Search

This edited book seeks to evolve a global community of practice to share case studies, engage in critical discussion and spearhead thought leadership, to address the paradigm shift in next generation educational practice. This book showcases novel research studies in various forms and engenders interdisciplinary conversation and exchange concerning innovation, technology, and the role of applied education in workforce futures. It also equips readers with global perspectives on the latest developments in applied degree education and thinking on new education futures.

This book presents an overview on ten years of rich experience and innovative development of scientific research around pedagogy, didactics and educative technologies at Cadi Ayyad University. From active learning in traditional teaching to technology enhanced learning, many efforts have been done so far by both researchers and PhD students making from Science Education an essential pillar that should bring innovative solutions and improve quality in teaching and learning in classes. 13 different topics have been selected and converted to chapters summarizing a decennia of active and open research works at the university. The selected chapters are a compilation of initiatives of research that Cadi Ayyad University team's are developing and experimenting among students. This compilation is unique in the field and country, so that it provides a innovative view on how some key topics are addressed in Higher Education.

"Clinical Simulations as Signature Pedagogy" explores the use of live-actor simulations as an engaging training tool to better prepare educational professionals for school-wide challenges. In this volume, editors Benjamin H. Dotger and Kelly Chandler-Olcott present a persuasive overview of this effective method of professional development and show how it resonates with other practice-based initiatives. Through original case studies, the book's contributors demonstrate how live-actor simulations serve as valuable assets in the training of teachers, school counselors, and school leaders. They show how simulations provide a safe shared-learning environment that closely approximates authentic problems of practice while reducing the complexity of the instructional context in manageable ways. The contributors point out how the method standardizes training, ensuring that all candidates have comparable opportunities to practice and master key skills and habits of mind, among other advantages. Each case study showcases a distinct way in which educational simulations have been used to address common issues confronting educators, such as educational equity, community building, and cultural responsiveness. In addition, the cases highlight subject-specific concerns, from fostering inclusivity in physical education to presenting differing approaches to mathematical problems, for which live-actor simulations provide a dynamic learning context. Ultimately, this book illustrates why clinical simulations have emerged as a powerful pedagogical tool that holds promise for the professional preparation and continuing education of educators, counselors, and school leaders.

This book offers various ways in which analyzing professional experience and activity in simulation training makes it possible to describe practice-based learning affordances and processes. Research has been conducted in various simulation programs in the domains of healthcare, victim rescue and population protection, involving healthcare workers, firemen, policemen, servicemen, and civil security leaders. "Work-as-done" (/ "training-as-done") in simulation has been analyzed with ergonomics, occupational psychology, and vocational training approaches. The authors describe and discuss theoretical, methodological, and/or practical issues related to practitioner experience and activity in simulation training. The book also provides evidence on the conditions under which lived experience in simulation can foster or hinder learning, and derives appropriate orientations for simulation design and implementation.

This book draws on the responses to learning and teaching and applied education futures thinking, that provide insights into the future of learning. It brings together more than 30 novel and important applied research and scholarly contributions from around the world, including Australia, Canada, Finland, Germany, Hong Kong, Japan, Macau, Mainland China, Malaysia, Morocco, Pakistan, and the UK. The chapters, including reflective essays and practice-based case examples, are divided into five major themes: (1) Future ready values and competencies for the future of work; (2) Innovative pedagogies in applied degree learning and training; (3) Driving student access, engagement, and success through digital technologies; (4) Intelligent technologies: Embedding the new world of work into applied degrees; and (5) Lifelong learning, partnering, and the future of work This book is important for readers interested in international perspectives on the future of work and professional education.

Simulation and game-based learning are essential applications in a learning environment as they provide learners an opportunity to apply the course material in real-life scenarios. Introducing real-life learning allows the learner to make critical decisions at different points within the simulation providing constructive education that leads to a cognitive understanding of the material. The use of simulations provides the learner with the ability to cognitively store and recall learning in real-life experiences. Therefore, it is crucial to not only provide course material but to have students apply what they have learned in simulations that replicate real-life scenarios. These learned skills are essential for students to be marketable and thrive in a career field where decision making, problem solving, and critical thinking are job requirements. "Simulation and Game-Based Learning in Emergency and Disaster Management" is a cutting-edge research book that examines the best practices and holistic development when it comes to simulation learning within emergency and disaster management as well as global security. Drawing upon the neuroscience of learning, classroom instruction can be enhanced to incorporate active-experiential learning activities that positively impact a learner with long-term information retention. Each simulation project is carried out in different environments, with different goals in mind, and developed under various constraints. For these reasons, this book will provide insight into the simulation planning and development process, provide examples of online simulations and game-based learning activities, and provide insight on simulation development and implementation that can be used across disciplines in educational and training settings. As such, it is ideal for academicians, instructional designers, curriculum designers, education professionals, researchers, and students.

This book is written for teacher educators who are looking for strategies to teach a foreign or second language in a more meaningful way whilst applying active methodologies to develop critical thinking skills. The book is designed to guide the readers through a series of simulations that provide challenging learning opportunities, similar to the ones experienced in real life, whereby each simulation is designed to support participants' language and critical thinking skills and their abilities as future teachers. The book first introduces the concept of simulations in education. Then it provides examples of fully developed simulations and instructions for their implementation, a template for the readers to create their own simulations, as well as suggestions for peer classroom observation and professional development. Finally, three case studies exploring student learning through simulations are presented. This book is a useful teaching resource for teacher instructors, English as a Second Language/English as a Foreign Language students, secondary school teachers and for language institutions.

"Toward Anti-Oppressive Teaching" introduces an innovative approach for using live-actor simulations to prepare preservice teachers for diverse classroom settings. Based on the SHIFT Project at Vanderbilt University, the book highlights the promise of these encounters to empower preservice teachers to become more culturally responsive. Despite widespread recognition of the need to educate novice teachers in the theory and practice of culturally responsive pedagogy, few teaching candidates have the opportunity to try out, reflect upon, and internalize these lessons prior to taking their first job. As a result, new teachers are often unprepared to respond effectively to real-life dilemmas of difference and inequity in K-12 schools. The book shows how carefully crafted encounters--when incorporated as part of a well-designed cycle of instructional tasks--can build on traditional approaches to educating future teachers about culture, power, and systems of oppression. The book is ambitious in scope, laying out the rationale and theory behind the use of this new approach and shows how teacher educators are using, adapting, and designing simulations to fit the context of a teaching program. The authors include sample simulation materials and offer advice for addressing common logistical and programmatic challenges for adopting this new practice including how to hire, train, and care for actors. Filled with engaging examples and testimony from students who have participated in the program, "Toward Anti-Oppressive Teaching" provides guiding principles and practical suggestions, and offers a point of entry for those interested in a new approach to addressing a long-standing challenge in teacher education.

This open access book follows the development of the Building Resilience in Teacher Education (BRiTE) project across Australia and internationally. Drawing on the success of this project and the related research collaborations that have since emerged, it highlights the importance of cultivating resilience at various stages of teachers' careers. Divided into three sections, the book includes conceptual, empirical and applied chapters, designed to introduce readers to the field of research, provide empirical evidence and showcase innovative applications. The respective chapters illustrate the ways in which teacher resilience can be enhanced in a variety of contexts, and address specific learning activities, case studies, resources and strategies, student feedback and applied outcomes. They also consider future directions including cross-cultural applications and the use of technologies such as augmented reality. The book will appeal to researchers, teacher educators and teachers, as well as those interested in supporting the cultivation and ongoing development of professional resilience for pre-service and practicing teachers.

"Project-Based Learning in the Math Classroom" explains how to keep inquiry at the heart of mathematics teaching and helps teachers build students' abilities to be true mathematicians. This book outlines basic teaching strategies, such as questioning and exploration of concepts. It also provides advanced strategies for teachers who are already implementing inquiry-based methods. "Project-Based Learning in the Math Classroom" includes practical advice about strategies the authors have used in their own classrooms, and each chapter features strategies that can be implemented immediately. Teaching in a project-based environment means using great teaching practices. The authors impart strategies that assist teachers in planning standards-based lessons, encouraging wonder and curiosity, providing a safe environment where failure occurs, and giving students opportunities for revision and reflection.

This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It provides empirical findings from research on this topic and is informed by practice-oriented perspectives. It identifies critical features of the simulation practice and discusses how these can be used in reforming simulation pedagogy. The book is divided into three sections. Section 1 sets the scene for understanding the practices of interprofessional simulation-based education and simulation. It provides a theoretical and methodological framework for the conceptualisation of practices and for the empirical studies on which the book is based. Section 2 revisits the dimensions of the simulation process/exercise, i.e. the briefing, simulation, and debriefing, and provides empirical analyses of how the practice of simulation unfolds. Based on these analyses, section 3 identifies and discusses how pedagogies for simulation can be reformed to meet the demands of future healthcare and research.

The democratic aim of American education is to provide "all" students with the knowledge, skills, and dispositions to become informed, effective, and responsible citizens. Like civic education itself, literacy education can be embraced by all teachers across all disciplines. There are strategies that all teachers can use to help address the challenges faced by struggling readers. The purpose of this guide is to provide Level 2 (middle school) teachers using the We the People program with strategies to help their struggling readers. An examination of the challenges of struggling readers, an explanation of the reading process, and a number of teacher-tested, practical strategies that teachers can use to help their students understand the ideas in the We the People program are included. A variety of ready-to-use handouts also are provided to accompany the strategies. [For "Strategies for Struggling Readers: A Teacher Resource Guide. We the People: The Citizen & the Constitution, Level 3," see ED596263.]

The democratic aim of American education is to provide "all" students with the knowledge, skills, and dispositions to become informed, effective, and responsible citizens. Like civic education itself, literacy education can be embraced by all teachers across all disciplines. There are strategies that all teachers can use to help address the challenges faced by struggling readers. The purpose of this guide is to provide Level 3 (high school) teachers using the We the People program with strategies to help their struggling readers. An examination of the challenges of struggling readers, an explanation of the reading process, and a number of teacher-tested, practical strategies that teachers can use to help their students understand the ideas in the We the People program are included. A variety of ready-to-use handouts also are provided to accompany the strategies. [For "Strategies for Struggling Readers: A Teacher Resource Guide. We the People: The Citizen & the Constitution, Level 2," see ED596262.]

