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Building upon the blockbuster success of "Building Thinking Classrooms in Mathematics," Peter Liljedahl has joined forces with co-author Maegan Giroux to bring the Building Thinking Classrooms (BTC) framework to life in this new book, "Mathematics Tasks for the Thinking Classroom, Grades K-5." But this book is so much more than simply a collection of good thinking tasks. It delves deeper into the implementation of the 14 practices from the BTC framework by updating the practices with the newest research, and focusing on the practice through the lens of rich math tasks that address specific mathematical learning outcomes or standards. Across the 20 non-curricular tasks and 30 curricular tasks used as models, this book: (1) Helps you choose tasks to fit your particular math standards, goals, and the competencies you want your students to build; (2) Walks you through all the steps and scripts to launch, facilitate, and consolidate each task; (3) Shares examples of possible student solutions along with hints you might offer to help their thinking along; (4) Offers tasks for consolidation, example notes to my future forgetful self, and mild, medium, and spicy check-your-understanding questions (CYUs) for every thin sliced sequences of curricular tasks; and (5) Imparts reflections from the authors on each task. The book closes with specific guidance on how to find more tasks or craft your own non-curricular and curricular tasks, along with answers to educators' frequently asked questions. It includes access to a companion website that includes downloadables and a task template for creating your own tasks. Whether you are new to BTC or a seasoned user, "Mathematics Tasks for the Thinking Classroom, Grades K-5" will help teachers, coaches, and specialists transform traditional math classrooms into dynamic and thought-provoking learning spaces.

This edited volume argues for positioning students at the centre of higher education, drawing from the concepts of student agency and self-formation. The volume highlights that higher education has broader and more important purposes than what a neoliberal human capital approach would suggest, and explores how students exercise their agency and realise self-formation as inherently connected concepts throughout university education. With disciplinary, cultural, and contextual diversity, this volume will provide international perspectives to readers interested in higher education theories, policies, and practices.

During Laura Kerbey's time teaching autistic children, she had a sudden realisation that those with Pathological Demand Avoidance (PDA) are children like no other! None of her tried and tested autism strategies would work to help them focus or learn and most of her time was spent wondering, "what am I doing wrong?" If you feel the same, this short, easy-to-read guide is here to teach you everything you need to know from one educator to another. With an introduction to what PDA is followed by PDA tailored advice on how to connect with your student and create an autonomous, spontaneous environment that is personalised for you both, this guide is here to ensure that you and your PDA student thrive! Illustrated by the popular Eliza Fricker and packed with entertaining anecdotes (including one about Jabba the Hut's poo), this go-to-guide contains everything you need to start implementing PDA friendly learning to help you connect with your student and help them make the most of their learning experience. [This book was illustrated by Eliza Fricker.]

This open access book challenges international policy 'groupthink' about lifelong learning. Adult learning -- too long a servant of business competitiveness -- should be reimagined as central to democratic society. Young adults, especially from disadvantaged backgrounds, engage more in education and training, and learn more day-to-day at work, if provision is democratically organised and based on enduring and inclusive institutional networks, and when jobs encourage and reward the acquisition of skills. Using innovative qualitative and quantitative methods, the contributors develop a critical perspective on dominant policies, investigating -- across the European Union and Australia -- how 'vulnerable' young adults experience programmes designed to improve their 'employability', and how 'skills for jobs' policies squeeze out wider -- and wiser -- ideas of what education and training should do. Chapters show why some provision works for those with poor educational backgrounds, why labour market and educational institutions matter so much, how adult education can empower and expand people's agency, and the challenges of using artificial intelligence in lifelong learning policy-making. Several investigate the pivotal role of workplace learning in organisational life, and in learning during 'emerging adulthood'. Important comparative studies of workplace learning in the metals, retail and adult education sectors show the role of management, trade unions and social movements in young adults' learning.

This book examines access, lifelong learning and education for all, which have been policy preoccupations in all countries for more than half a century, but have been overlaid and pushed aside by the development of mass higher education. The authors examine what has been achieved, what lessons have been learnt and what still remains to be done, addressing matters of equity, agency, community, mobility and hierarchy.

This book explores the contribution to education contained in the theoretical work and teaching practice of Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010). Their long-lasting cooperation gave rise to the well-known "Philosophy for Children" (P4C) curriculum, which is nowadays globally widespread. P4C basically relies on the following innovations: firstly, the unprecedented connection between philosophy and childhood; secondly, the reframing of philosophy in practical, viz., not reductively theoretical terms; thirdly, the employment of philosophy to foster democracy and moral capabilities through the development of children's thoughtfulness and autonomous thinking, which would eventually result in empowering children's social abilities and increasing their self-defence against consumerism, propaganda, and manipulation; finally, the stand against a strictly cognitivist approach to education. More than just contextualizing these innovations in the coeval historical and social context, the author shows that P4C's revolutionary stance on education relies on the fruitfulness of Lipman and Sharp's intellectual cooperation and on their manifold abilities as researchers, teachers, trainers, communicators, motivators, and community-builders. The book analyzes their philosophical-educational vision and the scholastic curriculum they developed jointly; additionally, it provides a critical appraisal of P4C's achievements as well as of its future perspectives.

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the centre of the assessment process and its outcomes. The book features 17 chapters on learning-oriented language assessment practices in China, Brazil, Turkey, Norway, UK, Canada, Japan, Saudi Arabia, and Spain. Chapters include teachers' reflections and practical suggestions. This book will appeal to researchers, teacher educators, and language teachers who are interested in advancing research and practice of learning-oriented language assessment.

