Curriculum planning and development Books
Information Age Publishing Teaching from the Thinking Heart: The Practice of
Book SynopsisThis book includes papers written by teachers and how they engage holistic education in their classrooms. The papers come from a course taught by Jack Miller at the Ontario Institute for Studies in Education at the University of Toronto entitled The Holistic Curriculum. This is a rich and diverse collection of papers showing how holistic education can be brought into public education despite the pressures of testing and other accountability measures. Although most of the teachers teach in public schools there are also examples from teachers working in private and post secondary settings. This book can inspire other teachers who are looking for ways to teach the whole person in a more connected manner.There are very few texts in the field of holistic education that include the voices and practices of teachers, particularly those working in public schools. Many of the examples of holistic education in practice come from Waldorf, Montessori, Reggio Emilia and alternative schools. A unique feature of this book is the many different voices of teachers describing their work in the classroom; they talk about their successes, the challenges and even a few failures.
£44.96
Information Age Publishing Teaching from the Thinking Heart: The Practice of
Book SynopsisThis book includes papers written by teachers and how they engage holistic education in their classrooms. The papers come from a course taught by Jack Miller at the Ontario Institute for Studies in Education at the University of Toronto entitled The Holistic Curriculum. This is a rich and diverse collection of papers showing how holistic education can be brought into public education despite the pressures of testing and other accountability measures. Although most of the teachers teach in public schools there are also examples from teachers working in private and post secondary settings. This book can inspire other teachers who are looking for ways to teach the whole person in a more connected manner.There are very few texts in the field of holistic education that include the voices and practices of teachers, particularly those working in public schools. Many of the examples of holistic education in practice come from Waldorf, Montessori, Reggio Emilia and alternative schools. A unique feature of this book is the many different voices of teachers describing their work in the classroom; they talk about their successes, the challenges and even a few failures.
£82.80
Information Age Publishing Collective Unravelings of the Hegemonic Web
Book SynopsisCollective Unravelings of the Hegemonic Web represents the culmination of work that emerged from 2013 Curriculum & Pedagogy annual conference. The notion of the hegemonic web is the defining theme of the volume. In this collection, authors struggle to unravel and take apart pieces of the complex web that are so deeply embedded into normative ways of thinking, being and making meaning.They also grapple with understanding the role that hegemony plays and the influence that it has on identity, curriculum, teaching and learning. Finally, scholars included in this volume describe their efforts to engage and undergo counter-hegemonic movements by sharing their stories and struggles.
£47.45
Information Age Publishing Collective Unravelings of the Hegemonic Web
Book SynopsisCollective Unravelings of the Hegemonic Web represents the culmination of work that emerged from 2013 Curriculum & Pedagogy annual conference. The notion of the hegemonic web is the defining theme of the volume. In this collection, authors struggle to unravel and take apart pieces of the complex web that are so deeply embedded into normative ways of thinking, being and making meaning.They also grapple with understanding the role that hegemony plays and the influence that it has on identity, curriculum, teaching and learning. Finally, scholars included in this volume describe their efforts to engage and undergo counter-hegemonic movements by sharing their stories and struggles.
£87.40
Information Age Publishing Curriculum and Teaching Dialogue
Book SynopsisCurriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large.University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
£47.45
Information Age Publishing Curriculum and Teaching Dialogue
Book SynopsisCurriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large.University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
£76.00
Information Age Publishing Getting at the Core of the Common Core with
Book SynopsisFor social studies teachers reeling from the buffeting of top-down educational reforms, this volume offers answers to questions about dealing with the Common Core State Standards (CCSS). Each chapter presents and reviews pertinent standards that relate to the social studies. Each chapter also deals with significant topics in the social studies from various social sciences to processes such as inquiry to key skills needed for success in social studies such as analysis and literacy.The most important aspect of these chapters though is the array of adaptable activities that is included in each chapter. Teachers can find practical approaches to dealing with CCSS across the social studies panorama. The multiple authorships of the various chapters mean a variety of perspectives and viewpoints are presented. All of the authors have fought in the trenches of K-12 public education.Their activities reflect this in a way that will be useful to novice or veteran teachers.
£47.45
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1970s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editor revisit and interpret several of the most important works of the 1970s by Norman Overly, Michael Apple, Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James MacDonald, and Joseph Schwab. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£47.45
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1970s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editor revisit and interpret several of the most important works of the 1970s by Norman Overly, Michael Apple, Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James MacDonald, and Joseph Schwab. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£87.40
Information Age Publishing Critical Intersections In Contemporary Curriculum
Book SynopsisThis volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginariestoward the ends of lending momentum to the ever-present and wide-open question: What is to be done— in terms of curriculum and pedagogy— in P-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders and learners? These chapters represent perspectives from curriculum workers/teachers/scholars/activists across theoretical landscapes and spanning a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture and curriculum as well as to social justice, schools and society.Table of Contents Section I: Nurturing Critical Conversations Of Curriculum And Pedagogy. Disrupting Teacher Education: The Rise Of Independent Teacher Credentialing Programs, Kris Sloan. Daylight Nightmare: A Contending Pressure To Defend And Negotiate Canadian- Muslim Identity On The School Landscape, Momina Khan. Centering The Voices Of Teacher Candidates Of Color To Inform Racially-Just Educational Spaces, Robbie Burnett and Beth Beschorner. Decolonization: A Metaphorical Conundrum, Manisha Sharma. Teaching Black Social Movements Through #Blacklivesmatter: Twitter As A Lab, Knowledge Bank, And Field, Kevin Winstead, and Wendy Marie Laybourn. Challenges And Possibilities Of Intersectionality In The Education Of English Language Learners, Rachel Grant and Gertrude Tinker Sachs. Dying White People In Dead White Schools, Samuel Jaye Tanner. Section II: Fostering Pedagogical Border Crossings And Critical Curriculum Imaginaries. Educational Change And The Participation Of Families In Schools From A Critical Intercultural Approach: The Case Of Spain, Inmaculada Antolínez-Domínguez, Esther Márquez -Lepe, and María García-Cano Torrico. Las Traviesas: Critical Feminist Educators In Their Struggle For Critical Teaching, Brian Gibbs. English Teachers’ Narratives In The Midst Of Sacred Curriculum Stories, Candace Schlein, Sara Crump, and Christa Wenger. Preservice Teachers’ Exploration Of Imaginary Futures: Using A Novel To Cross Borders Of Space, Time, And Matter In A Multicultural Education Course, Tammy Mills and Rebecca Buchanan. It Takes A Nation Of Millions: How To Freestyle A Hip Hop Curriculum, Frederick W. Gooding Jr. and T. Mark Montoya. Social Justice In Service-Learning And Community Engagement: A Conversation About Meanings, Practices, And Possibilities, Leslie Garvin, Patricia Bricker, Margaret M. Commins, Spoma Jovanovic, Kelly Misiak, Lane Perry, Sarah E. Stanlick, Elizabeth Wall-Bassett, Catherine Wright, and Patti H. Clayton. A Currere Of Maintaining Mental Health As An Administrator Through A Reflective-Practice, Arts-Based Inquiry, Joe Norris. Section III: Embodying Possibilities In Living Curriculum. Embracing Complexities, Contradictions And Plurality: Three Voices From A Hispanic-Serving Institution At The Frontera, Karin A. Lewis, Miryam Espinosa-Dulanto, and Vejoya Viren. Criando Y Creando: Latina Mothers In Academia, Freyca Calderon- Berumen and Karla O’Donald. Faraway Eyes: A Lived Curriculum Of Daughter Care, Laura M. Jewett and Zulema Williams. Identity, Fluidity, Empowerment, And Engendered Poverty: Performing A Veteran-Latina-Online-Graduate Student, Maricela Burns. Sober Awakening: Transcending The Paralysis Of Perfection Through A Practice Of Acceptance, Sarah K. Mackenzie-Dawson. Unquiet Complexion, Eva Rose B. Washburn-Repollo. Not A War Zone, Sarrah Grubb.