What if you could challenge your 12th graders to understand car crashes in the context of physical forces, manufacturing challenges, government safety standards, and individual rights? With this volume in the "STEM Road Map Curriculum Series," you can! "Car Crashes" outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. As are the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K-12 classrooms. The book is an interdisciplinary, four-lesson module that uses project- and problem-based learning. Timely and informative for students just starting to drive, the lessons draw on physics, mathematics, engineering, social studies, and English language arts. The lessons will help your students do the following: (1) Explore the role of forces, speed, velocity, momentum, and impact in auto safety; (2) Reverse-engineer car crash scenarios and pinpoint why accidents happen in the first place; (3) Present models of car crash scenarios and act as expert witnesses in simulated courtrooms; (4) Research and evaluate government regulations regarding seat belts and airbags; and (5) Discover the many aspects of the car-safety industry--from crash tests conducted by car manufacturers to the analysis police do at crash sites to the conflicts that can arise between government safety rules and individual rights. The "STEM Road Map Curriculum Series" is anchored in the "Next Generation Science Standards," the "Common Core State Standards," and the Framework for 21st Century Learning. In-depth and flexible, Improving Bridge Design can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

This volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters. This book contains the following chapters: (1) Simulations of Decision-Making in Political Science Education (Pieter Spooren, Dorothy Duchatelet, Peter Bursens, David Gijbels, and Vincent Donche); (2) Learning from Simulations of Decision-Making (Peter Bursens, David Gijbels, Vincent Donche, and Pieter Spooren); (3) The Costs and Benefits of Organizing a Multi-institutional Simulation on the European Union (Andreas Sobisch, John Scherpereel, Peter Loedel, Gretchen J. Van Dyke, and Nick Clark); (4) Do Simulations Enhance Decision-Making in the EU Financial Services? (John T. Ryan); (5) What's the EU? Achieving Learning Outcomes and Preparing US Students for EuroSim (Rebecca Jones); (6) Mission Impossible? Verisimilitude in EU Simulations (Pierpaolo Settembri and Marco Brunazzo); (7) "Will It Blend?" Combining Online and On-Site Elements in Simulation Games (Simon Raiser, Björn Warkalla, Annegret Schneider, and Konstantin Kaiser); (8) Oranges and Apples? Using Comparative Judgement for Reliable Briefing Paper Assessment in Simulation Games (Pierpaolo Settembri, Roos Van Gasse, Liesje Coertjens, and Sven De Maeyer); (9) Assessment Strategies in Simulation Games (Simon Usherwood); (10) How Simulations of Decision-Making Affect Learning (Vincent Donche, David Gijbels, Pieter Spooren, and Peter Bursens); (11) Simulating European Climate Policy Negotiations in a Teacher Training Seminar: Which Effects Can Be Detected? (Sophie Wulk); (12) Effects of EU Simulation Games on Secondary School Students' Political Motivations, Attitudes and Knowledge: Results of an Intervention Study (Monika Oberle, Sven Ivens, and Johanna Leunig); (13) Learning Effects of Negotiation Simulations: Evidence from Different Student Cohorts (Morten Kallestrup); (14) Simulations Are No 'One-for-All' Experience: How Participants Vary in Their Development of Self-efficacy for Negotiating (Dorothy Duchatelet); and (15) Simulations of Decision-Making in Political Science Education: Premises, Promises and Challenges (David Gijbels, Pieter Spooren, Peter Bursens, and Vincent Donche).

This volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters.

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from fall semester 2007. [For volume 10, see ED500752.]

This symposium on executive and management development consists of three presentations. "The Role of the Chief Learning Officer: Implications for Human Resource Development (HRD) Theory and Practice" (Robin Lackey) reports findings that suggest a need for a clarification of the role of these leaders and have led to the identification of unresolved issues that fundamentally influence their capacity to function optimally. The potential for HRD to assume a more dominant role in the leadership of organizational learning is discussed. "Anticipating Management Development Needs" (Jonathan Winterton) reports on a project designed to identify the key changes and predict the future skill needs of managers in Britain. "Simulation Enhanced Learning (SEL): Case Studies in Leadership Development" (Claudia C. Hill, Steven W. Semler) presents a more active alternative learning strategy, SEL, that combines assessment, role plays, mini-lectures, and simulations to provide an integrated leadership development approach that replicates the dynamics of the organization and meets the necessary conditions for development. Creation and application of SEL in two business organizations is described. All three papers include substantial bibliographies. (YLB)

Educational strategies have evolved over the years, due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. The "Handbook of Research on Driving STEM Learning with Educational Technologies" is an authoritative reference source for the latest scholarly research on the implementation and use of different techniques of instruction in modern classroom settings. Featuring exhaustive coverage on a variety of topics including data literacy, student motivation, and computer-aided assessment, this resource is an essential reference publication ideally designed for academicians, researchers, and professionals seeking current research on emerging uses of technology for STEM education. Following the Preface by María-Soledad Ramírez-Montoya, this book contains the following chapters: (1) Training Educational Researchers in Science and Mathematics: A Case Study Through a Binational Workshop Mexico-UK (María-Soledad Ramírez-Montoya); (2) Using Modeling and Simulation to Learn Mathematics (Ruth Rodríguez Gallegos); (3) Teachers and Mathematical Modeling: What Are the Challenges? (Samantha Analuz Quiroz Rivera and Ruth Rodríguez Gallegos); (4) Data Literacy and Citizenship: Understanding "Big Data" to Boost Teaching and Learning in Science and Mathematics (Eddy L. Borges-Rey); (5) Financial Literacy: Gaps Found Between Mexican Public and Private, Middle, and High-School Students (Adriana Berenice Valencia Álvarez and Jaime Ricardo Valenzuela González); (6) A Project-Based Learning Approach: Developing Mathematical Competences in Engineering Students (Ismael Osuna Galan and Alejandro Miguel Rosas-Mendoza); (7) Didactic Sequences Teaching Mathematics for Engineers With Focus on Differential Equations (Luis Ramón Siero González and Avenilde Romo Vázquez); (8) Making Links Between Solutions to an Unstructured Problem: The Role of Pre-Written, Designed Student Responses (Sheila Evans); (9) Assessing Authentic Intellectual Work in Mathematics Tasks (Lesly Yahaira Rodríguez Martínez, María Guadalupe Pérez Martínez, and Adriana Mercado Salas); (10) The Importance of the Disciplinary Perspective in Educational Research (Ross Kerr Galloway and Paul Hernandez-Martinez); (11) Learning Biology With Situated Learning in Mexican Zapoteca Tele-Secondary Schools (Paulina Guerrero-Gutiérrez); (12) Transformations of the Concept of Linear Function in Technological High Schools (Rebeca Flores Garcia); (13) Measurement Instruments to Motivate Scientific Learning by Conceptual Change (Ana Marcela Monjardín Gopar and Gerónimo Mendoza Meraz); (14) Test Design to Assess the Qualities of Science Students' Prior Knowledge (Luis Hernán Arellano Ulloa, Gerónimo Mendoza Meraz, and Ana Cecilia Villarreal Ballesteros); (15) Argumentation Schema to Analyze High School Students' Scientific Reasoning (Ricardo Lorenzo De la Garza, Genaro Zavala, and Alma Adrianna Gómez Galindo); (16) Accurate Items for Inaccurate Conceptions in Undergraduate Physics Students (Eder Hernandez and Genaro Zavala); (17) A Look into Students' Interpretation of Electric Field Lines (Esmeralda Campos and Genaro Zavala); (18) Research-Based Strategies in an Electric Circuits Lab: Tutorials and RealTime Physics Approaches (Monica Quezada-Espinoza and Genaro Zavala); (19) Integration of Digital Technologies: Collaborative Practices in Teaching Mathematics (Andrés Vázquez Faustino); (20) The Effectiveness of Computer-Aided Assessment for the Purposes of a Mathematical Sciences Lecturer (Stephen James Broughton, Paul Hernandez-Martinez, and Carol L. Robinson); (21) Construction of the Definite Integral Concept Using Open Source Software (Lizzeth Aurora Navarro-Ibarra, Omar Cuevas-Salazar, and Alan Daniel Robles-Aguilar); (22) Context as Action in the Teaching of Statistical Concepts: An Activity Theory Perspective (Helen Harth); (23) Statistics in Journalism Practice and Higher Education (Jairo A. Lugo-Ocando); (24) Understanding Quality of Statistics in News Stories: A Theoretical Approach from the Audience's Perspective (Alessandro Martinisi); and (25) The Uses of Science Statistics in the News Media and on Daily Life (Renata Faria Brandao). A compilation of references, a section about the contributors, and an index are included.