Explore the web of factors that influence your power as a teacher--and how you can better use that power to foster student agency and empowerment. What kind of power do teachers have? What influences their instructional decision making--and how does that affect students, particularly Black students and other students of color? How can educators move away from practices that oppress and devalue students to practices that support and empower them? These are just a few of the questions that author Tanji Reed Marshall answers in "Understanding Your Instructional Power." Countering the notion that teachers are powerless in the classroom, she introduces the Power Principle to help teachers unpack how they understand and use the power associated with their authority and responsibility as an educator. Drawing from her own experience as a classroom teacher and coach, Reed Marshall explains how the Power Principle reveals itself through various elements, including language use (by both students and teachers), "hidden curriculum," and classroom culture. She identifies four levels of curricular autonomy that teachers have (Unfettered, Calibrated, Restricted, and Minimal) and four dimensions of instructional power that characterize their classroom environment (Empowering, Agentive, Protective, and Disenfranchising). Reflection exercises throughout the book guide readers through a deep analysis of their personal and professional histories and ideologies, including how these influence students' learning experiences. Reed Marshall shares her own journey of setbacks and progress as she offers support and encouragement to K-12 teachers seeking to use their power in productive ways so that all students can bring their full selves to class and receive the education they deserve.

The aim of the "National Academy of Education (NAEd) Educating for Civic Reasoning and Discourse" report is to better prepare students to examine and discuss complex civic, political, and social issues by ensuring that the curricula, pedagogy, and learning environments that they experience are informed by the best available evidence and practice. This includes identifying opportunities to learn from well-established areas of interdisciplinary research on human learning and development, as well as current exemplars of instruction. Under the direction of an expert steering committee of researchers and other leaders in civic learning and student engagement, working panels each examined a specific theme, including: (1) philosophical foundations and moral reasoning; (2) learning sciences and human development (covering cognition and its relationship to identity, development across the life course, and implicit bias); (3) history of education for democratic citizenship; (4) agency and resilience in the face of challenge as civic action: lessons learned from across ethnic communities; (5) ecological contexts; (6) learning environment, school climate, and other supports for civic engagement; (7) digital literacy and the health of democratic practice; (8) pedagogical practices and how teachers learn. The report concludes with an extensive set of recommendations for practice, policy, and further research, which were carefully developed by the steering committee and reflect a synthesis of the chapters in this report. These recommendations were also developed with insights from key stakeholders and educators who participated in public forums and provided invited comments. [For the executive summary, see ED611952.]

In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume's eight chapters underscore that research findings should inform the design of learning experiences so that people's communication needs in fast-changing work environments are met and the link between language education and professionalization, within a lifelong learning perspective, is sustained. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Teaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development. Readers will gain a solid overview of the Montessori philosophy and method, specifically those related to reading and language development, enabling them to support their practice in today's educational context while inspiring the wider field of education. The authors explain how the Montessori approach is inherently aligned with the Science of Reading in that they are both scientifically based and contain methods that follow a logical, systematic, and explicit progression of teaching and learning. Montessori education supports instructional differentiation that is cognizant of children's need for independence and highly mindful of literacy and language development. This book provides valuable contributions to all educators implementing Science of Reading and structured literacy in their practice, and is a must-have for Montessori teachers (preschool to grade 3) and those that prepare, coach, and supervise them. This book: (1) Aligns the Montessori curriculum to reading research, currently known as the Science of Reading; (2) Explains how the Montessori curriculum builds reading skills, background knowledge, and vocabulary across disciplines; (3) Shows educators how to balance state requirements and standards with maintaining a pedagogy aligned with Montessori principles; (4) Provides descriptions of teaching materials, classroom examples, and images; (5) Demonstrates how to use Montessori methods to support multiculturalism and differentiation to meet the needs of diverse students; (6) Includes suggested progressions of development, such as phonological awareness, that extend lessons using the Movable Alphabet; and (7) Explores multisensory approaches to language and literacy instruction. [Foreword written by Daniel Willingham and Trisha Thompson-Willingham.]

Classrooms should be spaces where every child feels safe to bring their whole self to school. This book shows how to set up preK-grade 6 classrooms that support student agency, independence, and choice. The results of classrooms designed with these goals in mind include: (1) Greater student engagement with curriculum; (2) Students who know themselves and are empowered as learners; (3) Students who feel valued and care about their learning as well as the learning of others; (4) A more cohesive, authentic, and accepting community of learners; and (5) Opportunities for choice and decision-making by all learners. With examples drawn from real classrooms, the authors demonstrate how to make choices in seating, materials used, books read, and more. Special attention is paid to the design of classroom libraries in which a variety of diverse, quality books anchor so much of the work in helping young readers and writers grow and learn. The book is richly illustrated with photos and samples to provide an inside look at classrooms in which children are centered and the teacher is responsive to creating spaces with student agency in mind.

This edited collection presents a selection of contributions made to the 13th eLearning Symposium, held at the University of Southampton, in January 2020. Our theme was 'Education 4.0 revolution: transformative approaches to language teaching and learning, assessment, and campus design', and attendees engaged in rich discussions around the challenges of fast-paced digital change. Contributors to this volume are educators from higher education across the world and topics include innovation in physical and digital space, effective blended language learning, and digital story-telling. We hope that this volume will inspire practitioners in the innovative use of technology for education. [The Confucius Institute in Southampton sponsored this publication.]