£47.45
Information Age Publishing Critical Intersections In Contemporary Curriculum
Book SynopsisThis volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginariestoward the ends of lending momentum to the ever-present and wide-open question: What is to be done— in terms of curriculum and pedagogy— in P-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders and learners? These chapters represent perspectives from curriculum workers/teachers/scholars/activists across theoretical landscapes and spanning a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture and curriculum as well as to social justice, schools and society.Table of Contents Section I: Nurturing Critical Conversations Of Curriculum And Pedagogy. Disrupting Teacher Education: The Rise Of Independent Teacher Credentialing Programs, Kris Sloan. Daylight Nightmare: A Contending Pressure To Defend And Negotiate Canadian- Muslim Identity On The School Landscape, Momina Khan. Centering The Voices Of Teacher Candidates Of Color To Inform Racially-Just Educational Spaces, Robbie Burnett and Beth Beschorner. Decolonization: A Metaphorical Conundrum, Manisha Sharma. Teaching Black Social Movements Through #Blacklivesmatter: Twitter As A Lab, Knowledge Bank, And Field, Kevin Winstead, and Wendy Marie Laybourn. Challenges And Possibilities Of Intersectionality In The Education Of English Language Learners, Rachel Grant and Gertrude Tinker Sachs. Dying White People In Dead White Schools, Samuel Jaye Tanner. Section II: Fostering Pedagogical Border Crossings And Critical Curriculum Imaginaries. Educational Change And The Participation Of Families In Schools From A Critical Intercultural Approach: The Case Of Spain, Inmaculada Antolínez-Domínguez, Esther Márquez -Lepe, and María García-Cano Torrico. Las Traviesas: Critical Feminist Educators In Their Struggle For Critical Teaching, Brian Gibbs. English Teachers’ Narratives In The Midst Of Sacred Curriculum Stories, Candace Schlein, Sara Crump, and Christa Wenger. Preservice Teachers’ Exploration Of Imaginary Futures: Using A Novel To Cross Borders Of Space, Time, And Matter In A Multicultural Education Course, Tammy Mills and Rebecca Buchanan. It Takes A Nation Of Millions: How To Freestyle A Hip Hop Curriculum, Frederick W. Gooding Jr. and T. Mark Montoya. Social Justice In Service-Learning And Community Engagement: A Conversation About Meanings, Practices, And Possibilities, Leslie Garvin, Patricia Bricker, Margaret M. Commins, Spoma Jovanovic, Kelly Misiak, Lane Perry, Sarah E. Stanlick, Elizabeth Wall-Bassett, Catherine Wright, and Patti H. Clayton. A Currere Of Maintaining Mental Health As An Administrator Through A Reflective-Practice, Arts-Based Inquiry, Joe Norris. Section III: Embodying Possibilities In Living Curriculum. Embracing Complexities, Contradictions And Plurality: Three Voices From A Hispanic-Serving Institution At The Frontera, Karin A. Lewis, Miryam Espinosa-Dulanto, and Vejoya Viren. Criando Y Creando: Latina Mothers In Academia, Freyca Calderon- Berumen and Karla O’Donald. Faraway Eyes: A Lived Curriculum Of Daughter Care, Laura M. Jewett and Zulema Williams. Identity, Fluidity, Empowerment, And Engendered Poverty: Performing A Veteran-Latina-Online-Graduate Student, Maricela Burns. Sober Awakening: Transcending The Paralysis Of Perfection Through A Practice Of Acceptance, Sarah K. Mackenzie-Dawson. Unquiet Complexion, Eva Rose B. Washburn-Repollo. Not A War Zone, Sarrah Grubb.
£87.40
Information Age Publishing Curriculum, Instruction, and Assessment:
Book SynopsisThe lives of middle school students are dynamic, and their needs and desires are always evolving. They experience more complicated lives as influences of the broader society including popular media and technology, immigration and cultural diversity, amplified political divisiveness, and bullying effect their daily lives both in and out of school. These influences have contributed to the need for more socialemotional support and the desire of students and teachers alike to find and express their voices. Since the publication of the 2002 Handbook volume focusing on curriculum, instruction, and assessment, the ideas, approaches, and practices of middle school educators and researchers have also needed to evolve and change in many ways to meet these changing realities and the needs of students, teachers, and schools. This volume includes chapters focusing on varying aspects of curriculum, instruction, and assessment currently being implemented in middle grades classrooms across the country.
£49.95
Information Age Publishing Curriculum, Instruction, and Assessment:
Book SynopsisThe lives of middle school students are dynamic, and their needs and desires are always evolving. They experience more complicated lives as influences of the broader society including popular media and technology, immigration and cultural diversity, amplified political divisiveness, and bullying effect their daily lives both in and out of school. These influences have contributed to the need for more socialemotional support and the desire of students and teachers alike to find and express their voices. Since the publication of the 2002 Handbook volume focusing on curriculum, instruction, and assessment, the ideas, approaches, and practices of middle school educators and researchers have also needed to evolve and change in many ways to meet these changing realities and the needs of students, teachers, and schools. This volume includes chapters focusing on varying aspects of curriculum, instruction, and assessment currently being implemented in middle grades classrooms across the country.
£87.40
Information Age Publishing Evidence-Based Inquiries in Ethno-STEM Research:
Book SynopsisThe purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge.So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book.Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.
£49.95
Information Age Publishing Evidence-Based Inquiries in Ethno-STEM Research:
Book SynopsisThe purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge.So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book.Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.
£87.40
Information Age Publishing Curriculum and Teaching Dialogue Volume 22,
Book Synopsis
£47.29
Information Age Publishing Curriculum and Teaching Dialogue Volume 22,
Book Synopsis
£80.54
Information Age Publishing Making A Spectacle: Examining Curriculum/Pedagogy
Book SynopsisThis book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume helps reignite a dialogue not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. They used thisas an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality.The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.