This teaching guide presents a rationale for proactive social skills training for persons with mental retardation as well as over 100 examples of such instruction across the K-12 continuum. Chapter 1 provides a conceptual framework of social competence with principles of what, when, and how to teach social skills. Chapter 2 discusses the direct instruction of social skills including use of simulation and specific instructional procedures and processes. The bulk of the book consists of specific lesson plans organized by level (primary, intermediate, middle school/junior high school, and senior high school) and skill areas. Skill areas include: (1) classroom related skills, such as attending to the teacher during instruction and following classroom rules; (2) school-building related skills, such as boarding school buses, responding to school authority, and using free time productively; (3) personal skills; (4) interaction initiative skills; (5) interaction response skills; (6) community related skills, such as asking for directions, sportsmanship, and respecting public property; and (7) work related skills. Each lesson plan includes the objective, performance criteria, materials needed, and procedures (often outlined in detail). A checklist for rating school and community social skills is appended, as are homework forms to encourage practice in 32 specific skills. (Contains 42 references.) (CR)

This collection of articles on aspects of educational research, service, and leadership, are all written by members the Trenton (New Jersey) Area Chapter of Phi Delta Kappa. "Extra Year Programs: The K-1 Transition," by Richard Graja, reports on a study of 210 families regarding the Extra Year program, an opportunity for children to complete kindergarten and first grade in three years. In "Instructional Technology: The Future Is in Our Classrooms Today" Helen Pulaski Gross describes the need for using up-to-date technology in high school classrooms. In "Journal Keeping: Recording the Events of One's Personal and Professional Life" Claire Sheff Kohn discusses using journal writing as a way to enhance one's personal and professional life. Finally, in "Simulations: Bridging the Gap between the Classroom and Real Life" Theodore J. Gourby describes five programs which use a common instructional technique--simulation realities. (ND)

This volume of an annual collection presents nine essays relating to instruction in the basic communication course. The essays are: "Three Metaphors for the Competencies Acquired in the Public Speaking Class" (Michael Osborn); "Perceptions of Basic Communication Texts: Factors in Student Learning and Textbook Adoption Decisions" (Donald D. Yoder and Roberta A. Davilla); "Written Feedback in the Basic Course: What Instructors Provide and What Students Deem Helpful" (Karla Kay Jensen and Elizabeth R. Lamoureux); "Culture Shock in the Basic Communication Course: A Case Study of Malaysian Students" (Eunkyong Lee Yook); "The Em-Powter-ing of America: Using Info-mercials to Teach Persuasion and Popular Discourse in the Basic Communication Course" (Daniel W. Heaton); "The Use of Simulation in the Beginning Public Speaking Classroom: Let's Make It Realistic, Relevant, and Motivating" (John J. Miller); "Computer-Mediated Learning Environments: Theory and Research Into Practice" (Chris R. Kasch); "Two Heads are Better Than One? Setting Realizable Goals in the Basic Course" (Glen Williams); and "A Commentary: The Basic Communication Course, General Education, and Assessment" (Lawrence W. Hugenberg and Barbara S. Moyer). (RS)

This handbook details 28 specific learning strategies for diverse groups of middle school students, each cast as a prescription applicable for students whose diagnosis reveals certain "conditions" such as particular learning styles or high or low reading skills. Reproducible pages accompany most of the strategies. Following are the activities: (1) "Generic Skill Cards for Reading a Short Story or Novel"; (2) "Magazine Magic Ideas"; (3) "Dialogue Do's for Improving Instruction"; (4) "Ten Ways to Write a Report That Can't Fail"; (5) "Catalogs as Instructional Tools"; (6) "Language Patterns that Lend Themselves to Writing across the Content Areas"; (7) "Read and Relate"; (8) "Clues to Reconstructing the Facts"; (9) "Using Children's Literature to Review, Reinforce, and Reflect Content"; (10) "Learning Stations"; (11) "Models for Differentiating Instruction"; (12) "Taking Copying Out of Reporting"; (13) "Gaming and Simulations"; (14) "Leading Effective Discussions"; (15) "Personality Profiles"; (16) "Questions that Count"; (17) "The Magic of Numbers"; (18) "Looking at Common Things in Uncommon Ways"; (19) "Discovering the Magic of Language"; (20) "Holiday Happenings"; (21) "Response or Learning Journals"; (22) "Real World Tools: Alternatives to the Textbook"; (23) "Interdisciplinary Unit Boxes"; (24) "Interdisciplinary Units: Magazine Style"; (25) "Starter Sentence Sparklers"; (26) "Mini-Books and Maxi-Resources for Stimulating Thinking Skills"; (27) "Lists That Teach"; and (28) "Take Home Learning Kits." Contains 25 references. (KDFB)

The selection of papers on language testing includes: "Language Testing in the 1990s: How Far Have We Come? How Much Further Have We To Go?" (J. Charles Alderson); "Current Research/Development in Language Testing" (John W. Oller, Jr.); "The Difficulties of Difficulty: Prompts in Writing Assessment" (Liz Hamp-Lyons, Sheila Prochnow); "The Validity of Writing Test Tasks" (John Read); "Affective Factors in the Assessment of Oral Interaction: Gender and Status" (Don Porter); "Authenticity in Foreign Language Testing" (Peter Doye); "Evaluating Communicative Tests" (Keith Morrow); "Materials-Based Tests: How Well Do They Work?" (Michael Milanovic); "Defining Language Ability: The Criteria for Criteria" (Geoff Brindley); "The Role of Item Response Theory in Language Test Validation" (T. F. McNamara); "The International English Language Testing System IELTS: Its Nature and Development" (D. E. Ingram); "A Comparative Analysis of Simulated and Direct Oral Proficiency Interviews" (Charles W. Stansfield); "Southeast Asian Languages Proficiency Examinations" (James Dean Brown, H. Gary Cook, Charles Lockhart, Teresita Ramos); "Continuous Assessment in the Oral Communication Class: Teacher Constructed Test" (Shanta Nair-Venugopal); and "What We Can Do with Computerized Adaptive Testing...And What We Cannot Do!" (Michel Laurier). (MSE)

Education is expanding to include a stronger focus on the practical application of classroom lessons in an effort to prepare the next generation of scholars for a changing world economy centered on collaborative and problem-solving skills for the digital age. "The Handbook of Research on Technology Tools for Real-World Skill Development" presents comprehensive research and discussions on the importance of practical education focused on digital literacy and the problem-solving skills necessary in everyday life. Featuring timely, research-based chapters exploring the broad scope of digital and computer-based learning strategies including, but not limited to, enhanced classroom experiences, assessment programs, and problem-solving training, this publication is an essential reference source for academicians, researchers, professionals, and policymakers interested in the practical application of technology-based learning for next-generation education. Following a foreword by Andreas Schleicher, a foreword by Chris Dede, a preface, and an acknowledgment section, this 2-volume set is organized into the following volumes, sections, and chapters: Volume I: Section 1: Defining Real-World Skills in Technology-Rich Environments: (1) Twenty First Century Skills vs. Disciplinary Studies? (Lars Vavik and Gavriel Salomon); (2) Digital Competence: A Net of Literacies (Edith Avni and Abraham Rotem); (3) The Application of Transdisciplinary Theory and Practice to STEM Education (Susan Malone Back, Heather Greenhalgh-Spencer, and Kellilynn M. Frias); (4) The SOAR Strategies for Online Academic Research: Helping Middle School Students Meet New Standards (Carolyn Harper Knox, Lynne Anderson-Inman, Fatima Terrazas-Arellanes, Emily Deanne Walden, and Bridget Hildreth); (5) The Value of Metacognition and Reflectivity in Computer-Based Learning Environments (Sammy Elzarka, Valerie Beltran, Jessica Decker, Mark Matzaganian, and Nancy T. Walker); and (6) A Framework for Defining and Evaluating Technology Integration in the Instruction of RealWorld Skills (J. Christine Harmes, James L. Welsh, and Roy J. Winkelman); (7) Equipping Advanced Practice Nurses with Real-World Skills (Patricia Eckardt, Brenda Janotha, Marie Ann Marino, David P. Erlanger, and Dolores Cannella). Section 2: Technology Tools for Learning and Assessing Real-World Skills: (8) Simulations for Supporting and Assessing Science Literacy (Edys S. Quellmalz, Matt D. Silberglitt, Barbara C. Buckley, Mark T. Loveland, and Daniel G. Brenner); (9) Using the Collegiate Learning Assessment to Address the College-to-Career Space (Doris Zahner, Zachary Kornhauser, Roger W. Benjamin, Raffaela Wolf, and Jeffrey T. Steedle); (10) Rich-Media Interactive Simulations: Lessons Learned (Suzanne Tsacoumis); (11) An Approach to Design-Based Implementation Research to Inform Development of EdSphere®: A Brief History about the Evolution of One Personalized Learning Platform (Carl W. Swartz, Sean T. Hanlon, E. Lee Childress, and A. Jackson Stenner); (12) Computer Agent Technologies in Collaborative Assessments (Yigal Rosen and Maryam Mosharraf); (13) A Tough Nut to Crack: Measuring Collaborative Problem Solving (Lei Liu, Jiangang Hao, Alina A. von Davier, Patrick Kyllonen, and Diego Zapata-Rivera); (14) Animalia: Collaborative Science Problem Solving Learning and Assessment (Sara Bakken, John Bielinski, Cheryl K. Johnson, and Yigal Rosen); (15) Using Technology to Assess Real-World Professional Skills: A Case Study (Belinda Brunner, Kirk A. Becker, and Noel Tagoe); Volume II: (16) Assessment in the Modern Age: Challenges and Solutions (Mahmoud Emira, Patrick Craven, Sharon Frazer, and Zeeshan Rahman); (17) Technology-Assisted Learning for Students with Moderate and Severe Developmental Disabilities (Diane M. Browder, Alicia Saunders, and Jenny Root); (18) Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills (Raffaela Wolf and Doris Zahner); (19) Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking (Yigal Rosen and Maryam Mosharraf); (20) "Visit to a Small Planet": Achievements and Attitudes of High School Students towards Learning on Facebook--A Case Study (Rikki Rimor and Perla Arie); and (21) Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study--Online Course for the Professional Development of Teachers in a Digital Age (Rafi Davidson and Amnon Glassner). Section 3: Automated Item Generation and Automated Scoring Techniques for Assessment and Feedback: (22) Using Automated Procedures to Generate Test Items That Measure Junior High Science Achievement (Mark Gierl, Syed F. Latifi, Hollis Lai, Donna Matovinovic, and Keith A. Boughton); (23) Automated Scoring in Assessment Systems (Michael B. Bunch, David Vaughn, and Shayne Miel); (24) Automated Scoring of Multicomponent Tasks (William Lorié); (25) Advances in Automated Scoring of Writing for Performance Assessment (Peter W. Foltz); and (26) Using Automated Feedback to Improve Writing Quality: Opportunities and Challenges (Joshua Wilson and Gilbert N. Andrada). Section 4: Analysis, Interpretation, and Use of Learning and Assessment Data from Technology Rich Environments; (27) Assessing Problem Solving in Technology-Rich Environments: What Can We Learn from Online Strategy Indicators? (Jean-Francois Rouet, Zsofia Vörös, and Matthias von Davier); (28) Analyzing Process Data from Technology-Rich Tasks (Lisa Keller, April L. Zenisky, and Xi Wang); (29) Analyzing Process Data from Problem-Solving Items with N-Grams: Insights from a Computer-Based Large-Scale Assessment (Qiwei He and Matthias von Davier); (30) Assessment of Task Persistence (Kristen E. DiCerbo); and (31) Assessing Engagement during the Online Assessment of Real-World Skills (J. Christine Harmes and Steven L. Wise). A compilation of References, a section about the contributors, and an index are included.