This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context. [For the two out of nine papers in this volume written in English, see ED606533 and ED606534.]

Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as participants. Data sources included structured interviews and follow-up questions, EdLine spreadsheets, and parent reflective journals. Data were analyzed through a priori codes based on the literature review. Themes that emerged from the analysis included reoccurring learner autonomy and parents benefiting from their ability to use EdLine to monitor grades, check progress, and provide strategies to support mathematical achievement. Parents indicated they could encourage their children, teach them, and expect them to use EdLine to monitor and manage their grades and achievement in mathematics. This research contributes to positive social change by explaining how administrators can help middle school parents use an LMS to become engaged with their children's mathematics studies and set expectations for their mathematics task completion and achievement. [This book was edited by Ismail Sahin and Richard Thripp.]

Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as participants. Data sources included structured interviews and follow-up questions, EdLine spreadsheets, and parent reflective journals. Data were analyzed through a priori codes based on the literature review. Themes that emerged from the analysis included reoccurring learner autonomy and parents benefiting from their ability to use EdLine to monitor grades, check progress, and provide strategies to support mathematical achievement. Parents indicated they could encourage their children, teach them, and expect them to use EdLine to monitor and manage their grades and achievement in mathematics. This research contributes to positive social change by explaining how administrators can help middle school parents use an LMS to become engaged with their children's mathematics studies and set expectations for their mathematics task completion and achievement. [This book was edited by Ismail Sahin and Richard Thripp.]

This volume presents a selection of eight papers presented at three symposia on English for Specific Purposes (ESP) and English for Academic Purposes (EAP) that were held at the Free University of Bozen-Bolzano, Italy. The experiences detailed in the chapters offer a representative sample of the diversity of approaches to teaching and assessing ESP and EAP that were shared on those occasions. The contributions vary markedly by teaching and research context: whereas some report the results of meticulously planned research projects, others describe in detail cases embedded in specific contexts in Italy and in the US; others analyse the specialised language of particular discourses or domains, or reflect upon teaching methods and materials. [This volume was published by Bozen-Bolzano University Press.]

This book asks an overdue question: can we build honors contracts that transcend the transactional? The word "contract" itself--as both noun and verb--delimits more possibilities than it reveals. The chapters collected here expand this restrictive term by reframing honors contracts as collaborative partnerships for experiential learning. While most, though not all, of the volume's contributors accept standard definitions of honors contracts as "[e]nriched options within regular [non-honors] courses," they also imagine many and varied possibilities for such enrichment (Schuman 33). The pedagogical conversation surrounding contracts has to date been more practical than inspirational, perhaps because many institutions have framed honors contracts as necessary stopgaps--rather than pedagogical catalysts--within the honors curriculum.

In a convenient large-size format, this book presents the first research-based, comprehensive program designed to support high school students with autism spectrum disorder (ASD). Developed and tested in public schools by the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA), the program addresses four critical areas--literacy, social competence and peer relationships, independence, and postschool transition preparation for students and their families. Chapters provide a roadmap for implementation of each component, complete with intervention guidelines, case vignettes, key findings, lessons learned, and reproducible forms that can be downloaded and printed at the companion website. The book also helps readers navigate the wealth of additional resources freely available from CSESA.

This book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. The material in this book represents the work of both researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. The book covers a wide array of topics examining the deployment of learning technologies, proposing pedagogical approaches and practices to address digital transformation, presenting case studies of specific technologies and contexts and overall debating the contribution of learning technologies for the improvement of the learning process and the experience of students and for the development of key competences. It represents the best work reported during CELDA 2021, comprising expanded peer reviewed chapters from best papers focusing on open education models, inclusive learning environments and adaptive as well as personalized learning support.

Drawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this book serves the urgent need for research and guidance on "ab initio" learning and teaching in HE. Using the example of teaching German, it offers theoretical reflections on teaching "ab initio" and practice-oriented approaches that will be useful for teachers of both German and other languages in higher education. The first chapters assess the role of "ab initio" provision within the wider context of modern languages departments and language centres. They are followed by sections on teaching methods and innovative approaches in the "ab initio" classroom that include chapters on the use of music, textbook evaluation, the effective use of a flipped classroom and the contribution of language apps. Finally, the book focuses on the learner in the "ab initio" context and explores issues around autonomy and learner strengths. The whole builds into a theoretically grounded guide that sketches out perspectives for teaching and learning "ab initio" languages that will benefit current and future generations of students.

Many standard reading assessment approaches fail to capture the strengths and needs of students from diverse sociocultural, linguistic, and academic backgrounds. From expert authors, this book guides educators in planning and conducting meaningful, equitable assessments that empower K-5 teachers and students, inform responsive instruction, and help to guard against bias. The book's holistic view of reading encompasses areas from text comprehension and constrained skills to building trusting relationships and promoting students' agency. Twenty-eight assessment strategies are explained in step-by-step detail, including helpful implementation examples and 32 reproducible forms that teachers can download and print in a convenient 8 1/2" x 11" size. [Foreword by H. Richard Milner.]