£47.45
Information Age Publishing Making A Spectacle: Examining Curriculum/Pedagogy
Book SynopsisThis book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume helps reignite a dialogue not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. They used thisas an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality.The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.
£87.40
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£44.96
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£82.80
Information Age Publishing Truth and Knowledge in Curriculum Making
Book SynopsisTruth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
£44.96
Information Age Publishing Truth and Knowledge in Curriculum Making
Book SynopsisTruth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
£82.80
Information Age Publishing School is Life, Not a Preparation for Life —
Book SynopsisTeacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.We asked authors in both contexts to address the following questions: 1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacherpupil planning serve a central role in the middle grades teacher education program or middle grades classroom? 2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom? 3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?
£44.96
Information Age Publishing School is Life, Not a Preparation for Life —
Book SynopsisTeacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.We asked authors in both contexts to address the following questions: 1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacherpupil planning serve a central role in the middle grades teacher education program or middle grades classroom? 2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom? 3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?
£82.80
Information Age Publishing On Indian Ground: The Southwest
Book SynopsisOn Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/ Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices.On Indian Ground: The Southwest looks at the history of Indian education within the southwestern states. The authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness, and cultural competence.The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian students in their educational institutions. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices. A secondary audience: American Indian education researcher.
£47.45
Information Age Publishing On Indian Ground: The Southwest
Book SynopsisOn Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/ Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices.On Indian Ground: The Southwest looks at the history of Indian education within the southwestern states. The authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness, and cultural competence.The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian students in their educational institutions. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices. A secondary audience: American Indian education researcher.
£87.40
Information Age Publishing Curriculum and Teaching Dialogue Volume 23,
Book Synopsis
£47.29
Information Age Publishing Curriculum and Teaching Dialogue Volume 23,
Book Synopsis
£80.54
Information Age Publishing Design Thinking: Research, Innovation and
Book SynopsisDesign thinking is a human-centered problem-solving process that organizations can use to address wicked and complex problems of practice. Within the PK-12 space, design thinking has been employed to engage educators in an innovative approach to address challenges like curriculum redesign, instructional engagement, and designing physical spaces. The use of design thinking in the PK-12 space is a result of the evolution of an organizational improvement process that puts people at the center of problem-solving initiatives. Design thinking is seen as both a process and a mindset that enables people to look at problems in new ways and address these problems through creative approaches.In this book we share case studies of PK-12 schools and other educational organizations that have used design thinking, as well as research studies that have studied aspects of design thinking in the PK-12 space. We have brought together a variety of research-based and illustrative case studies around design thinking in PK-12 education that explore the development and implementation of design thinking in practice.
£47.45
Information Age Publishing Design Thinking: Research, Innovation and
Book SynopsisDesign thinking is a human-centered problem-solving process that organizations can use to address wicked and complex problems of practice. Within the PK-12 space, design thinking has been employed to engage educators in an innovative approach to address challenges like curriculum redesign, instructional engagement, and designing physical spaces. The use of design thinking in the PK-12 space is a result of the evolution of an organizational improvement process that puts people at the center of problem-solving initiatives. Design thinking is seen as both a process and a mindset that enables people to look at problems in new ways and address these problems through creative approaches.In this book we share case studies of PK-12 schools and other educational organizations that have used design thinking, as well as research studies that have studied aspects of design thinking in the PK-12 space. We have brought together a variety of research-based and illustrative case studies around design thinking in PK-12 education that explore the development and implementation of design thinking in practice.
£87.40
Information Age Publishing The Kaleidoscope of Lived Curricula: Learning
Book SynopsisWithin the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings.This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula--the colored glass and objects in the lives of others--to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula.This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.
£60.35
Information Age Publishing The Kaleidoscope of Lived Curricula: Learning
Book SynopsisWithin the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings.This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula--the colored glass and objects in the lives of others--to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula.This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.
£92.70
Information Age Publishing Black Boys are Lit: Engaging PreK-3 Gifted and
Book SynopsisThis book of matrices with Black boys as the main character is designed to help gifted and talented education teachers leverage Black boys' identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom. Ford and colleagues (2005) spoke to the notion of and need for 'self-reflective instruction.' We argue that all teachers must want to and learn how to legitimize the "everyday" experiences that are learned and cultivated in the homes and communities of Black boys, and how these experiences shape their self-identities and contribute to agency (Wright, Counsell, & Tate 2015). We, therefore, advocate for the rethinking of literacies by repositioning White-centered texts that often reflect and represent power and privilege toward centering the brilliance of Black identities of Black children in general, Black boys in particular.Black boys (of all ages) want to and need to physically see positive images of themselves in books reflected at them. This representation, we argue, has the potential to become an example of a compelling counter-narrative to the history of the "all-White world" (Larrick, 1965) of children's books that only presented Black characters as "objects of ridicule and generally inferior beings" (Sims Bishop 2012, p. 6). When Black boys see themselves portrayed visually, textually, and realistically in children's books, vital messages of recognition, value, affirmation, and validation are conveyed. Recognition of the sociocultural contexts in which they live is celebrated.Books for and about Black boys must be rigorous, authentic, multicultural, and developmentally appropriate to allow them to synthesize what they have read, heard, and seen during literacy instruction in authentic and meaningful ways. Multicultural books must introduce children to information about the values of justice, fairness, and equity. Developmentally appropriate books should vary with and adapt to the age, experience, and interests of gifted and talented Black boys to allow them the opportunity to demonstrate critical thinking, textual analysis skills and convey conceptual knowledge. These stories must expose Black boys to culturally relevant counter stories -- stories that counteract the dominant discourse that has primarily depicted Black boys as "at risk" versus placed at risk; "without hope" versus hopeful; or "out of control and dangerous" (Tatum, 2005, p. 28) versus developing self-control like all other children (Wright et al., 2018).
£42.46
Information Age Publishing Black Boys are Lit: Engaging PreK-3 Gifted and
Book SynopsisThis book of matrices with Black boys as the main character is designed to help gifted and talented education teachers leverage Black boys' identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom. Ford and colleagues (2005) spoke to the notion of and need for 'self-reflective instruction.' We argue that all teachers must want to and learn how to legitimize the "everyday" experiences that are learned and cultivated in the homes and communities of Black boys, and how these experiences shape their self-identities and contribute to agency (Wright, Counsell, & Tate 2015). We, therefore, advocate for the rethinking of literacies by repositioning White-centered texts that often reflect and represent power and privilege toward centering the brilliance of Black identities of Black children in general, Black boys in particular.Black boys (of all ages) want to and need to physically see positive images of themselves in books reflected at them. This representation, we argue, has the potential to become an example of a compelling counter-narrative to the history of the "all-White world" (Larrick, 1965) of children's books that only presented Black characters as "objects of ridicule and generally inferior beings" (Sims Bishop 2012, p. 6). When Black boys see themselves portrayed visually, textually, and realistically in children's books, vital messages of recognition, value, affirmation, and validation are conveyed. Recognition of the sociocultural contexts in which they live is celebrated.Books for and about Black boys must be rigorous, authentic, multicultural, and developmentally appropriate to allow them to synthesize what they have read, heard, and seen during literacy instruction in authentic and meaningful ways. Multicultural books must introduce children to information about the values of justice, fairness, and equity. Developmentally appropriate books should vary with and adapt to the age, experience, and interests of gifted and talented Black boys to allow them the opportunity to demonstrate critical thinking, textual analysis skills and convey conceptual knowledge. These stories must expose Black boys to culturally relevant counter stories -- stories that counteract the dominant discourse that has primarily depicted Black boys as "at risk" versus placed at risk; "without hope" versus hopeful; or "out of control and dangerous" (Tatum, 2005, p. 28) versus developing self-control like all other children (Wright et al., 2018).