"A Better Way to Budget" provides practical, innovative advice on how to overcome the political and social pushback that often prevents district and school leaders from shifting scarce resources to the most student-centered uses. Nathan Levenson shows how school leaders can uncover the sources of potential conflicts and create a budgeting process that normalizes change, minimizes pushback, and builds public buy-in for needed reforms. "A Better Way to Budget": (1) focuses on a strategic and process-oriented approach that anticipates roadblocks and challenges; (2) introduces eight effective strategies for shifting funds and winning support; (3) provides real-life examples of mistakes and successes; and (4) includes joint fact-finding, simulations, and other exercises to help stakeholders agree on goals and identify the budgetary changes needed to reach those objectives. Filled with advice gathered over decades of work in schools, "A Better Way to Budget" provides timely insights and tools for leaders who are exploring ways to make their districts more inclusive and student-centered.

The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines empirical evidence and best practices in current K-12 distance learning and virtual schools. Emphasizing current research and opportunities, this book is an all-inclusive reference source for administrators, teachers, researchers, teacher educators, and policymakers interested in the development and implementation of blended and electronic learning in primary and secondary education. Following a foreword (Joseph R. Feinberg) and preface (Tina L. Heafner, Richard Hartshorne, Teresa M. Petty), this book is organized into the following sections and chapters: Section 1: Issues, Challenges, and Trends in Quality Online K-12 Education: (1) Online Learning in Illinois High Schools: The Voices of Principals! (Anthony G. Picciano, Jeff Seaman, and Scott L. Day); (2) Challenges, Opportunities, and Trends in Quality K-12 Online Environments (Marius Boboc); (3) Meeting the Demand for Online Education: A Study of a State-Run Program Designed to Train Virtual K-12 Teachers (Jayme Nixon Linton and Wayne Journel); and (4) Unbounded Reading: Why Online Learning for K-12 Students Should Be a Literacy Issue (Dixie D. Massey). Section 2: K-12 Online Course Development and Instructional Design: (5) Practical Guidelines for Creating Online Courses in K-12 Education (Wayne Journell); (6) Synchronous Text Chat (EduTexting) as an Online Learning Tool (Tina L. Heafner and Michelle Plaisance); and (7) Learning Theory and Online Learning in K-12 Education: Instructional Models and Implications (Alex Kumi-Yeboah). Section 3: Instructional Models in K-12 Online Teacher Education: (8) Effective Online Learning Begins with Effective Teacher Preparation (Laura Corbin Frazier and Barbara Martin Palmer); (9) The Ever-Evolving Educator: Examining K-12 Online Teachers in the United States (Jean Larson and Leanna Archambault); (10) Online Learning in K-College Classrooms: Students and Teachers Establish Social, Cognitive, and Teaching Presences in Digital Spaces (S. Michael Putman, Brian Kissel, Jean Vintinner, and Amy J. Good); and (11) Establishing a Mentoring Relationship between Pre-Service and Mentor Teachers through Windows into Teaching and Learning (Teresa Petty, Tina L. Heafner, Abiola A. Farinde, and Michelle Plaisance). Section 4: Transitioning from Face-to-Face to Virtual K-12 Learning Environments: Emerging Technologies and Promising Pedagogical Practices: (12) Providing Elementary and Middle School Science Teachers with Content and Pedagogical Professional Development in an Online Environment (Mary V. Mawn and Kathleen S. Davis); (13) Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School (Gayle Y. Thieman); (14) Teaching History in the Digital Age (Scott M. Waring); (15) 3D Multi-User Virtual Environments in Science Education: Potential and Challenges (Yufeng Qian); and (16) Online Discussion Boards in the Constructivist Classroom (Lauren Lunsford, Bonnie Smith Whitehouse, and Jason F. Lovvorn). Section 5: Examining Issues of Diversity in Online K-12 Teaching and Learning: (17) Best Pedagogical Practices for Acknowledging and Accommodating Diversity in Online Courses (Christina Nash); (18) The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment (Daniel Kelvin Bullock); and (19) High School Teachers' Gender-Oriented Perceptions of Technology Integration (Tina L. Heafner, Eric Groce, Elizabeth Bellows, Heather Coffey, and Mette Evelyn Bjerre). A compilation of references, a section about the contributors, and an index are included.

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital "revolution" in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies. Contents include: (1) The Politics of Educational Reform in the Digital Age: Concepts, Assessment and Subversions (Matteo Stocchetti); (2) Digital Inequality in Primary and Secondary Education: Findings From a Systematic Literature Review (Ulli Samuelsson and Tobias Olsson); (3) The Future of Mathematics Textbooks: Ramifications of Technological Change (Daniel Chazan and Michal Yerushalmy); (4) Media and Information Literacy in the Digital Age. An Example on Exploring Pluralism (Marlène Loicq); (5) Scaffolding Curation: Developing Digital Competencies in Media Literacy Education (Paul Mihailidis and Megan E. Fromm); (6) Journalist Education and Truth in the Digital Age: Why We Need Critical Digital Literacy (Filip Lab and Alice N. Tejkalova); (7) Bowling Online: A Critical View of Social Capital and Virtual Communities (Melissa Harness and Sultana A. Shabazz); (8) Informal Media Education in Europe: an Analysis of the Best Practices (Alberto Bitonti and Andrey Školkay); (9) Critical Review of an e-Learning Tool (Barbara Szafrajzen and Karen Ferreira-Meyers); (10) Social Health Education Programs at School: Investigating the Integration of Serious Games in the Curriculum (Katarina Panic, Verolien Cauberghe, and Patrick De Pelsmacker); (11) Children and Video Games: Oral and Written Narratives (Rut Martínez-Borda and Pilar Lacasa); (12) Teaching with Laptops: A Critical Assessment of One-to-one Technologies (Magda Pischetola); (13) Teachers and the Challenges of Digital Technologies in Education: The Portuguese "e.escolinha" Programme (Sara Pereira); (14) Enthusiastic, Hesitant and Resistant Teachers Toward the One-To-One Laptop Programme: A Multi-Sited Ethnographic Study in Catalonia (Cristina Aliagas Marín and Josep M. Castellà Lidon); (15) Animation: A New Method of Educational Communication in China (Vincenzo De Masi and Yan Han); (16) Teaching the Unteachable: Networked Media, Simulation and Community Research/Activism (Judith Faifman and Brian Goldfarb); (17) Beyond "Beyond Schools": Young People's Unsanctioned Digital Media Use In and Around Schools and Classrooms (David Elliott and Scott Bulfin); (18) Digital Introductions as Critical Practice (Julie Faulkner); (19) Redefining Students' Reflections: Opportunities and Challenges of Video-Enhanced Blogging (Dennis N. York and Ronald D. Owston); and (20) Emancipative Technology in Formal Education: The Case for "Free and Open Source Software (FOSS)" (Gloria Gómez-Diago).

"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers, and administrators interested in enhancing the teaching and learning of next generation science. Contents include: (1) Self-Regulated Learning as a Method to Develop Scientific Thinking (Erin E. Peters Burton); (2) Multiple Perspectives for the Study of Teaching: A Conceptual Framework for Characterizing and Accessing Science Teachers' Practical-Moral Knowledge (Sara Salloum); (3) Teaching a Socially Controversial Scientific Subject: Evolution (Hasan Deniz); (4) A Theoretical and Methodological Approach to Examine Young Learners' Cognitive Engagement in Science Learning (Meng-Fang Tsai and Syh-Jong Jang); (5) Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education (Douglas Clark and Pratim Sengupta); (6) Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms (Todd Campbell, Phil Seok Oh, and Drew Neilson); (7) Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of "Next Generation" Science: Facilitating Student Understanding of Complex Causal Dynamics (M. Shane Tutwiler and Tina Grotzer); (8) Teachers and Teaching in Game-Based Learning Theory and Practice (Mario M. Martinez-Garza and Douglas Clark); (9) Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology (Renee M. Clary and James H. Wandersee); (10) Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences (Angela M. Kelly); (11) Rooted in Teaching: Does Environmental Socialization Impact Teachers' Interest in Science-Related Topics? (Lisa A. Gross, Joy James and Eric Frauman); (12) Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue (Matthew J. Benus, Morgan B. Yarker, Brian M. Hand and Lori A. Norton-Meier); (13) Next Generation Science Assessment: Putting Research into Classroom Practice (Edward G. Lyon); (14) A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education (Danielle E. Dani, Sara Salloum, Rola Khishfe, and Saouma BouJaoude); and (15) Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms (Jeff C. Marshall).

