowledge in new digital contexts. Drawing on a selection of papers presented in the InterGedi Conference (Zaragoza, December 2021), the main goal of the volume is to identify and explore emerging professional practices and challenges in the digital communication of science through innovative multimodal genres. This book will be of interest to postgraduates, doctoral students, practitioners and researchers in the fields of discourse analysis, sociolinguistics, digital media, multimodality and communication studies.

Imagine having to draw dots each time we wanted to do a sum like 3+4. Or having to sound out every word we read, no matter how many times we've seen it before. Having well-consolidated memories for how to do these things can help us avoid these difficulties, which is why consolidation should be a key goal of effective teaching. Helping students consolidate knowledge is a crucial stepping stone in allowing them to navigate problems and develop their knowledge.Building on the hugely influential paper by John Dunlosky, Amarbeer Singh Gill looks at ways teachers can use recommendations from'Strengthening the Student Toolbox'to consolidate knowledge and enhance the learning that takes place in their classrooms. Each strategy is looked at in detail, delving into the conditions needed to help the strategies work, how they might look in classrooms, things to be mindful of when translating research into practice, and case studies from current teachers who describe how they've used these strategies.By harnessing the power of these strategies we can make it more likely that our students will succeed not just whilst they're in our classrooms, but also well beyond by giving them the tools they need for lifelong learning.

Curriculum and Teaching Dialogue is a peer-reviewed journal sponsored by the American Association for Teaching and Curriculum (AATC). The purpose of the journal is to promote the scholarly study of teaching and curriculum. The aim is to provide readers with knowledge and strategies of teaching and curriculum that can be used in educational settings. The journal is published annually in two volumes and includes traditional research papers, conceptual essays, as well as research outtakes and book reviews. Publication in CTD is always free to authors. Information about the journal is located on the AATC website http://aatchome.org/ and can be found on the Journal tab athttp://aatchome.org/about-ctd-journal/.

This is an open access book. The book provides an overview of the state of research in developing countries – Africa, Latin America, and Asia (especially India) and why research and publications are important in these regions. It addresses budding but struggling academics in low and middle-income countries. It is written mainly by senior colleagues who have experienced and recognized the challenges with design, documentation, and publication of health research in the developing world. The book includes short chapters providing insight into planning research at the undergraduate or postgraduate level, issues related to research ethics, and conduct of clinical trials. It also serves as a guide towards establishing a research question and research methodology. It covers important concepts such as writing a paper, the submission process, dealing with rejection and revisions, and covers additional topics such as planning lectures and presentations. The book will be useful for graduates, postgraduates, teachers as well as physicians and practitioners all over the developing world who are interested in academic medicine and wish to do medical research.

This book presents research initiatives by tutors involved in a content-based instruction context as part of the University Town writing programme, National University of Singapore, which is an interdisciplinary programme designed to teach first- and second-year undergraduate students how to conduct academic research and write evidence-based research papers. It presents research the tutors conducted within the dual fields of teaching discipline-specific content and developing students'academic literacy. The book focuses mainly on pedagogy and material development in this context. It shares the tutors'scholarship of teaching and learning experiences from this programme through presenting action research from the classroom, demonstrating constructive cycles of praxis, which are then evaluated using student texts and student feedback. The book draws on academic research literature related to content-based instruction, as well as topics such asfacilitating collaborative peer reviews of assignments, and critical thinking pedagogy. It covers how multi-disciplinary or multi-lingual classrooms of this genre can motivate students to conduct and write up research and provides an overview of how both content and academic literacy is combined at a high level of engagement from an Asian context.

In Engaging in Narrative Inquiry, Second Edition, D. Jean Clandinin, a pioneer in narrative research, updates her classic formulation on narrative inquiry, clarifying, extending, and refining methods. This updated edition looks at changes and developments in the field since the publication of the first edition in 2013, exploring how narrative inquiry explores human lives through a narrative lens that honors experience as a source of important knowledge and understanding. The book includes several exemplary cases with the author's critique and analysis of the work. The following are new to this edition: New exemplary cases, including Menon's autobiographical narrative inquiry as the starting point for framing a research puzzle and justifying a study, Chung's account of a study that begins with living alongside participants, and a paper from Swanson's autobiographical narrative inquiry An expanded discussion of the philosophical grounding of narrative inquiry An expanded discussion of relational ethics in narrative inquiry that highlights links to a relational ontology An updated account of the field of narrative inquiry that highlights future directions, including the necessity of response groups, and questions of responsibility and community The increasing interest in narrative inquiry as research methodology across disciplines makes this book an essential guide and an excellent text for graduate courses in qualitative inquiry, education and nursing research, sociology, and all courses in autobiographical and narrative research and inquiry.