This open access book provides insights from Indigenous higher degree research (HDR) students on supervision practices in an Australian context. It examines findings from qualitative studies conducted with Indigenous HDR students from different academic disciplines, enrolled higher education institutions across Australia, and supervisors of Indigenous HDR students. Six types of data and their thematic analyses are presented, to understand the needs and experiences of both Indigenous HDR students and supervisors of Indigenous HDR students. This book also unpacks assumptions and commonly held beliefs about Indigenous HDR students, and shares what Indigenous HDRs report they need to experience success in higher education. It reports the experiences of supervisors of Indigenous HDR students, and explore further opportunities which enhance the higher education experiences of Indigenous HDR students. This book also suggests how successful relationships between Indigenous HDR students, and their supervisors may be fostered, and aims to be a useful resource for Indigenous peoples wishing to pursue higher education, and HDR supervisors in countries with Indigenous populations.

Higher education institutions have traditionally nurtured artistic and scientific development and served as catalysts for innovative ideas and products. However, contemporary discourse too often relegates the concept of innovation to the private sector, where the rhetoric of "disruption" frequently reduces innovation to economic terms. As a result, innovations that could benefit society instead exacerbate existing inequities, and the environmental factors that stimulate long-term innovative progress are neglected. "Creating a Culture of Mindful Innovation in Higher Education" offers a different vision by identifying the conditions that enable college and university administrators, faculty, and staff to promote an innovative institutional culture. Mindful innovation is defined through six central tenets: societal impact; the necessity of failure; creativity through diversity; respect for autonomy and expertise; thoughtful consideration for the dimensions of time, efficiency, and trust; and the incentivization of intrinsic motivation and progress over scare tactics and disruption. Michael Lanford and William G. Tierney offer a clearheaded analysis of the challenges and opportunities in creating a culture of mindful innovation and argue that the institutions that do so will be poised to lead entrepreneurial endeavors, scientific progress, and greater social equity in the twenty-first century.

"Trauma-Responsive Schooling" outlines a novel approach to transforming American schools through student-centered, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency. The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners. Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and trauma--and thus promote healing. This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible.

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

It's a paradox: technology to individualize curriculum has made classrooms less personal. Let's instead trust educators to make learning personal by supporting student agency, self-awareness, and the intimate personal connections found in authentic learning experiences. In the second edition of this groundbreaking book--newly streamlined, and updated with insights from the pandemic--Paul France presents a vision of humanized personalization that rejects the corporate mindset and instead holds equity and inclusion at its center. France leverages over a decade of experience as a National Board Certified Teacher, education consultant, and education technology developer, sharing the following: (1) Practical guidance on designing inclusive learning environments for diverse groups; (2) Sustainable applications for humanized personalization in curriculum design, assessment, and instruction; (3) Real-life stories from the author's experience on both sides of the personalization debate; and (4) A multitude of classroom tools, adaptable to a variety of instructional contexts. Nobody understands the need for humanizing education better than teachers. While educators across the country have learned that inundating students with personalized learning technologies is not the way to go, many don't know how to personalize learning without them. The time to humanize personalized learning and our classrooms is now--and this book will give you a place to start.

Positive student behaviors are desired outcomes, but this manual concentrates on inputs. How do you respond to difficult behavior in the moment when you know that punitive, compliance-based behavior management is so often ineffectual? What's the best way to prevent students from acting out in the first place? The path to success requires behavioral leadership, in which teachers strategically model and affirm the behaviors they want to see in students. Behavior expert Scott Ervin calls on his two decades of experience to share the most effective procedures and strategies to foster positive, prosocial student behavior that supports learning, including ways to (1) organize your physical classroom to support positive classroom management; (2) build positive teacher-student relationships; and (3) share control with students in a way that best fosters their autonomy. "The Classroom Behavior Manual" is a resource you can return to again and again, packed with more than 100 strategies and dozens of procedures and tools. Learn how to respond to negative behaviors in nonpunitive ways so that you can ensure all students' school days are as calm, engaging, and educational as they possibly can be.

While figures on Black women and girls' degree attainment suggest that as a group they are achieving in society, the reality is that their experiences are far from monolithic, that the educational system from early on and through college imposes barriers and inequities, pushing many out of school, criminalizing their behavior, and leading to a high rate of incarceration. The purpose of this book is to illuminate scholarship on Black women and girls throughout the educational pipeline. The contributors--all Black women educators, scholars, and advocates--name the challenges Black women and girls face while pursuing their education as well as offer implications and recommendations for practitioners, policymakers, teachers, and administrators to consider in ensuring the success of Black women and girls. This book is divided into four sections, each identifying the barriers Black girls and women encounter at the stages of their education and offering strategies to promote their success and agency within and beyond educational contexts. In Part One, the contributors explore the importance of mattering for Black girls in terms of redefining success and joy; centering Black girl literacy pedagogies that encourage them to thrive; examining how to make STEM more accessible to them; and recounting how Black girls' emotions and emotional literacy can either disempower them or promote their sense of agency to navigate educational contexts. Part Two uncovers the violence directed toward and the criminalization of Black women and girls, and how they are situated in educational and justice systems that collude to fail them. The contributors address incarceration and the process of rehabilitation and reentry; the outcomes of disciplinary action in schools on women who pursue college; and describe how the erasure and disregard of Black women and girls leaves them absent from the educational policies that deeply affect their lives and wellbeing. Part Three focuses on how Black women are left to navigate without resources that could make their collegiate pathways smoother; covers how hair politics impact their acceptance in college leadership roles, particularly at HBCUs; illuminates the importance of social/emotional and mental health for Black undergraduate women and the lack of adequate resources; and explores how women with disabilities navigate higher education. The final part of this book describes transformative approaches to supporting the educational needs of Black women and girls, including the use of a politicized ethic of care, intergenerational love and dialogue, and constructing communities, including digital environments, to ensure they thrive through their education and beyond. [Foreword written by Cynthia B. Dillard.]