In K-12 classrooms, as well as on the college and university level, the incorporation of digital games has played a vital role in the educational system. While introducing teachers to new fields, these digital games have been designed and implemented for the classroom and have shown positive results at a variety of educational levels. Cases on Digital Game-Based Learning: Methods, Models, and Strategies analyzes the implementation of digital game applications for learning as well as addressing the challenges and pitfalls experienced. Providing strategies, advice and examples on adopting games into teaching, this collection of case studies is essential for teachers and instructors at various school levels in addition to researchers in game-based learning and pedagogic innovation. Contents include: (1) "Come Fly with Us": Playing with Girlhood in the World of Pixie Hollow (Maria Velazquez); (2) Using MMORPGs in Classrooms: Stories vs. Teachers as Sources of Motivation (Mete Akcaoglu); (3) Are Wii Having Fun Yet? (Christina Badman and Matthew DeNote); (4) Beyond Hidden Bodies and Lost Pigs: Student Perceptions of Foreign Language Learning with Interactive Fiction (Joe Pereira); (5) Civilization IV in 7th Grade Social Studies: Motivating and Enriching Student Learning with Constructivism, Content standards, and 21st Century Skills (Solomon Senrick); (6) QRienteering: Mobilising the M-Learner with Affordable Learning Games for Campus Inductions (Christopher Horne); (7) Enhancing Nutritional Learning Outcomes within a Simulation and Pervasive Game-Based Strategy (Mark McMahon); (8) "Sell Your Bargains" or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education (Chrissi Nerantzi); (9) Medicina: Methods, Models, Strategies (Amanda Muller and Gregory Mathews); (10) Strategies for Effective Digital Games Development and Implementation (T. Lim, S. Louchart, N. Suttie, J. M. Ritchie, R. S. Aylett, I. A. Stanescu, I. Roceanu, I. Martinez-Ortiz, and P. Moreno-Ger); (11) Learning and Teaching as Communicative Actions: Broken Window as a Model of Transmedia Game Learning (Scott J. Warren and Anjum Najmi); (12) Get Your Head in the Game: Digital Game-Based Learning with Game Maker (Brian Herrig); (13) Elements of Game Design: Developing a Meaningful Game Design Curriculum for the Classroom (Danielle Herro); (14) Game-Making in a Fourth Grade Art Classroom Using Gamestar Mechanic (Michelle Aubrecht); (15) Using Game Design as a Means to Make Computer Science Accessible to Adolescents (Roxana Hadad); (16) 3D GameLab: Quest-Based Pre-Service Teacher Education (Chris Haskell); (17) Preparing Pre-Service Teachers for Game-Based Learning in Schools (Soojeong Lee); (18) Death in Rome: Using an Online Game for Inquiry-Based Learning in a Pre-Service Teacher Training Course (Shannon Kennedy-Clark, Vilma Galstaun and Kate Anderson); (19) Games, Models, and Simulations in the Classroom: Designing for Epistemic Activities (Terence C. Aher and Angela Dowling); (20) The Role of Animations and Manipulatives in Supporting Learning and Communication in Mathematics Classrooms (Lida J. Uribe-Florez and Jesus Trespalacios); (21) It's All in How You Play the Game: Increasing the Impact of Gameplay in Classrooms (Shani Reid, Helene Jennings and Scot Osterweil); (22) Challenges of Introducing Serious Games and Virtual Worlds in Educational Curriculum (C. Ribeiro, J. Pereira, C. Calado, and C. Ferreira); (23) Serious Games for Reflective Learning: Experiences from the MIRROR Project (L. Pannese, M. Prilla, A. Ascolese, and D. Morosini); (24) Evaluating Games in Classrooms: A Case Study with DOGeometry (Gunter Wallner, Simone Kriglstein, and Johannes Biba); (25) Learning with the Support of a Digital Game in the Introduction to Finance Class: Analysis of the Students' Perception of the Game's Ease of Use and Usefulness (M. Romero and M. Usart); and (26) Racing Academy: A Case Study of a Digital Game for Supporting Students Learning of Physics and Engineering (Richard Joiner, Ioanna Iacovides, Jos Darling, Andy Diament, Ben Drew, John Duddley, Martin Owen, and Carl Gavin).

This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social), the Humanities, and the private and public sectors of society. The chapters speak across sociocultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures. This book contains the following chapters: (1) Social Research Methods in Higher Education: A Critical Analysis of Methodological Issues and Emerging Trends at the Zimbabwe Open University (Caleb Kangai); (2) Methodology Transfers Between Social Sciences and Humanities in Relation to Natural Sciences, Technology and Government Policy (Hajime Eto and Shinichi Yamamoto); (3) Causality in Social Studies Education (Bayram Tay); (4) The Assumption of Non-Gaussianity in Natural and Social Sciences and Its Influence on Detection of Causal Relationships (Katerina Hlavackova-Schindler); (5) Qualitative Research: The Toolkit of Theories in the Social Sciences (Sylvain K. Cibangu); (6) A Simulation Approach to Validate Models Derived from Observational Studies (Pierre N. Robillard and Simon Labelle); (7) Cartographic Generalization Applied to Social Networks Maps in the City of Curitiba in Brazil (Renan M. Pombo, Luciene S. Delazari and Claudia R. Sluter); (8) Open-Source Tools for Data Mining in Social Science (Pasko Konjevoda and Nikola Stambuk); (9) Applying Social Sciences Research for Public Benefit Using Knowledge Mobilization and Social Media (David J. Phipps, Krista E. Jensen and J. Gary Myers); (10) Re-Visiting Ethnographic and Orthodox Research Methodologies: Field Research Experiences from an African Perspective (Oliver Mtapuri); (11) Social Physics: An Interdisciplinary Way to Explore the Mechanism of Public Opinion (Yijun Liu and Wenyuan Niu); (12) The Methodology of Formulating Iranian National Policy of Entrepreneurship: A Conceptual Framework (Hassan Danaeefard and Mohammad Reza Noruzi); (13) Theoretical Approaches to Employment and Industrial Relations: A Comparison of Subsisting Orthodoxies (Christopher Odogwu Chidi and Okwy Peter Okpala); (14) Human Capital Resourcing Practices and Organisational Performance: A Study of Selected Organisations in Lagos State, Nigeria (Christopher Odogwu Chidi and Okwy Peter Okpala); (15) Enhancing Productivity Through Lean Behavior (A. Perumal Puvanasvaran); (16) Organizational Sustainability: The Case of Handcrafts Micro-Business in Southern San Sebastian, Jalisco, Mexico (Jose G. Vargas-Hernandez); (17) Strengthening Institutional Capacity for Science, Technology and Innovation in Uganda (Muriisa R. Kabeba); (18) A Didactic and Methodological Lesson of the Study of Economics and the Skill Development of Students (Maria Covadonga De la Iglesia Villasol); (19) New Public Management and Reforms in Iran: Analysis of Government Downsizing (Hassan Danaee fard, Tayebeh Abbasi and Mohammad Reza Noruzi); and (20) Media of Exchange and Liquid Assets of Political and Market Enterprises: A New Monetary Perspective on Medieval French Monetary Mutations (Thomas Marmefelt).

How can we use new technology to support and educate the science leaders of tomorrow? This unique book describes the design, development, and implementation of an effective science leadership program that promotes collaboration among scientists and science educators, provides authentic research experiences for educators, and facilitates adaptation and evaluation of these experiences for students in secondary and postsecondary classrooms. The information technology used focuses on visualization, simulation, modeling, and analyses of complex data sets. The book also examines program outcomes, including analyses of resulting classroom implementation and impacts on science and education faculty, graduate students, and secondary science teachers and their students. Book features include: (1) An in-depth look at an integrated, problem-based science education leadership program; (2) Guidance for developing science education leaders who can use information technology to transfer current science research into the classroom; and (3) A focus on the use of information technology, integrated professional development experiences, and a shared research agenda. Contributors include Gillian Acheson, Ruth Anderson, Lawrence Griffing, Bruce Herbert, Margaret Hobson, Cathleen C. Loving, Karen McNeal, Jim Minstrell, George M. Nickles, Susan Pedersen, Carol Stuessy, and X. Ben Wu. [Foreword by Richard Duschl.]

The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. "Hands-on Activities for Teaching the Common Core Math Standards" is designed to help teachers instruct their students so that they will better understand and apply the skills outlined in the Standards. This important resource also gives teachers a wealth of tools and activities that can encourage students to think critically, use mathematical reasoning, and employ various problem-solving strategies.

Chapters in this book include: (1) Courseware Adaptation to Learning Styles and Knowledge Level (Boyan Bontchev and Dessislava Vassileva); (2) Assisted On-Job Training (Claudio Teixeira and Joaquim Sousa Pinto); (3) Self-Directed Learning Readiness Factors in Physicians for Implementing E-Learning in the Continuing Medical Education Programs (Tahereh Eslaminejad and Nouzar Nakhaee); (4) Learning Performance and Satisfaction on Working Education (Chun-Ling Ho and Tsung-Han Chang); (5) Facts and Fiction: Lessons from Research on Faculty Motivators and Incentives to Teach Online (Ruth Gannon Cook); (6) E-Learning in Mechatronic Systems Supported by Virtual Experimentation (Viliam Fedak, Frantisek Durovsky and Peter Keusch); (7) The Use of Mathematical Formulae in an E-Learning Environment (Josep Cuartero-Olivera, Antoni Perez-Navarro and Teresa Sancho-Vinuesa); (8) E-Learning Usage During Chemical Engineering Courses (Majda Krajnc); (9) Interactive WhiteBoard: Effective Interactive Teaching Strategy Designs for Biology Teaching (Kai-Ti Yang and Tzu-Hua Wang); (10) Medical Education for YouTube Generation (Jarmila Potomkova, Vladimir Mihal and Daniel Schwarz); (11) Personalized Learning in Hypermedia Environments (Costas Mourlas); (12) A New Scientific Formulation of Tajweed Rules for E-Learning of Quran Phonological Rules (Yahya O. Mohamed Elhadj, Mohamed Aoun-Allah, Imada A. Alsughayeir and Abdallah Alansari); and (13) A New Management Role--A Precondition for Successful E-Learning Implementations (Grete Netteland). (Individual chapters contain figures and references.)

This book examines how common e-learning technologies open up compelling, if limited, experiential spaces for users, similar to the imaginary worlds opened up by works of fiction. However, these experiential worlds are markedly different from the "real" world of physical objects and embodied relations. This book shows these differences to be of central importance for teaching and learning.