Closing the Achievement Gap is made up of six articles. The first paper examines Cleveland's restructuring initiative in light of two theories on early adolescent development: person-in-environment theory and the focal theory of change. This is followed by a study that illustrates the difference in academic performance between low-income children and their peers, minority children and their classmates, and those schools that serve a majority of children from low-income families and those that serve a more advantaged population. The third article summarizes key findings of a study that examined the reform efforts of three large urban school districts and a portion of a fourth that had been successful in improving student achievement and reducing racial achievement gaps. It also discusses the implications for research and technical assistance. Next, survey data on 15,800 high school students from three urban school districts is used to investigate the impact of school-level support for higher educational attainment and school racial composition on students'actual educational aspirations. The final article explores whether reading books during summer vacation improves fall reading proficiency and whether access to books increases the volume of summer reading.

This book covers the topics such as online learning methodologies, case studies, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence), adaptive learning, and project-based learning. New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create.The Learning Ideas Conference 2021 was the 14th annual conference and the first under its new name (following on its predecessors, the International Conference on E-Learning in the Workplace and the International Conference on Interactive Collaborative and Blended Learning). The conference was held online from June 14-18, 2021, and included two special tracks: The ALICE (Adaptive Learning via Interactive, Collaborative and Emotional Approaches) Special Track and a track entitled Building a University of Tomorrow, from the Xi'an Jiaotong-Liverpool University (XJTLU) in China.The papers included in this book may be of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.

Curriculum and Teaching Dialogue is a peer-reviewed journal sponsored by the American Association for Teaching and Curriculum. The purpose of the journal is to promote the scholarly study of teaching and curriculum. The aim is to provide readers with knowledge and strategies of teaching and curriculum that can be used in educational settings. The journal is published annually in two volumes and includes traditional research papers, conceptual essays, as well as research outtakes and book reviews. Publication in CTD is always free to authors. Information about the journal is located on the AATC website and can be found on the Journal tab at http://aatchome.org/about-ctd-journal/.

To commemorate the 10-year anniversary of the International School Leadership Development Network (ISLDN), this book is a compilation of the work conducted by network scholars. This volume is the first comprehensive overview of the studies conducted by ISLDN members engaged in examining how social justice leaders and leaders of high-needs schools address the social conditions, learning experiences, and performance of their students. Other international school leadership research consortia have emerged in the 21st century; however, the ISLDN is the second longest operating project, after the International Successful School Principalship Project (ISSPP). Since its creation in 2010, ISLDN scholars have delivered papers at a variety of international conferences and shared findings in research publications, including books and special issues of journals. Until now, ISLDN research findings have been disseminated separately for the project's two strands: (a) social justice leadership and (b) leadership in underperforming high-needs schools. Therefore, the purpose of the book is to document the history and evolution of the ISLDN and to provide descriptions and reflections of the project's research findings, methodologies, and collaborative processes across the two strands. This volume captures studies of school leaders from 19 countries representing six continents - Africa, Asia, Australia and Oceania, Europe, North America, and South America. The authors examine important external and internal contextual factors influencing schools in different cultural settings and provide insights about the values and practices of social justice leaders working in high-needs school settings. Numerous practical strategies are provided for school leaders working in schools with similar conditions. The concluding chapter by the co-editors synthesizes the structural factors, personal beliefs and values, and contextualized change management strategies that shape school leaders'actions aimed at ensuring the best learning outcomes for their students. Besides capturing the range of findings emerging from various ISLDN studies conducted over the past decade, several chapters critically examine the project's current contributions to the field. Authors suggest broadening the dissemination of our findings to increase the visibility of the project, expanding the research methods beyond qualitative interviews, incorporating studies from non-Anglophone countries, and augmenting the scope of our analyses and research focus. These researchers'journeys also reveal the obstacles to and benefits of engaging in these types of international collaborative research ventures.