This book uniquely combines data from a study focused on the use of dialogic instruction in an elementary classroom, with analysis of students' retrospective beliefs about the classroom environment, interactions, and authority. Through this retrospective methodology, the text offers valuable insight into the long-term impacts of discursive practices on young learners' attitudes to learning and their educational trajectories. Analysis also serves to further understandings of how the classroom environment can function as a living dialogue, in which authority in respect to talk, knowledge sharing, and curricular choices serves as an interactional accomplishment and means of social justice. This book will be a valuable resource for researchers and academics with an interest in classroom discourse and critical pedagogy. It will be of particular interest to those with a focus on elementary education.

This book reviews literature and research linked to early childhood education and care (ECEC). This educational level is fundamental for acquiring key competencies for school entry and establishing the physical, cognitive, and emotional bases for lifelong learning. Preschool education should promote student autonomy as the ability of a child to act on their own free will because it is a critical part of learning for all children. When a child has autonomy, it helps build confidence for responding to the demands of the family, self-esteem values linked to collaboration tasks, and independence in selecting reasonable choices. [This book was co-edited with Luis Miguel Villar Angulo and Carla Giambrone.]

This book presents a snapshot of innovative blended learning practices that either stem from the affordances of web 2.0 technologies--Mobile Assisted Language Learning (MALL) and Massive Open Online Courses (MOOCs)--or illustrate the re-purposing of 'older' ones, like the creation of tailor-made virtual learning environments, to set up telecollaborative projects or Online International Learning (OIL) projects. It is based on the papers presented at the Blending MOOCs into English Language Teacher Training (B-MELTT): Flipping the Blend through MALL, MOOCs, and (Blended) OIL?--?New Directions in CALL symposium held at Coventry University in June 2017. The symposium was supported by funding by a British Council English Language Teaching Research Award (ELTRA). The work presented in this volume can provide some ideas on pedagogically sound ways of blending technology into higher education curriculums to enhance both the digital literacy and the intercultural awareness of all stakeholders involved. Following notes on contributors, acknowledgments, the dedication and preface, this volume contains the following papers: (1) Mobile assistance for personal learning on a massive scale (Agnes Kukulska-Hulme); (2) MOOCs as a new technology: Approaches to normalising the MOOC experience for our learners (Stephen Bax); (3) What our MOOC did next: Embedding, exploiting, and extending an existing MOOC to fit strategic purposes and priorities (Kate Borthwick); (4) Integrating a MOOC into the MA curriculum: An 'expert' student's reflections on blended learning (Minh Tuan Phi); (5) Understanding learner autonomy through MOOC-supported blended learning environments: An investigation into Chinese MA ELT students' beliefs (Yan Jiao); (6) OIL for English for business: The intercultural product pitch (Andrew Preshous, An Ostyn, and Nicole Keng); (7) A role-reversal model of telecollaborative practice: The student-driven and student-managed FloCo (Elwyn Lloyd, Abraham Cerveró-Carrascosa, and Courtney Green); (8) Chinese segmentation and collocation: A platform for blended learning (Simon Smith); and (9) Student-teachers' beliefs concerning the usability of digital flashcards in ELT (Marwa Alnajjar and Billy Brick). An author index is included. Individual papers contain references.

A group of Italian language tutors attended sessions dedicated to Italian language teaching and learning that were included in the SIS Biennial Conference in 2015. Following the conference, the group suggested that a publication of the proceedings to mark the first of these meetings would be a useful resource for all language tutors. To five of the original papers presented in Oxford, another three were added in order to include a range of ideas and experiences in one publication. Following a Notes on Contributors, the following papers are included: (1) Introduction to Using Digital Resources to Enhance Language Learning--Case Studies in Italian (Rosalba Biasini and Anna Proudfoot); (2) Developing Pragmatic Competence through Language Digital Resources (Marta Kaliska); (3) Enhancing Written Language Skills during the Year Abroad through Online Independent Learning (Maria Chiara La Sala); (4) Using Online Tools and Resources to Encourage Independent Learning amongst Ab Initio Students of Italian: A Case Study (Paola Celant); (5) ITALO (MyLearning Log): A Case Study in the Use of Technology-Based Resources to Foster Student Engagement and Autonomy (Salvatore Campisi); (6) The Italian Electronic Language Log: A Critical Evaluation (Simone Lomartire); (7) Using, Adapting, and Sharing Learning Resources to Widen Participation in Language Learning: A Case Study of Italian Open Educational Resources for Dyslexic Students (Anna Motzo); (8) 1 Peer-Teaching with Technology: An Italian Grammar Case Study (Marcella Oliviero and Andrea Zhok); and (9) The digital World as a Topic: Developing Digital Competences in the Italian Language Class (Rosalba Biasini). An author index is included. Individual papers contain references.

This exciting book explores how leaders have implemented, sustained, and pushed innovative, deeper learning opportunities in their school settings. Across the United States and around the world, the concept of a school is growing more action-oriented, performance-focused, digitally relevant, and democratically infused. In this book, you'll hear from real schools and leaders about practices that are changing schools and leading to deeper learning experiences across seven categories of innovative practice--including vision, agency in learning, trust in teachers, openness to new ideas, over-communicating change, equity mindedness, and courage to live outside norms. "Leadership for Deeper Learning" looks at how school leaders change the status quo and create different learning environments for students and teachers. Rich in stories and strategies, this book will provide you with the ideas and tools to rethink and reignite learning for the future.