What causes dyslexia, and how does it manifest across languages? As bilingualism becomes increasingly important globally, these questions have never been more critical--and this comprehensive volume from The Dyslexia Foundation explores them in unprecedented depth. Bringing together the best brain-based, genetics, and behavioral research in the field from more than 40 of today's most highly respected researchers, this landmark volume fully examines what we know about the identification, manifestations, and potential differences in dyslexia across languages and orthographies. International contributors share their groundbreaking studies, helping researchers and graduate-level students investigate key questions about dyslexia: (1) How does dyslexia vary in frequency and manifestation among speakers of various alphabetic and nonalphabetic languages?; (2) How might the characteristics of different languages affect reading acquisition and reading difficulties?; (3) How do genetic profiles interact with environment to influence how reading difficulties manifest?; (4) Are there unique neurobiological and/or behavioral characteristics that are universal to dyslexia?; (5) How can computational and statistical modeling contribute to a better understanding of reading difficulties in children and adults?; and (6) In what ways might bilingualism influence reading and reading difficulties? The editors also lay out a clear agenda for future research on reading, writing, and dyslexia across the world's languages and orthographies. These specific next steps will pave the way for more and better research and encourage stronger interdisciplinary collaborations among fields, such as cognitive science, neuroscience, genetics, and education. Reflecting 20 years of progress in our understanding of dyslexia, this foundational volume will lay the groundwork for tomorrow's practical resources--and help ensure that all children around the world have access to the best, most effective reading instruction. This book is divided into five parts. Part I, Looking Across Orthographies, contains the following: (1) Reading Processes and Reading Problems: Progress Toward a Universal Reading Science (Charles Perfetti); (2) Fundamentals of Chinese Reading Development and How They Might Impact Concepts of Dyslexia in Chinese (Catherine McBride-Chang & Phil D. Liu); (3) The Statistical Learning Perspective on Chinese Reading (Chia Ying Lee); (4) Prevention of Reading Difficulties in Highly Transparent Finnish (Ulla Richardson, Mikko Aro, & Heikki Lyytinen); (5) Reading Akshara: indianAlphasyllabary (Prakash Padakannaya & Nallur B. Ramachandra); and (6) Integrative Summary--Looking Across Orthographies (Ram Frost). Part II, Brain Studies: What They Show Across Orthographies, contains the following: (1) Reading as Neuronal Recycling: A Universal Brain Organization Underlying Reading Acquisition (Stanislas DeHaene); (2) Functional MRI Studies on Japanese Orthographies: Studies in Reading Development and Reading Difficulties (Ayumi Seki); (3) Brain Activation Measures in Predicting Reading Skills and Evaluating Intervention Effects in Children at Risk for Dyslexia (Tomi K. Guttorm, Leena Alho-Naveri, Ulla Richardson, & Heikki Lyytinen); and (4) Integrative Summary--Brain Studies: What They Show Across Orthographies (Kenneth R. Pugh). Part III, Additional Approaches to the Study of Dyslexia Across Languages: Modeling, contains the following: (1) Reading in Different Writing Systems: One Architecture, Multiple Solutions (Mark Seidenberg); (2) Understanding Developmental Dyslexia through Computational Modeling: An Individual Deficit-Based Simulation Approach (Johannes C. Ziegler); (3) Phonological Instability in Young Adult Poor Readers: Time-Course Measures and Computational Modeling (James S. Magnuson, Anuenue Kukona, David Braze, Clinton L. Johns, Julie A. Van Dyke, Whitney Tabor, W. Einar Mencl, Kenneth R. Pugh, & Donald Shankweiler); (4) Using Response to Intervention for Identification and Classification (Richard K. Wagner, Jessica Brown Waesche, Christopher Schatschneider, Jon Maner, & Yusra Ahmed); and (5) Integrative Summary--Reflections on Additional Approaches to the Study of Dyslexia (Brett Miller, Peggy McCardle, & Jun Ren Lee). Part IV, Genetics and Neurobiology, contains the following: (1) Neurogenetic Contribution to Developmental Reading Disorders (Albert M. Galaburda, Roslyn Holly Fitch, Joseph J. LoTurco, & Glenn D. Rosen); (2) Human Genetic Contributions to the Neurobiology of Dyslexia (Shelley D. Smith); and (3) Integrative Summary--Genetics and Reading Across Orthographies (Robert Plomin & Yulia Kovas). Part V, Bilingualism, Cognition, Reading, and Intervention, contains the following: (1) Cognitive Processes in Bilingual Reading (Debra Jared & Judith F. Kroll); (2) Language Representation and Cognitive Control in Bilinguals: Implications for Dyslexia (Gigi Luk & Ellen Bialystok); (3) Early Identification and Intervention to Reduce the Incidence of Reading Difficulties for English Language Learners and English First Language Students (Linda S. Siegel); (4) Developing Oral Proficiency in Second Language Learners in the Context of Literacy Instruction (Diane August); (5) Integrative Summary--Bilingualism and Second Language Learning: Implications for Reading and Dyslexia Research (Peggy McCardle & Brett Miller); and (6) Future Directions in Research on Dyslexia Across Languages and Orthographies (Peggy McCardle, Jun Ren Lee, Ovid J. L. Tzeng, & Brett Miller). An index is included.

The research into how students' attitudes affect their learning of science related subjects has been one of the core areas of interest by science educators. The development in science education records various attempts in measuring attitudes and determining the correlations between behavior, achievements, career aspirations, gender identity and cultural inclination. Some researchers noted that attitudes can be learned and teachers can encourage students to like science subjects through persuasion. But some view that attitude is situated in context and has much to do with upbringing and environment. The critical role of attitude is well recognized in advancing science education, in particular designing curriculum and choosing powerful pedagogies and nurturing students. Since Noll's (1935) seminal work on measuring the scientific attitudes, a steady stream of research papers describing the development and validation of scales have appeared in scholarly publications. Despite these efforts, the progress in this area has been stagnated by limited understanding of the conception of attitude, dimensionality and inability to determine the multitude of variables that made up such concept. This book makes an attempt to take stock and critically examine classical views on science attitudes and explore contemporary attempts in measuring science-related attitudes. The chapters in this book are a reflection of researchers who work tirelessly in promoting science education and highlight the current trends and future scenarios in attitude measurement. This book contains two parts. Part I, "Instruments and Measuring Science Attitude," contains: (1) Attitude Research in Science Education (Norman Reid); (2) New Approaches to the Study of Students' Response to Science (Lars Brian Krogh); (3) Development and Test of an Instrument That Investigates Teachers' Beliefs, Attitudes and Intentions Concerning the Educational Use of Simulations (Zacharias C. Zacharia, Ioanna Rotsaka, and Tasos Hovardas); (4) Defending Attitude Scales (Per Kind and Patrick Barmby); (5) The Multiple Response Model for the "Views on Science-Technology-Society" (VOSTS) Instrument: An Empirical Application in the Context of the Electronic Waste Issue (Yuqing Yu and Felicia Moore Mensah); (6) Tailoring Information to Change Attitudes: A Meta-Structural Approach (Ya Hui Michelle See and Bernice L. Z. Khoo); (7) Assessment Practices for Understanding Science-Related Attitudes (Carina M. Rebello, Stephen B. Witzig, Marcelle A. Siegel, and Sharyn K. Freyermuth); and (8) The Influence of Experiential Learning on Indigenous New Zealanders' Attitude Towards Science: Enculturation into Science by Means of Legitimate Peripheral Participation (Richard K. Coll and Levinia Paku). Part II, "Science Attitude and Socio-Scientific Issues," contains: (1) Cultural Influence on Attitudes Towards Science (Funda Ornek); (2) Student Attitudes Toward Scientists (Anita Welch and Douglas Huffman); (3) Attitudes towards Science and Scientific Methodology within a Specific Professional Culture (Darko Hren); and (4) Attitude Research in Science Education: Looking Back, Looking Forward (Myint Swe Khine and Issa M. Saleh).

If teachers want to create positive change in the lives of their students, then they must first be able to create positive change in their own lives. This book describes a powerful professional development approach that merges the scholarship of critical pedagogy with the Theatre of the Oppressed. Participants "act up" in order to explore real-life scenarios and rehearse difficult conversations they are likely to have with colleagues, students, administrators, and parents. The authors have practiced the theatrical strategies presented here with pre- and in-service teachers in numerous contexts, including college courses, professional development seminars, and PreK-12 classrooms. They include step-by-step instructions and vivid photographs to help readers use these revolutionary theatre strategies in their own contexts for a truly unique learning experience.

E-Learning is a vast and complex research topic that poses many challenges in every aspect: educational and pedagogical strategies and techniques and the tools for achieving them; usability, accessibility and user interface design; knowledge sharing and collaborative environments; technologies, architectures, and protocols; user activity monitoring, assessment and evaluation; experiences, case studies and more. This book's authors come from all over the world; their ideas, studies, findings and experiences are a valuable contribution to enriching our knowledge in the field of eLearning. The book is divided into three sections. The first covers architectures and environments for eLearning, while the second part presents research on user interaction and technologies for building usable eLearning environments, which are the basis for realizing educational and pedagogical aims, and the final last part illustrates applications, laboratories, and experiences. Contents include: (1) E-learning for the New Generations, a Web 2.0 Approach (Hicham Hage and Esma Aimeur); (2) Developing and Implementing a Multi-Agent System for Collaborative E-learning (Hani Mahdi and Sally S. Attia); (3) Distributed E-learning Based on SOA (Khosro Bahrami, Behzad Daemi and Mehrnoush Abedi); (4) Regionally Distributed Architecture for Dynamic e-Learning Environment (RDADeLE) (Saleh AlZahrani, Aladdin Ayesh and Hussein Zedan); (5) Dynamic Analysis of Activity of E-learning System Users (R. Mosdorf, J. Kilon and B. Ignatowska); (6) An Approach in Personalisation and Privacy in E-Learning Systems (Itana Stiubiener, Wilson Vicente Ruggiero and Marta Rosatelli); (7) Affective Computing in E-learning (Hongfei Lin, Fengming Pan, Yuxuan Wang, Shaohua Lv and Shichang Sun); (8) Empathic Multiple Tutoring Agents for Multiple Learner Interface (Hua Wang and Mitsuru Ishizuka); (9) Avatar Augmented Annotation Interface for e-Learning (Won-Sung Sohn and Jae-Kyung Kim); (10) Developing Screencasts and Video Screencasts for E-learning (Carlos Turro, Luis Morcillo and Jaime Busquets); (11) Distance Learning: New Opportunities for the Blind (Marina Buzzi and Barbara Leporini); (12) Conception of Lesson Notes as Cartoon for Foreign Language Learning (Laure France); (13) Virtual Collaborative Learning Environments with the Telepresence Platform Supported by the Teaching for Understanding Pedagogical Framework: Experiences in Higher Educational Process in Colombia (Helmuth Trefftz, Juliana Restrepo, Pedro Esteban, Angela Maria Jimenez and Faber Danilo Giraldo); (14) E-Learning Tool for Digital Design and Embedded System Training (Giuliano Donzellini and Domenico Ponta); (15) Remote Control of a Multi-robot Infrastructure for E-Learning Training Sessions (Theodor Borangiu, Florin Daniel Anton and Silvia Anton); (16) Development Sensor Experimental Platform Based on the Graphical Monitoring and Control System (Wen-Jye Shyr); (17) Virtual and Remote Laboratories for E-Learning Using EDA Tools (Wael El-Medany); and (18) Development of A Distance Microprocessor-based Platform using Graphical Interface via the Internet (Hsiung Cheng Lin). (Individual chapters contain tables, figures, and references.)