£78.20
Information Age Publishing Age of Inference: Cultivating a Scientific
Book SynopsisIn an age where we are inundated with information, the ability to discern verifiable information to make proper decisions and solve problems is ever more critical. Modern science, which espouses a systematic approach to making "inferences," requires a certain mindset that allows for a degree of comfort with uncertainty.This book offers inspirations and ideas for cultivating the proper mindset for the studying, teaching, and practicing of science that will be useful for those new to as well as familiar with the field. Although a paradigm shift from traditional instruction is suggested in the National Framework for K-12 science, this volume is intended to help educators develop a personal mental framework in which to transition from a teacher-centered, didactical approach to a studentcentered, evidence-guided curriculum.While the topics of the book derive from currently published literature on STEM education as they relate to the National Framework for K-12 Science and the Three-Dimensional science instruction embedded in the Next Generation Science Standards, this book also examines these topics in the context of a new societal age posited as the "Age of Inference" and addresses how to make sense of the ever-increasing deluge of information that we are experiencing by having a scientific and properly discerning mindset.Trade ReviewThis volume takes on one of the thorniest existential problems of our time, the contradiction between the exponentially growing amount of information that individuals have access to, and the diminished capacity of those individuals to understand it. Its chapters provide the reader with an introduction to the relationship between knowledge, science, and inference; needed new approaches to learning science in our new data rich world; and a discussion of what we can and must do to reduce or eliminate the growing gap between the inference have's and have nots. It is not too much to say that how we resolve the issues outlined in this volume will determine the future of our species on this planet."" — Joseph L. Graves Jr., Professor of Biological Sciences North Carolina A&T State University, Fellow, American Association for the Advancement of Science: Biological Sciences, Author of: The Emperor's New Clothes: Biological Theories of Race at the Millennium""Big data is not enough for addressing dangers to the environment or tackling threats to democracy; we need the ability to draw sound inferences from the data. Cultivating a scientific mindset requires fundamental changes to the way we teach and learn. This important and well -written volume shows how."" — Ashok Goel, Professor of Computer Science and Human Centered Computing, Georgia Institute of Technology. Editor of AI Magazine Founding Editor of AAAI's Interactive AI Magazine""If you are a science teacher concerned about the implications of information overload, analysis paralysis, and intellectual complacency on our health, economic future, and democracy, then I recommend this book."" — Michael Svec, Professor for Physics and Astronomy Education, Furman University, Fulbright Scholar to Czech Republic
£60.35
Information Age Publishing Age of Inference: Cultivating a Scientific
Book SynopsisIn an age where we are inundated with information, the ability to discern verifiable information to make proper decisions and solve problems is ever more critical. Modern science, which espouses a systematic approach to making "inferences," requires a certain mindset that allows for a degree of comfort with uncertainty.This book offers inspirations and ideas for cultivating the proper mindset for the studying, teaching, and practicing of science that will be useful for those new to as well as familiar with the field. Although a paradigm shift from traditional instruction is suggested in the National Framework for K-12 science, this volume is intended to help educators develop a personal mental framework in which to transition from a teacher-centered, didactical approach to a studentcentered, evidence-guided curriculum.While the topics of the book derive from currently published literature on STEM education as they relate to the National Framework for K-12 Science and the Three-Dimensional science instruction embedded in the Next Generation Science Standards, this book also examines these topics in the context of a new societal age posited as the "Age of Inference" and addresses how to make sense of the ever-increasing deluge of information that we are experiencing by having a scientific and properly discerning mindset.Trade ReviewThis volume takes on one of the thorniest existential problems of our time, the contradiction between the exponentially growing amount of information that individuals have access to, and the diminished capacity of those individuals to understand it. Its chapters provide the reader with an introduction to the relationship between knowledge, science, and inference; needed new approaches to learning science in our new data rich world; and a discussion of what we can and must do to reduce or eliminate the growing gap between the inference have's and have nots. It is not too much to say that how we resolve the issues outlined in this volume will determine the future of our species on this planet."" — Joseph L. Graves Jr., Professor of Biological Sciences North Carolina A&T State University, Fellow, American Association for the Advancement of Science: Biological Sciences, Author of: The Emperor's New Clothes: Biological Theories of Race at the Millennium""Big data is not enough for addressing dangers to the environment or tackling threats to democracy; we need the ability to draw sound inferences from the data. Cultivating a scientific mindset requires fundamental changes to the way we teach and learn. This important and well -written volume shows how."" — Ashok Goel, Professor of Computer Science and Human Centered Computing, Georgia Institute of Technology. Editor of AI Magazine Founding Editor of AAAI's Interactive AI Magazine""If you are a science teacher concerned about the implications of information overload, analysis paralysis, and intellectual complacency on our health, economic future, and democracy, then I recommend this book."" — Michael Svec, Professor for Physics and Astronomy Education, Furman University, Fulbright Scholar to Czech Republic
£92.70
Information Age Publishing Re-Envisioning Education: Affirming Diversity and
Book SynopsisWith increasing diversity and widening disparities in the United States and globally there are significant challenges and opportunities throughout the educational landscape. Today's educational stakeholders, particulary public school administrators and teachers, must re- envision education and collectively build equity-centered systems, structures, and practices. Confronting systemic inequality in education can be a daunting task, but it is nonetheless imperative. Connecting theory to practice, this book aims to promote inclusive educational excellence, and will offer valuable insights and inspiration to a wide range of educational stakeholders.Affirming diversity and advancing social justice requires dismantling oppressive customs and structures inside and outside of the classroom, fostering an equitable school culture, building inclusive learning environments, and increasing collective efficacy though best practice. Creating healthier schools and communities requires authentically investing in and supporting historically and socially marginalized students and families. Rooted in social justice and weaving together diverse voices from the field of education, this edited volume will examine equity-focused pre-K–12 pedagogical practices and showcase high-impact initiatives. Educators play a vital role in ensuring positive student outcomes and success, but often report feeling inadequately prepared for current challenges. Unfortunately, growing challenges are contributing to turnover rates and shortages as well as perpetuating social inequities among pre-K–12 students instead of dismantling them. A research study by the National Association of Secondary School Principals (NASSP) and the Learning Policy Institute (LPI) reveals that public schools with higher percentages of low-income students and students of color are more likely to experience administrative and teacher turnover, which compounds equity issues affecting already vulnerable students.This edited volume will provide educational stakeholders (i.e., school administrators, teachers, service providers, parents/guardians, nonprofit leaders, community members) with a deeper understanding of pedagogical practices that affirm diversity and promote social justice, while offering a current view of educational inequalities juxtaposed with an urgent call to action. School districts across the United States must recognize inequalities and provide increasingly diverse students with needed support and resources, particularly as social dispairties continue to widen and adversely impact millions of students. Through a collection of diverse voices from the field of education (university educators; pre-K–12 district leaders, schools administrators and teachers; Nonprofit leaders serving children and youth) this book will illuminate current social inequalities impacting pre-K–16 students, establish the need to affirm diversity and advance social justice, share practical examples of transformative initiatives including mindful school-family- community partnerships, feature evidence-based pedagogical practices, and provide an array of helpful resources for 21st century educational stakeholders.