This book re-imagines the essence and role of adult education at both the individual and societal levels. It provides arguments for understanding adult education as a process of agency and empowerment, which has not only instrumental but intrinsic and transformative roles to play. This book brings together ideas from the capability approach with insights from recognition theory; the embeddedness approach; the political economic perspective for understanding public and private goods and the common goods perspective. The analysis draws on data from large-scale international studies -- alongside qualitative data -- and adopts a wide-ranging European comparative perspective. The book develops original instruments for measuring different dimensions of adult education as a common good, and its realisation in different social contexts. It is aimed at academics, students, practitioners, and policy makers interested in adult and/or higher education and the social justice perspective to human life.

This book presents and theorises research findings into why and how school principals play a critical role in engaging parents and their school communities to enhance student learning and wellbeing. It highlights the imperative of parent engagement as evidenced by clear, consistent findings from research over the last fifty years and government reforms, policies and frameworks internationally and nationally in Australia which have been driven by the weight of this evidence. It focuses on a research project conducted from 2016 to 2017, titled 'Principal leadership for parent-school-community engagement in disadvantaged schools'. This project investigated four principals identified as successful in parent engagement based on findings of state-wide survey research of principals and presidents of parents and citizens' associations in 2014 in Queensland, Australia. This book offers theoretical and empirical evidence based on literature for the qualities successful principals in parent engagement exhibit, and the strategies they take to achieve parent and community engagement. It shows how the concept of agency as achievement can be used by educators and public policy makers to enable school leaders and teachers to adopt qualities and strategies that will engage parents in their child's learning and wellbeing, so that improved outcomes for their child and schools can result.

This powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors' intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students' backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on "preparation" for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both "create" and "manage" discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching. [Foreword by Tia Brown McNair. Chapter five was written by Robert R. Murphy and Kathryn C. Oleson.]

This book aims to reflect the contours of the notion of aid as it is questioned by current scientific research. This notion appears as fuzzy in its scope of intervention, in its methods of multidisciplinary and multi-referential approaches in theoretical frameworks convened. Present in different areas that we propose to investigate in the book (training and teaching at university, inclusion in education, but also prevention, the fight against failure in orientation), the notion of help questions research in SHS and Computer Science. It comes in different formats labeled "help" but also "support", "support" or "guidance". In order to take stock of these notions and to question their differences, we convoke several authors (French and foreign) who participate by their research (-action) underlining components and environmental factors of the device that give this notion any its thickness.

Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

This book demonstrates how to address practical and ethical challenges when evaluating capacities of older adults with neurocognitive disorders, like dementia. The contributors are expert clinicians who draw upon real-life experiences conducting clinical capacity assessments in civil matters, illustrating best practices from the ABA/APA's "Assessment of Older Adults with Diminished Capacity: A Handbook for Psychologists." Chapters cover complex and difficult issues in careful detail, including: (1) financial exploitation; (2) undue influence; (3) sexual consent; and (4) medical aid in dying. The editor also provides guidance for negotiating family conflicts, working with surrogate decision-makers who also have diminished capacity, coordinating with medical and legal professionals, and addressing other situations that involve multiple stakeholders with competing priorities. A recurring theme throughout the volume is the challenge of balancing a client's right to autonomy, while also protecting them from harm. The book offers careful, effective advice for keeping clients who lack decision-making capacity involved in their healthcare choices and working to maintain their independence when daily living skills are impaired. [For "Assessment of Older Adults with Diminished Capacity: A Handbook for Psychologists," see ED606381.]

We want students to master academic standards, and we want them to be confident, adaptive, and socially responsible. Above all, we want them to find meaning and satisfaction in their lives. Achieving these goals requires a concerted focus on the social-emotional skills that empower students in and beyond the classroom. In "Teaching to Empower," Debbie Zacarian and Michael Silverstone explore what an empowered student looks like in our increasingly diverse contemporary schools and prompt educators to examine their own relationship to empowerment. The book's evidence-based strategies and authentic examples show you how to foster an inclusive culture of agency, self-confidence, and collaboration that will give each of your students--regardless of race, culture, language, socioeconomic status, abilities, sexuality, or gender--the opportunity, responsibility, and tools to become an active learner, thoughtful community member, and engaged global citizen. Whether you're a preservice teacher, a classroom novice, or a veteran, you'll find the practical guidance you'll need to: (1) Create inclusive and empowering physical learning spaces; (2) Set up self-directed learning and promote positive interdependence; (3) Promote student self-reflection; (4) Teach the skills of collaboration; (5) Foster the self-advocacy that fuels deeper, more autonomous learning; and (6) Partner more effectively with families and the community to support student empowerment.