Is it possible to teach someone to be an entrepreneur? Is innovation something that can be assessed and taught in a classroom? Teaching Innovation and Entrepreneurship answers these and other questions by focusing on a teaching experiment in Singapore at Nanyang Technological University, wherein classes of English-speaking Singaporeans and Mandarin-speaking students from the People's Republic of China were subjected to an "entrepreneurial eco-system". Extending from the west coast of the USA to Singapore and Shanghai, this programme subjects students to a wide range of activities, including a four-month business simulation game where teams of students select their favourite inventions and pitch them to real venture capitalists with the inventors present. Drawing on the lessons learned from this highly successful experiment, the book argues that not only is it possible to describe the innovative process, we can also teach it, measure it, evaluate it and model it. The following chapters are contained in this book: (1) Singapore's challenge; (2) The entrepreneurial ecosystem: a programme like no other; (3) How can innovative pedagogies be measured? (4) Co-defining innovative education: how the instrument was created; (5) The Singapore results; (6) Results of the Mandarin speaking programme; (7) Reconciling values: a helical model of innovative processes; (8) 'It is only the Hawthorne effect'; (9) The programme that cannot stand still; (10) Innovation and the future of the university; (11) What are the implications of being able to teach innovation? and (12) Is a new creative class arising? A bibliography is also included.

"Beyond Tracking" responds to the a sobering assessment of American high schools by delineating and promoting an innovative and well-defined notion of multiple pathways. The book's authors clearly distinguish their use of the term "multiple pathways" from any updated version of the tracking system that marked so many American high schools during the past century. Instead, Oakes and Saunders propose a system of multiple pathways that will "provide both the academic and real-world foundations that students need for advanced learning, training, and preparation for responsible civic participation." All multiple pathways schools will have four main components: a college-preparatory core; a professional/technical core; field-based learning and realistic workplace simulations; and additional support services to meet the particular needs of students and communities. "In this conception of multiple pathways, students and their families choose from among a variety of options, all of which lead students to the same destination: preparation to succeed in both college and career, not one or the other." In its detailed and innovative examination of multiple pathways, "Beyond Tracking" makes a crucial contribution to current discussions about high school reform and the educational challenges of the 21st century. This book begins with "Multiple Pathways: Promising to Prepare All High School Students for College, Career, and Civic Participation," an introduction by Jeannie Oakes and Marisa Saunders. It contains three parts. Part I, Multiple Pathways and Student Success: Possibilities and Challenges, contains: (1) Blending "Hand Work" and "Brain Work": Can Multiple Pathways Deepen Learning? (Mike Rose); (2) Evidence and Challenges: Will Multiple Pathways Improve Students' Outcomes? (David Stern and Roman Stearns); (3) Meeting the Individual and Collective Aims of Schooling: Can Multiple Pathways as Small Schools Strike a Balance? (Karen Hunter Quartz and Elliot Washor); and (4) Immigrants and English Learners: Can Multiple Pathways Smooth Their Paths? (Patricia Gandara). Part II, Multiple Pathways and Sietal Benefit: Possibilities and Challenges, contains: (5) United or Divided: Can Multiple Pathways Bring Together Multiple Communities? (Manuel Pastor); (6) Can Multiple Pathways Link Vulnerable Groups to Changing Labor Markets? (Michael A. Stoll); (7) Can Multiple Pathways Offset Inequalities in the Urban Spatial Structure? (Paul Ong and Veronica Terriquez); and (8) Multiple Pathways and the Future of Democracy (John Rogers, Joseph Kahne, and Ellen Middaugh). Part III, Adopting and Implementing Multiple Pathways: Possibilities and Challenges, contains: (9) Making It Real: Implementing Multiple Pathways (David Rattray); (10) Challenging the Deep Structure of High School: Weak and Strong Versions of Multiple Pathways (W. Norton Grubb); (11) Between High School and College: Can Multiple Pathways Bridge the Divide? (Andrea Venezia); (12) Constructing Equal Pathways in an Effectively Maintained Inequality Society (Samuel R. Lucas); and (13) Beyond Tracking? Multiple Pathways of Possibility and Challenge (Jeannie Oakes and Marisa Saunders). An index is included.

This comprehensive resource is an invaluable aid for adding a global dimension to students' understanding of American history. It includes a wide range of materials from scholarly articles and reports to original syllabi and ready-to-use lesson plans to guide teachers in enlarging the frame of introductory American history courses to an international view. The contributors include well-known American history scholars as well as ordinary classroom teachers, and the book's emphasis on immigration, race, and gender points to ways for teachers to integrate international and multicultural education, America in the World, and the World in America in their courses. The book also includes a "Views from Abroad" section that examines problems and strategies for teaching American history to foreign audiences or recent immigrants. A comprehensive, annotated guide directs teachers to additional print and online resources. This book contains five parts. Part I, Calls for Change, contains: (1) The National Standards for History, National Center for History in the Schools; (2) The La Pietra Report: Internationalizing the Study of American History, "Organization of American Historians"; (3) Preparing Citizens for a Global Community, National Council for Social Studies; and (4) Internationalizing Student Learning Outcomes in History, American Historical Association/American Council on Education. Part II, Widening the Horizons of American History, contains: (5) In Pursuit of an American History (Carl N. Degler); (6) The Autonomy of American History Reconsidered (Laurence Veysey); (7) No Borders: Beyond the Nation-State (Thomas Bender); (8) Atlantic History: Definitions, Challenges, and Opportunities (Alison Games); (9) Environment, Settler Societies, and the Internationalization of American History (Ian Tyrrell); (10) American Studies in a Pacific World of Migrations (Henry Yu); (11) The African Diaspora and the Re-Mapping of U.S. History (Robin D.G. Kelley); and (12) American Freedom in a Global Age (Eric Foner). Part III, Teaching American History in a Global Context Concepts, Models, Experiences, contains: (13) Internationalizing the U.S. Survey Course: American History for a Global Age (Carl Guarneri); (14) Continental America, 1800-1915: The View of an Historical Geographer (Donald W. Meinig); (15) International Baccalaureate History of the Americas: A Comparative Approach (Maurice Godsey); (16) Teaching the United States in World History (Peter Stearns); and (17) Integrating United States and World History in the High School Curriculum (Mark Wallace). Syllabi includes: (18) America and the World: From the Colonial Period to 1900 (Ken Cruikshank); (19) The United States in World History (Alan Dawley); (20) The United States and the World: A Globalized U.S. History Survey, Center for World History, University of California, Santa Cruz; (21) The North and South Atlantic Core (Erik Seeman); and (22) Teaching Comparative U.S. and South Africa Race Relations (Derek Catsam). Topics and Strategies contains: (23) Internationalizing Three Topics in the U.S. History Survey Course (Thomas Osborne); (24) America on the World Stage, OAH Magazine of History; (25) AP Central Articles on Internationalized U.S. History, The College Board; (26) Teaching Gender Relations in Settler Societies: The United States and Australia (M. Alison Kibler); (27) Sisters of Suffrage: British and American Women Fight for the Vote (Barbara Winslow); (28) From Immigration to Migration Systems: New Concepts in Migration History (Dirk Hoerder); (29) Rethinking Themes for Teaching the Era of the Cold War (Norman L. and Emily S. Rosenberg); and (30) A World to Win: The International Dimension of the Black Freedom Movement (Kevin Gaines). Lesson Plans includes: (31) EDSITEment Lesson Plans, National Endowment for the Humanities; (32) Spanish Colonization of New Spain: Benevolent? Malevolent? Indifferent? (Melinda K. Blade); (33) Disease in the Atlantic World, 1492-1900 (Karen E. Carter); (34) Witches in the Atlantic World (Elaine Breslaw); (35) New York was Always a Global City: The Impact of World Trade on Seventeenth Century New Amsterdam (Dennis J. Maika); (36) The Code Noir : North American Slavery in Comparative Perspective (Kevin Arlyck); (37) Indian Removal: Manifest Destiny or Hypocrisy? (David L. Ghere); (38) Mexico's Loss of Land: Perspectives from Mexico and the U.S., Resource Center of the Americas; (39) Comparing the Emancipation Proclamation and the Russian Emancipation Manifesto (Clair W. Keller); (40) Italians Around the World: Teaching Italian Migration from a Transnational Perspective (Dennis J. Townsend); (41) Eleanor Roosevelt and the Declaration of Human Rights: A Simulation Activity (Sally Gilbert and Kathy Schollenberger); (42) Martin Luther King, Jr.'s "Beyond Vietnam" (Erin Cook and Stan Pesick); (43) Comparing U.S. and Vietnamese Textbooks on the Vietnam War (John J. DeRose); (44) Borderlands, Diasporas, and Transnational Crossings: Teaching LGBT Latina and Latino Histories (Horacio N. Rocque Ramirez); (45) America Held Hostage: The Iran Hostage Crisis of 1979-1981 and U.S.-Iranian Relations (Lawrence A. Wolf); and (46) Cultural Aspects of American Relations with the Middle East (Paul R. Frazier). Part IV, Views from Abroad, contains: (47) American History Lessons Around the World (Brett Berliner); (48) "And We Burned Down the White House, Too": American History, Canadian Undergraduates, and Nationalism (James Tagg); and (49) Being the "Other": Teaching U.S. History as a Fulbright Professor in Egypt (Maureen A. Flanagan). Part V, Additional Resources, contains: (50) Additional Resources to Support Teaching U.S. History in a Global Context (Carl Guarneri and James Davis). An index is included.