The Evaluative Study of Action Research presents all eight published papers as part of the six-year, global, Evaluative Study of Action Research (ESAR) in one volume. The study sought to enhance the academic rigour of Action Research (AR) and provide greater evidence of its impact.This research contained in this book shows, in a cohesive way, how the ESAR exemplifies original research incorporating new methodologies to create new knowledge. An Evaluative AR framework and indicators were created for initial qualitative data collection with six initial case studies using interviews, survey, documentary analysis, and Goal Attainment Scaling methods. The initial study was followed by a large-scale mixed method survey with 174 projects from across the globe. Almost all projects exhibited positive elements linked to AR precursors (focus clarification, stakeholder engagement, funding), processes (phased, planned yet flexible activity, data collection and analysis, ongoing collaboration and leadership), and outcomes/impacts (change, knowledge mobilisation and continuing action). The results of the ESAR, elaborated in this volume, offer important indications for how to create the sort of respectful engagement that is required for collective strength in solution based, innovative, change. This book will be a valuable resource for: action researchers throughout the world; postgraduate research students, academics and libraries; evaluators; and anyone in communities who wishes to know how to create sustainable change.

This book prepares and guides individuals who are about to embark (or already have embarked) on a health/medical PhD journey, with a specific focus on Public Health. Based on the author's experience as a recently graduated Doctor of Philosophy (PhD) student, readers benefit from the knowledge imparted and lessons learned, including an analysis of the different aspects of a Public Health doctoral degree, and practical tips and guidance on how to go about this journey from the initial phase of choosing a research niche up until the oral examination (also called defence). All throughout the book, the author shares examples from her own journey to show that in spite of sacrifices and hurdles along the way, hard work, perseverance, and supportive resources can help see you through, eventually, to a hopefully positive outcome at the end.Using an informal style, the author provides a step-wise guide, from chapter to chapter, on the various essential aspects thatneed to be considered, including:The initial steps towards a PhDProposal, permissions and fundingThe fieldworkThe art of data analysisThe hurdles along the way – a personal experienceWhat comes after the completion of a PhD?Intended to be a compact go-to guide for students throughout their PhD journey, both from an academic and personal perspective, To Do or Not to Do a PhD? engages readers who are about to enroll in or who already have started a PhD, especially in public health, epidemiology, and health/medical fields of study. The brief also would appeal to postgraduate and undergraduate students who are interested in learning about how to write a research proposal, draft a scientific paper for publication in a journal, or prepare a thesis.

The present book project on Research Design, which is planned in English, is intended to create an innovative textbook that can be used at university undergraduate and graduate levels in internationally oriented education in the German-speaking countries. This textbook shall provide comprehensive guidance for students when tackling their (applied) research papers. Instead of reiterating qualitative and quantitative methods it focuses on how to come up with an appropriate research design that allows the student to make the intended intellectual contribution. Starting from the desired (hypothetical) conclusion or statement the student will be guided through the process of finding the appropriate Research Question that will be answered by such a statement and the required Research Design consisting of data collection and data analysis, that allows for such a statement as the conclusion of the study. Common Research Designs in Business and Management, i.e. well beyond the standard ResearchDesigns of Social Sciences and curtailed to the focus area, will be described with regard to their suitability to answer specific kinds of questions as well as the idiosyncrasies of the these Designs and their impact on the written research reports. Examples for each Research Design will be provided as well as guidance about how to write about such research.

Digital dissertations have been a part of academic research for years now, yet there are still many questions surrounding their processes. Are interactive dissertations significantly different from their paper-based counterparts? What are the effects of digital projects on doctoral education? How does one choose and defend a digital dissertation? This book explores the wider implications of digital scholarship across institutional, geographic, and disciplinary divides. The volume is arranged in two sections: the first, written by senior scholars, addresses conceptual concerns regarding the direction and assessment of digital dissertations in the broader context of doctoral education. The second section consists of case studies by PhD students whose research resulted in a natively digital dissertation that they have successfully defended. These early-career researchers have been selected to represent a range of disciplines and institutions. Despite the profound effect of incorporated digital tools on dissertations, the literature concerning them is limited. This volume aims to provide a fresh, up-to-date view on the digital dissertation, considering the newest technological advances. It is especially relevant in the European context where digital dissertations, mostly in arts-based research, are more popular. Shaping the Digital Dissertation aims to provide insights, precedents and best practices to graduate students, doctoral advisors, institutional agents, and dissertation committees. As digital dissertations have a potential impact on the state of research as a whole, this edited collection will be a useful resource for the wider academic community and anyone interested in the future of doctoral studies.