£44.96
Information Age Publishing Re-Envisioning Education: Affirming Diversity and
Book SynopsisWith increasing diversity and widening disparities in the United States and globally there are significant challenges and opportunities throughout the educational landscape. Today's educational stakeholders, particulary public school administrators and teachers, must re- envision education and collectively build equity-centered systems, structures, and practices. Confronting systemic inequality in education can be a daunting task, but it is nonetheless imperative. Connecting theory to practice, this book aims to promote inclusive educational excellence, and will offer valuable insights and inspiration to a wide range of educational stakeholders.Affirming diversity and advancing social justice requires dismantling oppressive customs and structures inside and outside of the classroom, fostering an equitable school culture, building inclusive learning environments, and increasing collective efficacy though best practice. Creating healthier schools and communities requires authentically investing in and supporting historically and socially marginalized students and families. Rooted in social justice and weaving together diverse voices from the field of education, this edited volume will examine equity-focused pre-K–12 pedagogical practices and showcase high-impact initiatives. Educators play a vital role in ensuring positive student outcomes and success, but often report feeling inadequately prepared for current challenges. Unfortunately, growing challenges are contributing to turnover rates and shortages as well as perpetuating social inequities among pre-K–12 students instead of dismantling them. A research study by the National Association of Secondary School Principals (NASSP) and the Learning Policy Institute (LPI) reveals that public schools with higher percentages of low-income students and students of color are more likely to experience administrative and teacher turnover, which compounds equity issues affecting already vulnerable students.This edited volume will provide educational stakeholders (i.e., school administrators, teachers, service providers, parents/guardians, nonprofit leaders, community members) with a deeper understanding of pedagogical practices that affirm diversity and promote social justice, while offering a current view of educational inequalities juxtaposed with an urgent call to action. School districts across the United States must recognize inequalities and provide increasingly diverse students with needed support and resources, particularly as social dispairties continue to widen and adversely impact millions of students. Through a collection of diverse voices from the field of education (university educators; pre-K–12 district leaders, schools administrators and teachers; Nonprofit leaders serving children and youth) this book will illuminate current social inequalities impacting pre-K–16 students, establish the need to affirm diversity and advance social justice, share practical examples of transformative initiatives including mindful school-family- community partnerships, feature evidence-based pedagogical practices, and provide an array of helpful resources for 21st century educational stakeholders.
£82.80
Information Age Publishing The Wisdom Way of Teaching: Educating for Social
Book SynopsisImmense challenges now face the global community. How can educators train the next generation of students to deal with the vast array of issues awaiting them in every sector of society? Written as a testimony to three decades of experimentation with these challenges in mind, Hong Kong International School humanities teacher Dr. Marty Schmidt draws upon the universal Wisdom tradition to propose pedagogical frameworks that combine what he calls the yang of social conscience with the yin of inner awakening. This yin-yang approach forms the basis of the The Wisdom Way of Teaching, which describes in curricular detail how to cultivate the whole person development of students.Trade ReviewThe Wisdom Way of Teaching is both a manifesto and a manual of what transformative education needs to be in the years to come. I felt inspired to read about the impact of a holistic curriculum that integrates service-learning and spiritual practice. Brick by brilliant brick, Marty Schmidt builds that all-important bridge between the inner world and the outer world. The principles and practices that Marty lays out in generous detail can be applied to classrooms of all kinds and ages. I wish every teacher could read this book!" — Fran Grace, University of Redlands "For secondary teachers and other educators working at the intersection of social justice and spirituality, Marty's book offers practical examples, creative activities, and cross-cultural teaching stories from a lifetime of impassioned teaching. Informed by his deep study of Eastern and Western spiritual traditions, this book comes from the heart of a teacher, infused with contemplative insight, and inspired by a love of the world — the broken world that is and the better world that could be." — Vachel Miller, Appalachian State UniversityTable of ContentsDedication and Acknowledgements. Foreword, Cynthia Bourgeault. Introduction: Introducing the Wisdom Way of Teaching. PART I: TEACHING FOR SOCIAL CONSCIENCE. CHAPTER 1: My Journey of Teaching for Social Conscience. CHAPTER 2: Humanities I in Action Curriculum and the Impact of Social Conscience Education. CHAPTER 3: Is Ignorance Bliss? Teaching About Chocolate Slavery on Day One. CHAPTER 4: The Heroic Journey from Self-Focus to Compassion: Mentoring Students Through an Orphanage Trip Experience. CHAPTER 5: The Elixir Project: Initiating a Path Towards Meaningful Adulthood. CHAPTER 6: Principles of Social Conscience Curriculum Design. CHAPTER 7: The Four Essential Roles of Social Conscience Teachers. PART II: TEACHING FOR INNER AWAKENING. CHAPTER 8: My Journey of Teaching for Inner Awakening. CHAPTER 9: The Essentials of a Curriculum for Self-Understanding: The Body-Mind-Heart Framework in Service, Society, and the Sacred. CHAPTER 10: Balancing Body, Mind, and Heart: Introducing the Wisdom Tradition in a World Religions Class. CHAPTER 11: Waking Up to the Vertical Dimension: Student Reflections on a PracticeBased Religion Curriculum in Spiritual Explorations. CHAPTER 12: Teaching Toward Inner Awakening Through a Spiritual Practices Project in SPEX. CHAPTER 13: The Wisdom Way of Knowing and Teaching: The Epistemological Foundations of SPEX Teachers. PART III: SPECIAL TOPICS IN INNER AWAKENING. CHAPTER 14: Teaching Consciousness of the Body: Two Practitioners in Dialogue, Sangeeta Bansal and Marty Schmidt. CHAPTER 15: Non-Reactivity: The Supreme Practice of Everyday Life. CHAPTER 16: Dealing With the Accuser: Befriending Your Inner Critic, Sangeeta Bansal and Marty Schmidt. PART IV: REFLECTIONS ON THE WISDOM WAY OF TEACHING. CHAPTER 17: Teacher Perspectives. CHAPTER 18: Student Voices. CHAPTER 19: My Wisdom Way of Teaching Philosophy. Appendix A: Interview about Humanities I in Action. Appendix B: Exemplary "Service, Society, and the Sacred" Final Essays. Appendix C: My Worldview: Do I Believe in a Vertical Dimension? Appendix D: Overview of the SPEX Curriculum. References.