"Music Techniques in Therapy, Counseling, and Special Education" is the culmination of the first author's research in the skill development of prospective music therapists and music educators during graduate and undergraduate preparation. Standley studied the abilities and progress of students across multiple clinical music therapy and music education teaching practica, noting that development was seldom systematic or cumulative. She developed the unique simulation exercises and the overall instructional design of this book for Procedures in Music Therapy and Music in Special Education classes, integrating simulation training with clinical experiences. Subsequent analysis of student progress demonstrated the substantial gain in sophistication of therapy and teaching skills. This book was field tested for 10 years in 6 major university music therapy and music in special education programs with similar positive results. Jones has studied emerging guitar skills and repertoire development in music therapists. She has revised this edition of the text, including new simulation exercises, role-play actor cards, and means of evaluating accompanied repertoire development.

Today's fixation on math and literacy testing makes it tough for social studies teachers to deliver a challenging curriculum. But you can overcome those constraints and prepare students to actively participate in a democratic society with the ideas from this new volume in our "Priorities in Practice" series. Firsthand accounts from talented and dedicated social studies experts and teachers update you on the latest trends, including: (1) Why social studies teachers have to be advocates for their subject; (2) How to align social studies curriculum to "power standards" that integrate with other academic disciplines; (3) Why lessons and assessments should give students opportunities to solve problems, work on projects, and engage in simulations; and (4) Ways to incorporate social activism and controversy into lessons. Learn how new teaching and assessment approaches in the classroom are converging with new methods for teacher professional development.

Since the first edition was published in 1994, Rethinking Our Classrooms has sold over 180,000 copies. This revised and expanded edition includes new essays on: (1) science and environmental education; (2) immigration and language; (3) military recruitment; (4) teaching about the world through mathematics; and (5) gay and lesbian issues. Creative teaching ideas, compelling classroom narratives, and hands-on examples show how teachers can promote the values of community, justice, and equality while building academic skills. This book is divided into six parts. Part One, Points of Departure, contains the following: (1) "Lions" (Langston Hughes); (2) Unlearning the Myths That Bind Us: Critiquing Cartoons and Society (Linda Christensen); (3) Rethinking "The Three Little Pigs" (Ellen Wolpert); (4) 10 Quick Ways to Analyze Children's Books for Racism and Sexism (Council on Interracial Books for Children); (5) Celebrating the Joy in Daily Events (Linda Christensen); (6) "Ode to My Socks = Oda a los calcetines" (Pablo Neruda); (7) Taking Multicultural, Anti-Racist Education Seriously: An interview with Enid Lee; and (8) "My Hair Is Long" (Loyen Redhawk Gali). Part Two; Rethinking My Classroom, contains the following: (9) Race and Respect Among Young Children (Rita Tenorio); (10) Holding Nyla: Lessons from an Inclusion Classroom (Katie Kissinger); (11) Teaching for Social Justice: One Teacher's Journey (Bob Peterson); (12) Songs That Promote Justice (Bob Peterson); (13) "Forgiving My Father" (Justin Morris); (14) Playing with Gender: Lessons from an Early Childhood Center (Ann Pelo); (15) The Challenge of Classroom Discipline (Bob Peterson); (16) Helping Students Deal with Anger (Kelley Dawson Salas); (17) Building Community from Chaos (Linda Christensen); (18) Discipline: No Quick Fix (Linda Christensen); (19) "Honeybees" (Paul Fleischman); (20) Teaching About Global Warming in Truck Country (Jana Dean); (21) Students Students Use Math to Confront Overcrowding (Erin E. Turner and Beatriz T. Font Strawhun); (22) Getting Off the Track: Stories from an Untracked Classroom (Bill Bigelow); and (23) "What the mirror said" (Lucille Clifton). Part Three, Teaching Ideas, contains the following: (24) Using Pictures to Combat Bias (Ellen Wolpert); (25) My Mom's Job Is Important (Matt Witt); (26) Father Was a Musician (Dyan Watson); (27) There's More to Heroes Than He-Man (Marcie Osinsky); (28) The Military Recruitment Minefield (Bill Bigelow); (29) Coping with TV: Some Lesson Ideas (Bob Peterson); (30) What Do We Say When We Hear "Faggot"? (Leonore Gordon); (31) Learning from Worms (Rachel Cloues); (32) The Organic Goodie Simulation (Bill Bigelow and Norm Diamond); (33) World Poverty and World Resources (Susan Hersh and Bob Peterson); (34) Math, SATs, and Racial Profiling (Eric Gutstein); (35) The Day Sondra Took Over: Helping Students Become Self-Directed (Cynthia M. Ellwood); (36) Little Things Are Big (Jesus Colon); (37) Haiku and Hiroshima: Teaching About the Atomic Bomb (Wayne Au); (38) Students as Textbook Detectives: An Exercise in Uncovering Bias (Bill Bigelow and Bob Peterson); (39) What Can Teachers Do About Sexual Harassment? (Ellen Bravo and Larry Miller); (40) Flirting vs. Sexual Harassment: Teaching the Difference (Nan Stein and Lisa Sjostrom); (41) Celebrating the Student's Voice (Linda Christensen); (42) "Rayford's Song" (Lawson Inada); (43) Promoting Social Imagination Through Interior Monologues (Bill Bigelow and Linda Christensen); (44) "Two Women" (Anonymous); (45) Role Plays: Show, Don't Tell (Bill Bigelow); (46) Testing, Tracking, and Toeing the Line: A Role Play on the Origins of the Modern High School (Bill Bigelow); (47) "Salt of the Earth" Grounds Students in Hope (S. J. Childs); and (48) "The Funeral of Martin Luther King, Jr." (Nikki Giovanni). Part Four, Rethinking Our Assumptions, contains the following: (49) My Dirty Little Secret: Why I Don't Grade Papers (Linda Christensen); (50) Expectations Perspective (L. C. Clark); (51) Teachers and Cultural Styles (Asa G. Hilliard, III); (52) Teaching Standard English: Whose Standard? (Linda Christensen); (53) Seeing Color (Lisa Delpit); (54) When Small Is Beautiful: An interview with Hector Calderon; (55) I Won't Learn from You! Confronting Student Resistance (Herbert Kohl); (56) Food Is Not for Play (Jean Hannon); (57) The Politics of Children's Literature: What's Wrong with the Rosa Parks Myth (Herbert Kohl); (58) "In Memory of Crossing the Columbia" (Elizabeth Woody); (59) Heather's Moms Got Married: Creating a Gay- and Lesbian-Friendly Classroom (Mary Cowhey); (60) Thoughts on Teaching Native American Literature (Joseph Bruchac); (61) Why Students Should Study History: An interview with Howard Zinn; (62) History Book Resources (Howard Zinn); and (63) "To the Young Who Want to Die" (Gwendolyn Brooks). Part Five, Beyond the Classroom, contains the following: (64) Why We Need to Go Beyond the Classroom (Stan Karp); (65) "Rebellion Against the North Side" (Naomi Shihab Nye); (66) Teachers Teaching Teachers (Linda Christensen); (67) Equity Claims for NCLB Don't Pass the Test (Stan Karp); (68) Why Standardized Tests Are Bad (Terry Meier); (69) "Lineage" (Margaret Walker); and (70) Students Mobilize for Immigrant Rights (Ryan Knudson and Al Levie). Part Six, Resources, contains the following: (71) Poetry Teaching Guide (Linda Christensen); (72) Videos (Bill Bigelow and Linda Christensen); (73) Video Teaching Strategies (Bill Bigelow and Linda Christensen); (74) Books for Young People; (75) Curricula and Teaching Resources; (76) Periodicals; (77) Organizations; and (78) Poetry Credits. An index is included. [For the "Rethinking Our Classrooms: Teaching for Equity and Justice, First Edition", see ED388588.]

This text helps prospective and experienced principals, administrators, and supervisors increase their knowledge and skills through concepts, case-studies, and simulations. This book contains the following two parts and fifteen chapters. Part I presents important theoretical concepts and research findings that can improve educators' problem-solving and leadership effectiveness. Part II consists of over 65 reality-based case studies, "In-Basket Exercises," simulations, and role-plays to illustrate problems and issues. The case studies, simulations, and exercises stimulate class discussion and reflection on key issues facing today's school administrator and offer guidelines for thoughtful problem-solving and resolution. This book is divided into two parts. Part I, Major Concepts in Administration and the Social Sciences: Conceptual Tools for Effective School Leadership, presents the following chapters: (1) Leadership; (2) Decision Making; (3) Authority, Power, and Influence; (4) Communication; (5) Conflict Management; (6) Organizational Culture; and (7) School Improvement. Part II, Case Studies and Simulations, concludes the book with the final chapters: (8) Introduction to Clinical Materials and Learning Experiences; (9) Beginning Challenges; (10) Student Problems; (11) Administrator-Staff Relationships; (12) School-Community Relations; (13) Role and Organizational Problems; (14) Social Justice Issues; and (15) Problems of Change.