Children are born learning machines who want to learn and can organize and manage their own learning. Unfortunately, today children have little choice over what they do in school and how and when they do it. Children prepared in this "other-determined" manner will be poorly equipped to navigate an adult world requiring that they act autonomously and self-direct learning to acquire skills in rapidly changing environments. In "Teaching Students to Become Self-Determined Learners," Michael Wehmeyer and Yong Zhao explore the how and why of self-determined learning--which emphasizes autonomy and choice, turning over ownership for learning to students by supporting them in engaging in activities that are of personal value to them, thus enabling them to act volitionally. You'll learn: (1) How to promote self-determined learning in your classroom or school; (2) The importance of autonomy supports, competence supports, and relatedness supports; (3) Conditions that enable self-determined learning; (4) Teaching strategies for self-determined learning; (5) Assessment strategies in self-determined learning; and (6) The role of technology in self-determined learning. The practical strategies, case studies, advice, and resources here will help you help your students to motivate themselves and become self-determined learners.

This volume integrates complex dynamic systems theory (CDST) and L2 writing scholarship through a collection of in-depth studies and commentary across a range of writing constructs, learning contexts, and second and foreign languages. The text is arranged thematically across four topics: (i) perspectives on complexity, accuracy, and fluency, (ii) new constructs, approaches, and domains of L2-writing scholarship, (iii) methodological issues, and finally (iv) curricular perspectives. This work should appeal to graduate students and academics interested in expanded discussions on CDST, highlighting its utility for theorizing and researching language change, and to L2 writing scholars curious about how this fresh approach to researching L2 development can inform understandings of how L2 writing develops. As a CDST approach to language change has matured and taken a place among the dominant epistemologies in the field, students and researchers of L2 development alike will benefit from this volume.

This book gathers some of Hannah Arendt's core themes and focuses them on the question, 'What is education for?' For Arendt, as for Aristotle, education is the means whereby we achieve personal autonomy through the exercise of independent judgement, attain adulthood through the recognition of others as equal but different, gain a sense of citizenship through the assumption of our civic rights and responsibilities, and realize our full potential as sentient beings with the capacity for human 'flourishing' and 'happiness' ("eudaimonia"). In order to appreciate the pivotal role that education plays in Arendt's analysis of the human condition, we have to understand the emphasis she placed on 'thoughtfulness', as the measure of our humanity and on 'thoughtlessness', as the measure of our inhumanity. Education sustains and develops the human capacity: to think together ("phronesis"), to think for oneself (what Arendt called 'the two-in-one' of thinking), and to think from the point of view of others (what she termed 'representative thinking'). From the developing constellation of ideas embedded in her vast and varied body of work, the author infers a notion of education as a necessary preparation for personal fulfillment, social engagement, and civic participation.

Deep learning is possible for all students, regardless of subject, grade, or previous experience. In "Loving What They Learn," author Alexander McNeece explains how high engagement nurtures the needs--for competence, autonomy, and content relevance--that students have, provides tools to measure how well those needs are being met in the classroom, and reveals science-based strategies that fill the gap. See how to increase learner engagement: (1) Study the engagement gap's impacts and how to create a lasting culture that bridges that gap, developing a growth mindset in learners; (2) Encounter real-world anecdotes about different students, and see the research-based learning strategies in action; (3) Become familiar with student needs and the effect their fulfillment has on student engagement and achievement; (4) Discover dozens of research-backed teaching strategies that help fulfill students' various cognitive and affective needs, giving them increased autonomy and self-efficacy in the classroom; and (5) Self-assess how well engagement is cultivated in four domains, and compare those results with student engagement inventory data.

Exploring issues of student agency, equity, assessment, teaching, management, teacher leadership, and use of technology, this book provides strategies, tips, and guidance for enacting innovative change in today's schools. Drawing from unique and creative approaches at international schools, real practitioners share their stories and best-practices. Chapters contain engaging snapshots of the innovative practices currently happening in international schools, translate those practices into leadership actions, and show how those innovations are played out in localized contexts. This exciting book is for every school and district leader keen to think outside the box, reassess their schools' strengths, and improve the purposes and means by which they educate students. Following an introduction, "Innovative Leadership Practices in International Schools," by the editor, this book contains the following chapters: (1) iBlock @ UNIS Hanoi: Turning Potential into Performance (Glenda Baker); (2) Vignette: Classrooms without Teachers (Shwetangna Chakrabarty and Natasha Haque); (3) Vignette: Innovate, Play, Transform--Design Thinking in the Early Years (Kristen L. MacConnell); (4) Vignette: Developing Creativity in Schools (Sara Ssengendo); (5) A Journey to Inclusion (Ryan Elissa Hopkins-Wilcox and Deborah Bradshaw); (6) In Pursuit of International Mindedness (Natasha Haque); (7) Women in Science: Community Collaboration for Real-World Inquiry (Stephanie Budd and Caleb Steindam); (8) Skill-Based Exams: Assessment Promoting the Transfer of Learning Beyond the Classroom (Jim Gerhard and Gray Macklin); (9) Creating Curriculum Structures that Foster Innovation (Elizabeth Rossini); (10) Vignette: Personal Learning Profiles--Learning for the Unique, Not the Average (Daniel Todd); (11) Instructional Coaches: An Investment in Innovation (Kimberly Ann Cofino); (12) Bringing Innovative Practices to Traditional Contexts: Navigating the Challenges of Change (Jennifer D. Klein); (13) The Future of Learning at the Western Academy of Beijing: A Work in Progress (John D'Arcy); (14) A Reimagined Doctoral Program (Matt Militello and Lynda Tredway); (15) Cultivating Teacher Leadership (Kristen L. MacConnell); (16) Vignette: Distributed Leadership Through Reciprocal Advisory Structures (Joelle Basnight); (17) Creating a Culture of Learning (Ryan Elissa Hopkins-Wilcox); (18) Vignette: Visiting Scholars--Bringing Innovation to You! (Kimberly Ann Cofino); (19) A Reimagined Doctoral Program in Action: Confronting Equity Challenges in International Schools (Matthew Militello, Lynda Tredway, Tosca Killoran, Christie Powell, and Kristin Halligan); (20) Innovative Learning Spaces: Design Thinking in Pedagogy (Shwetangna Chakrabarty); (21) Technology in Today's Schools (Todd Von Seggern); and (22) Hit the Ground Running: Leveraging Distance Education for Teacher Induction (Jeff Dungan).