£47.45
Information Age Publishing The Wisdom Way of Teaching: Educating for Social
Book SynopsisImmense challenges now face the global community. How can educators train the next generation of students to deal with the vast array of issues awaiting them in every sector of society? Written as a testimony to three decades of experimentation with these challenges in mind, Hong Kong International School humanities teacher Dr. Marty Schmidt draws upon the universal Wisdom tradition to propose pedagogical frameworks that combine what he calls the yang of social conscience with the yin of inner awakening. This yin-yang approach forms the basis of the The Wisdom Way of Teaching, which describes in curricular detail how to cultivate the whole person development of students.Trade ReviewThe Wisdom Way of Teaching is both a manifesto and a manual of what transformative education needs to be in the years to come. I felt inspired to read about the impact of a holistic curriculum that integrates service-learning and spiritual practice. Brick by brilliant brick, Marty Schmidt builds that all-important bridge between the inner world and the outer world. The principles and practices that Marty lays out in generous detail can be applied to classrooms of all kinds and ages. I wish every teacher could read this book!" — Fran Grace, University of Redlands "For secondary teachers and other educators working at the intersection of social justice and spirituality, Marty's book offers practical examples, creative activities, and cross-cultural teaching stories from a lifetime of impassioned teaching. Informed by his deep study of Eastern and Western spiritual traditions, this book comes from the heart of a teacher, infused with contemplative insight, and inspired by a love of the world — the broken world that is and the better world that could be." — Vachel Miller, Appalachian State UniversityTable of ContentsDedication and Acknowledgements. Foreword, Cynthia Bourgeault. Introduction: Introducing the Wisdom Way of Teaching. PART I: TEACHING FOR SOCIAL CONSCIENCE. CHAPTER 1: My Journey of Teaching for Social Conscience. CHAPTER 2: Humanities I in Action Curriculum and the Impact of Social Conscience Education. CHAPTER 3: Is Ignorance Bliss? Teaching About Chocolate Slavery on Day One. CHAPTER 4: The Heroic Journey from Self-Focus to Compassion: Mentoring Students Through an Orphanage Trip Experience. CHAPTER 5: The Elixir Project: Initiating a Path Towards Meaningful Adulthood. CHAPTER 6: Principles of Social Conscience Curriculum Design. CHAPTER 7: The Four Essential Roles of Social Conscience Teachers. PART II: TEACHING FOR INNER AWAKENING. CHAPTER 8: My Journey of Teaching for Inner Awakening. CHAPTER 9: The Essentials of a Curriculum for Self-Understanding: The Body-Mind-Heart Framework in Service, Society, and the Sacred. CHAPTER 10: Balancing Body, Mind, and Heart: Introducing the Wisdom Tradition in a World Religions Class. CHAPTER 11: Waking Up to the Vertical Dimension: Student Reflections on a PracticeBased Religion Curriculum in Spiritual Explorations. CHAPTER 12: Teaching Toward Inner Awakening Through a Spiritual Practices Project in SPEX. CHAPTER 13: The Wisdom Way of Knowing and Teaching: The Epistemological Foundations of SPEX Teachers. PART III: SPECIAL TOPICS IN INNER AWAKENING. CHAPTER 14: Teaching Consciousness of the Body: Two Practitioners in Dialogue, Sangeeta Bansal and Marty Schmidt. CHAPTER 15: Non-Reactivity: The Supreme Practice of Everyday Life. CHAPTER 16: Dealing With the Accuser: Befriending Your Inner Critic, Sangeeta Bansal and Marty Schmidt. PART IV: REFLECTIONS ON THE WISDOM WAY OF TEACHING. CHAPTER 17: Teacher Perspectives. CHAPTER 18: Student Voices. CHAPTER 19: My Wisdom Way of Teaching Philosophy. Appendix A: Interview about Humanities I in Action. Appendix B: Exemplary "Service, Society, and the Sacred" Final Essays. Appendix C: My Worldview: Do I Believe in a Vertical Dimension? Appendix D: Overview of the SPEX Curriculum. References.
£87.40
Information Age Publishing Innovative Curricular and Pedagogical Designs in
Book SynopsisUnequivocally, advocacy for bilingual learners has been at the forefront of educators' work and has also led to critical theoretical advancements and policies. Nevertheless, the bilingual education field has been challenged by "unsystematic curricular innovations and few important pedagogical advances" (Garcí a, in Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on curricular and pedagogical innovations in bilingual teacher education and its impact on bilingual curriculum and instruction is still nascent. This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings. As such, two main questions guiding the orchestration of the volume are: (a) What innovative curricular and pedagogical designs characterize the field of bilingual teacher education in 21st century? and (b) How do or could these innovative curricular and pedagogical approaches for educating future bilingual teachers influence teacher practices in bilingual contexts for advancing curriculum, pedagogy and the achievement of bilingual learners? Following the knowledge construction process characterizing how new curricular and pedagogical developments are established in the field of bilingual teacher education, a distinctive feature of the volume pertains to how its twelve chapters are organized along efforts to develop, implement, and/or research innovative bilingual teacher preparation practices from a range of theoretical, analytical, and research traditionsTable of ContentsForeword, Carmen M. Martínez-Roldán. Acknowledgments. Introduction. Pushing the Boundaries of Curricular and Pedagogical Innovations in Bilingual Teacher Education: Toward Renewed Movement Building, Cristian R. Aquino-Sterling, Belinda Bustos Flores, and Mileidis Gort. PART I: CONCEPTUALIZING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Conceptualizing and Realizing Bilingual Education for Social Transformation, María del Rosario Zavala and Josephine Arce. Nuevos desafío s: la importancia de ideologí as heteroglo sicas y crí ticas en la capacitacio n docente bilingu e, Katherine Barko-Alva y Christian E. Zu?n?iga. Reconceptualizing Bilingual/Dual-Language Teacher Education to Promote Disciplinary Biliteracies in STEM, Marialuisa Di Stefano, Idalis Villanueva Alarcón, and Alberto Esquinca. Cultivating Bilingual Education in Massachusetts: From Survival to Restoration, Jasmine Alvarado and Patrick Proctor. PART II: IMPLEMENTING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Bilingual Coteaching in the Art Museum: A Linguistic and Culturally Authentic Field Instruction Experience for Bilingual Teacher Education Candidates, Haydee? Marie Rodríguez, Lucía Cárdenas Curiel, and Andrea Saenz. Learning to Listen to Multilingual Kids: Merging Theory and Practice in Preservice Bilingual Teacher Education, Janelle Franco, Andre?a C. Minkoff, Marjorie Faulstich Orellana. El desarrollo de competencias en espan?ol pedago gico: hacia una visio n multidimensional del quehacer lingu í stico del docente en educacio n bilingu e, Cristian R. Aquino-Sterling. PART III: RESEARCHING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Teaching and Learning Multiliteracies: Case Study of Bilingual Teacher Candidates in a Clinically-Rich Literacy Methods Course, Anissa Wicktor Lynch and Elizabeth A. Morphis. Reconsidering Teaching and Learning in the Bilingual Mathematics Classroom, Gladys H. Krause and Luz A. Maldonado Rodríguez. Developing a Funds of Knowledge Inventory to Enhance Instruction in Bilingual Settings, Eric J. Johnson. Afterword, Patricia Sánchez. Contributors. Index