An incisive guide that helps up-and-coming economists become successful scholarsThe Economist's Craft introduces graduate students and rising scholars to the essentials of research, writing, and other critical skills for a successful career in economics. Michael Weisbach enables you to become more effective at communicating your ideas, emphasizing the importance of choosing topics that will have a lasting impact. He explains how to write clearly and compellingly, present and publish your findings, navigate the job market, and more.Walking readers through each stage of a research project, Weisbach demonstrates how to develop research around a theme so that the value from a body of work is more than the sum of its individual papers. He discusses how to structure each section of an academic article and describes the steps that follow the completion of an initial draft, from presenting and revising to circulating and eventually publishing. Weisbach reveals how to get the most out of graduate school, how the journal review process works, how universities decide promotions and tenure, and how to manage your career and continue to seek out rewarding new opportunities.A how-to guide for the aspiring economist, The Economist's Craft covers a host of important issues rarely taught in the graduate classroom, providing readers with the tools and insights they need to succeed as professional scholars.

This book presents research contributions focussing on the introduction of contemporary physics topics – mainly, but not exclusively, quantum physics – into high school currciula. Despite the important advances and discoveries in quantum physics and relativity which have revolutionized our views of nature and our everyday lives, the presence of these topics in high school physics education is still lacking. In this book physics education researchers report on the teaching and learning of quantum physics from different perspectives and discuss the design and use of different pedagogical approaches and educational pathways. There is still much debate as to what content is appropriate at high school level as well what pedagogical approaches and strategies should be adopted to support student learning. Currently there is a greater focus on how to teach modern physics at the high school level rather than classical physics. However, teachers still lack experience and availability of appropriate teaching and learning materials to support the coherent integration of Quantum Physics in high school curricula. All of the 19 papers presented in this book discuss innovative approaches for enhancing physics education in schools.

This book contains papers in the fields of Interactive, Collaborative, and Blended Learning; Technology-Supported Learning; Education 4.0; Pedagogical and Psychological Issues. With growing calls for affordable and quality education worldwide, we are currently witnessing a significant transformation in the development of post-secondary education and pedagogical practices. Higher education is undergoing innovative transformations to respond to our urgent needs. The change is hastened by the global pandemic that is currently underway. The 9th International Conference on Interactive, Collaborative, and Blended Learning: Visions and Concepts for Education 4.0 was conducted in an online format at McMaster University, Canada, from 14th to 15th October 2020, to deliberate and share the innovations and strategies. This conference's main objectives were to discuss guidelines and new concepts for engineering education in higher education institutions, including emerging technologies in learning; to debate new conference format in worldwide pandemic and post-pandemic conditions; and to discuss new technology-based tools and resources that drive the education in non-traditional ways such as Education 4.0. Since its beginning in 2007, this conference is devoted to new learning approaches with a focus on applications and experiences in the fields of interactive, collaborative, and blended learning and related new technologies. Currently, the ICBL conferences are forums to exchange recent trends, research findings, and disseminate practical experiences in collaborative and blended learning, and engineering pedagogy. The conference bridges the gap between ‘pure'scientific research and the everyday work of educators. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, industry-centric educators, continuing education practitioners, etc.

This textbook equips students interested in becoming researchers with the essential nontechnical skills. After an introduction to graduate schools, it discusses preparing for research, reading and organizing literature, writing research articles and other documents, publishing papers, presenting research findings at conferences, collaboration with advisors and other researchers, patent applications, research ethics, and how to improve research by learning about the history of science. These nontechnical skills are just as important as technical ones in terms of becoming a successful graduate student, yet they have seldom been taught systematically in courses. Further, they can bridge the gap from the classroom to the lab, making one of the most critical transition periods—from student to researcher—smoother and more enjoyable. The book features a wealth of real-life examples and exercises, which readers can easily apply in their own research. Intended mainly for graduate andupper-undergraduate students just embarking on lab research, it can also be used as a textbook or reference guide for courses on research methodology and related topics.