For teacher and consultant Paul France, at first technology-powered personalized learning seemed like a panacea. But after three years spent at a personalized learning start-up and network of microschools, he soon realized that such corporate-driven individualized learning initiatives do more harm than good, especially among our most vulnerable students. The far-superior alternative? A "human-centered" pedagogy that prioritizes children over technology. First, let's be clear: "Reclaiming Personalized Learning" is not yet-another ed tech book. Instead it's a user's guide to restoring equity and humanity to our classrooms and schools through personalization. One part polemical, eleven parts practical, the book describes how to: (1) Shape whole-class instruction, leverage small-group interactions, and nurture a student's inner-dialogue; (2) Cultivate awareness within and among students, and build autonomy and authority; (3) Design curriculum with a flexible frame and where exactly the standards fit; (4) Humanize assessment and instruction, including the place of responsive teaching; and (5) Create a sense of belonging, humanize technology integration, and effect socially just teaching and learning--all central issues in equity. The truth is this: there's no one framework, there's no one tool that makes learning personalized--what personalized learning companies with a vested interest in profits might tempt you to believe. It's people who personalize learning, and "people not technology" must be at the center of education. The time is now for all of us teachers to reclaim personalized learning, and this all-important book is our very best resource for getting started. [Foreword by Carol Ann Tomlinson.]

Expanded with timely new content and consistent with DEC Recommended Practices, the third edition of this bestselling book will fully prepare a new generation of early childhood educators to teach and include every child. Like the groundbreaking previous editions, this updated "Building Blocks" guide gives pre- and inservice teachers three types of practical, evidence-based inclusion strategies: curriculum modifications, embedded learning opportunities, and child-focused instructional strategies. Educators will learn how to apply these three strategies for the benefit of all children; review the latest research that supports the Building Blocks model; and find ready-to-use tips and guidance on key topics, such as fostering friendships, encouraging independence, and promoting positive behavior. Reproducible forms help with planning and assessment, and seven comprehensive new training modules make it easy to teach the Building Blocks framework in college courses and professional development sessions. Equally useful as a student-friendly textbook and a go-to inclusion guide for practicing educators, this is a resource teachers will return to again and again for proven, easy-to-use strategies that support the success of every young learner.

Today's global educational environment includes the emergence of adult learners participating in formal and informal educational encounters for the purposes of professional development or personal enrichment. These learners must possess the conceptual and attitudinal idea of self-directed learning in order to be skilled workers and fulfilled human beings. "Self-Directed Learning Strategies in Adult Educational Contexts" is a critical scholarly publication that examines the impacts of self-directed learning methods and strategies on adult learning in various formal and informal learning situations and educational encounters. Featuring topics such as andragogy, learning analytics, and educational technologies, this book is geared toward adult educators, administrators, principals, professors, human resource managers, educational professionals, and researchers working in the fields of andragogy, adult learning theory, professional development, instructional technology, and curriculum development. This book contains the following chapters: (1) The Value of Pacing in Promoting Self-Directed Learning (Itumeleng I. Setlhodi); (2) Undergraduate Student Perception of Caring and Trust: How Those May Relate to Student Engagement in Self-Directed Learning (Pamela Lee Grant); (3) Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?: An Experience From Pedagogical Experiments (Aweke Shishigu, Kassa Michael, and Mulugeta Atnafu); (4) Learner Autonomy: A Cultural Perspective From Libya (Abdallah Elmahjoub and Terry Lamb); (5) The Nature of Success in Doctoral Education: The Roles of the Student, the Advisor, and Goals (Preston B. Cosgrove); (6) The Socratic Way and Adult Learning: Exploring a Nelsonian View of the Socratic Method in Self-Directed Learning Encounters (Frank G. Giuseffi); (7) Self-Directed Learning Strategies in Adult Educational Contexts: Helping Students to Perceive Themselves as Having the Skills for Successful Learning (Roaa Aljafari); (8) Overview of Learning From Past to Present and Self-Directed Learning (Cihad Sentürk and Gülçin Zeybek); (9) Learning How to Clarify Complex Concepts for Children Through Naturalistic Inquiry: Moving Beyond Simplification (William Farrelly and Caroline Linse); and (10) Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner (Amy Gaimaro and Amy Lomellini). A section about the contributors and an index are also included.

This book examines a wide range of innovations in language learning and teaching in Japan. Each of the chapters describes the impetus for a change or new development in a particular context, from early childhood to adult learning, details its implementation and provides an evaluation of its success. In doing so, they provide a comprehensive overview of best practice in innovating language education from teaching practice in formal classroom settings, to self-directed learning beyond the classroom, and offer recommendations to enhance language education in Japan and beyond. The book will be of interest to scholars of applied linguistics and language development, and in particular to those involved in managing change in language education that attempts to mediate between global trends and local needs.