£44.96
Information Age Publishing Innovative Curricular and Pedagogical Designs in
Book SynopsisUnequivocally, advocacy for bilingual learners has been at the forefront of educators' work and has also led to critical theoretical advancements and policies. Nevertheless, the bilingual education field has been challenged by "unsystematic curricular innovations and few important pedagogical advances" (Garcí a, in Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on curricular and pedagogical innovations in bilingual teacher education and its impact on bilingual curriculum and instruction is still nascent. This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings. As such, two main questions guiding the orchestration of the volume are: (a) What innovative curricular and pedagogical designs characterize the field of bilingual teacher education in 21st century? and (b) How do or could these innovative curricular and pedagogical approaches for educating future bilingual teachers influence teacher practices in bilingual contexts for advancing curriculum, pedagogy and the achievement of bilingual learners? Following the knowledge construction process characterizing how new curricular and pedagogical developments are established in the field of bilingual teacher education, a distinctive feature of the volume pertains to how its twelve chapters are organized along efforts to develop, implement, and/or research innovative bilingual teacher preparation practices from a range of theoretical, analytical, and research traditions.Table of ContentsForeword, Carmen M. Martínez-Roldán. Acknowledgments. Introduction. Pushing the Boundaries of Curricular and Pedagogical Innovations in Bilingual Teacher Education: Toward Renewed Movement Building, Cristian R. Aquino-Sterling, Belinda Bustos Flores, and Mileidis Gort. PART I: CONCEPTUALIZING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Conceptualizing and Realizing Bilingual Education for Social Transformation, María del Rosario Zavala and Josephine Arce. Nuevos desafío s: la importancia de ideologí as heteroglo sicas y crí ticas en la capacitacio n docente bilingu e, Katherine Barko-Alva y Christian E. Zu?n?iga. Reconceptualizing Bilingual/Dual-Language Teacher Education to Promote Disciplinary Biliteracies in STEM, Marialuisa Di Stefano, Idalis Villanueva Alarcón, and Alberto Esquinca. Cultivating Bilingual Education in Massachusetts: From Survival to Restoration, Jasmine Alvarado and Patrick Proctor. PART II: IMPLEMENTING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Bilingual Coteaching in the Art Museum: A Linguistic and Culturally Authentic Field Instruction Experience for Bilingual Teacher Education Candidates, Haydee? Marie Rodríguez, Lucía Cárdenas Curiel, and Andrea Saenz. Learning to Listen to Multilingual Kids: Merging Theory and Practice in Preservice Bilingual Teacher Education, Janelle Franco, Andre?a C. Minkoff, Marjorie Faulstich Orellana. El desarrollo de competencias en espan?ol pedago gico: hacia una visio n multidimensional del quehacer lingu í stico del docente en educacio n bilingu e, Cristian R. Aquino-Sterling. PART III: RESEARCHING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Teaching and Learning Multiliteracies: Case Study of Bilingual Teacher Candidates in a Clinically-Rich Literacy Methods Course, Anissa Wicktor Lynch and Elizabeth A. Morphis. Reconsidering Teaching and Learning in the Bilingual Mathematics Classroom, Gladys H. Krause and Luz A. Maldonado Rodríguez. Developing a Funds of Knowledge Inventory to Enhance Instruction in Bilingual Settings, Eric J. Johnson. Afterword, Patricia Sánchez. Contributors. Index
£82.80
Information Age Publishing Short Geometry Labs: Visual and Tactile
Book SynopsisMuch of the content that students study in a high school geometry course is totally new to them. The middle school mathematics curriculum does not contain preparatory work for many of these topics as it does in preparing students for the study of Algebra. The proposed text would be a landmark book giving students the ability to gain some understanding of the content before it is formally addressed in the lesson in the course.While many teachers use initial classroom activities called 'DoNows,' there are no structured materials available to teachers of Geometry for this purpose. When teachers do use them, these activities are constructed by the teachers. The text provides the teachers with such materials and is structured to address what the teachers are about to present to the students. The Labs can also be used for exploration of topics at the middle school level enhancing the program there and giving students a better preparation for their high school Geometry program.Table of Contents SECTION I: Angles SECTION II: Area and Surface Area SECTION III: Circles SECTION IV: Congruence SECTION V: Geometry in Space SECTION VI: Midpoint SECTION VII: Parallel Lines SECTION VIII: Perimeter SECTION IX: Perpendicular Lines SECTION X: Properties of Polygons SECTION XI: Pythagorean Theorem and Distance Formula SECTION XII: Similarity SECTION XIII: Triangles SECTION XIV: Volume
£44.96
Information Age Publishing Short Geometry Labs: Visual and Tactile
Book SynopsisMuch of the content that students study in a high school geometry course is totally new to them. The middle school mathematics curriculum does not contain preparatory work for many of these topics as it does in preparing students for the study of Algebra. The proposed text would be a landmark book giving students the ability to gain some understanding of the content before it is formally addressed in the lesson in the course.While many teachers use initial classroom activities called 'DoNows,' there are no structured materials available to teachers of Geometry for this purpose. When teachers do use them, these activities are constructed by the teachers. The text provides the teachers with such materials and is structured to address what the teachers are about to present to the students. The Labs can also be used for exploration of topics at the middle school level enhancing the program there and giving students a better preparation for their high school Geometry program.Table of Contents SECTION I: Angles SECTION II: Area and Surface Area SECTION III: Circles SECTION IV: Congruence SECTION V: Geometry in Space SECTION VI: Midpoint SECTION VII: Parallel Lines SECTION VIII: Perimeter SECTION IX: Perpendicular Lines SECTION X: Properties of Polygons SECTION XI: Pythagorean Theorem and Distance Formula SECTION XII: Similarity SECTION XIII: Triangles SECTION XIV: Volume
£82.80
Information Age Publishing School-University-Community Collaboration for
Book SynopsisThe Campaign for the Civic Mission of Schools (2011) lamented the "lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government" (p. 4). Preus et al. (2016) cited literature to support their observation of "a decline in high-quality civic education and a low rate of civic engagement of young people" (p. 67). Shapiro and Brown (2018) asserted that "civic knowledge and public engagement is at an all-time low" (p. 1). Writing as a college senior, Flaherty (2020) urged educators to "bravely interpret . . . national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings" (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.Table of Contents Introduction Youth Participatory Action Research to Engage Bilingual High School Students and Community Partners in Dissemination of Public Health Research Findings - Jenica Finnegan, Cynthia M. Alcantar, Julie E. Lucero, Dave Crowther, Ruben Dagda, Janet Usinger, and Jacque Ewing-Taylor Barriers to National Service: College Student Perceptions About Community Engagement - Alexander Pope IV, Patrick O'Brien, Karen Feagin, Sara Heim, Ashley Daniels, Nancy Shapiro, and Dewayne Morgan Fighting the Civic Desert: Interdisciplinary Approaches to Empowering Educators - Brigid Beaubien, Amanda O. Maher, Amanda C. Stype, and Jeffrey L. Bernstein Bringing Civic Engagement and Anti-Racist Social Justice Curriculum Alive: Preparing Social Studies Teacher Candidates for Civic Engagement in Response to Student, School, and Community Needs - Gayle Y. Thieman, Benjamin Bruhn, and Theresa Nguyen A Partnership for Civic Learning: Findings From a Civic Attitude and Engagement Survey of Florida Grade 7 Students - Stephen S. Masyada, Elizabeth Yeager Washington, and L. Douglas Dobson A Partnership Model for Incorporating Holocaust Education Into Middle School Civics - Terri Susan Fine, Jennifer Renee Adkison, and Rachel E. Smith Promoting Civic Learning Through a Distributed Partnership Model Grounded in Story and Music: A Case of the Willesden Project - Karen A. Kim, and Claudia R. Wiedeman Centering the Epistemologies of Black People in Family–School–University Partnerships to Support Students - Yvette C. Latunde and Cynthia Glover Woods Civic Engagement and Sport Participation: Building a Stronger Social Landscape in the United States - Cameron Kiosoglous When the Logical Course of Action Is to Kick in the Door: The Ballad of the North Las Vegas High School/Nevada College in North Las Vegas Dual Enrollment Partnership - Zachary Scott Robbins About the Editors About the Contributors
£47.45
Information Age Publishing School-University-Community Collaboration for
Book SynopsisThe Campaign for the Civic Mission of Schools (2011) lamented the "lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government" (p. 4). Preus et al. (2016) cited literature to support their observation of "a decline in high-quality civic education and a low rate of civic engagement of young people" (p. 67). Shapiro and Brown (2018) asserted that "civic knowledge and public engagement is at an all-time low" (p. 1). Writing as a college senior, Flaherty (2020) urged educators to "bravely interpret . . . national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings" (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.Table of Contents Introduction Youth Participatory Action Research to Engage Bilingual High School Students and Community Partners in Dissemination of Public Health Research Findings - Jenica Finnegan, Cynthia M. Alcantar, Julie E. Lucero, Dave Crowther, Ruben Dagda, Janet Usinger, and Jacque Ewing-Taylor Barriers to National Service: College Student Perceptions About Community Engagement - Alexander Pope IV, Patrick O'Brien, Karen Feagin, Sara Heim, Ashley Daniels, Nancy Shapiro, and Dewayne Morgan Fighting the Civic Desert: Interdisciplinary Approaches to Empowering Educators - Brigid Beaubien, Amanda O. Maher, Amanda C. Stype, and Jeffrey L. Bernstein Bringing Civic Engagement and Anti-Racist Social Justice Curriculum Alive: Preparing Social Studies Teacher Candidates for Civic Engagement in Response to Student, School, and Community Needs - Gayle Y. Thieman, Benjamin Bruhn, and Theresa Nguyen A Partnership for Civic Learning: Findings From a Civic Attitude and Engagement Survey of Florida Grade 7 Students - Stephen S. Masyada, Elizabeth Yeager Washington, and L. Douglas Dobson A Partnership Model for Incorporating Holocaust Education Into Middle School Civics - Terri Susan Fine, Jennifer Renee Adkison, and Rachel E. Smith Promoting Civic Learning Through a Distributed Partnership Model Grounded in Story and Music: A Case of the Willesden Project - Karen A. Kim, and Claudia R. Wiedeman Centering the Epistemologies of Black People in Family–School–University Partnerships to Support Students - Yvette C. Latunde and Cynthia Glover Woods Civic Engagement and Sport Participation: Building a Stronger Social Landscape in the United States - Cameron Kiosoglous When the Logical Course of Action Is to Kick in the Door: The Ballad of the North Las Vegas High School/Nevada College in North Las Vegas Dual Enrollment Partnership - Zachary Scott Robbins About the Editors About the Contributors
£87.40
Information Age Publishing Instructional Design Fieldbook
Book SynopsisFrom a field developed out of the need to train military personnel at scale to its current role in enabling virtual learning and training experiences, instructional design has developed into a complex, multifaceted discipline. The modern instructional design process goes by many names (e.g., learning experience design, learning engineering, training and development, organizational development) and continues to adapt with continual changes in society and skill development needs. From mobile to remote learning as well as online and traditional classrooms, instructional designers are faced with meeting the learner where they are to design authentic and engaging learning experiences. Additionally, learning development needs have expanded outside of formal learning into professional development, on the job training, and continuous learning.Table of Contents Foreword - Luke Hobson Introduction - Kathryn A. Wolfe-Burleson, Josh Herron, and Wanda V. Chaves SECTION I: CURRENT TOPICS Introduction A Case Study in Connecting Students and Learning in a Pandemic Era: Enhancing Student Engagement and Persistence - Melanie Morgan Jackson Navigating Buy-In: Implementing a University-Wide Accessibility Initiative - Amy Ostrom and Jeremy Dickerson SECTION II: K–12 EDUCATION Introduction The Making of Makerspaces in the Elementary Classroom - Maghan Evans Churchill Bringing Instructional Design and Educational Technology to K–12 - Kathryn A. Wolfe-Burleson SECTION III: HIGHER EDUCATION Introduction Team-Based Design: A Case Study - Gary Chinn, Kate Miffitt, and Katrina Wehr Is Pedagogy as Important as We Think - JeVaughn Lancaster SECTION IV: BUSINESS Introduction Development Rich-Time Poor: How Game Based Developmental Experiences Provide Impactful Performance Interventions for Corporate Learners - Allyson L. Copeland, Madhura Sarkar, Brooke B. Saldivar, and Elaine C. Tricoli Changing Processes, Changing Minds: Achieving Radical Results in Manufacturing - Ed Cucinelli and Wanda V. Chaves A University Partnership to Develop a Family-Owned Enterprise Training Program - Josh Herron, Andria Carpenter, and Scott Whitaker SECTION V: ENTERTAINMENT Introduction The Creation of Cirque du Soleil's Acro-Artistic Training Program - Caitlan Maggs, Bernard Petiot, and Wanda V. Chaves Building Multicultural Strength to Enhance Customer and Employee Experience - Angie Sola and Wanda V. Chaves SECTION VI: HEALTHCARE Introduction Urgent Medical Training During the COVID-19 Pandemic - Natalie Budesa Implementation of EHR in an Ophthalmic/Optometric Office - LaToya C. Ligon About the Authors
£44.96
