Education / Educational sciences / Pedagogy Books

Book SynopsisThis set of essays critically analyze global citizenship by bringing together leading ideas about citizenship and the commons in this time that both needs and resists a global perspective on issues and relations. Education plays a significant role in how we come to address these issues and this volume will contribute to ensuring that equity, global citizenship, and the common wealth provide platforms from which we might engage in transformational, collective work.Table of Contents1. Global Citizenship, Common Wealth, and Uncommon Citizenships: An Introduction  Lynette Shultz and Thashika Pillay 2. The Contradictions of International Education and International Development: Counter-Eurocentric Perspectives  Ali A. Abdi 3. Aboriginal Women, Uncommon Citizens  Marlene E. McKay 4. Cycles of Learning and Unlearning through Literary Study: Reading Marginalized Experience Narratives for Critical Global Citizenship Education  Carrie Karsgaard 5. The Scholarship of Engagement: Moving Higher Education from Isolated Islands to an Inclusive Space  Grace Rwiza and Chouaib El Bouhali 6. Seeking “Global Citizenship” in Graduate Library and Information Studies Education  Toni Samek and Christina Palech 7. The Role of Host Villages in Fostering Cosmopolitan Values among ISL Participants  Harry Smaller, Michael O’Sullivan, Xochilt Hernández and Ashley Rerrie 8. Security in a World of Strangers: Exploring the Lived Meaning of Help Giving to International Students  Derek Tannis 9. Southern Struggles over “Knowing” and Their Significance for the Politics of Global Citizenship  Crain Soudien 10. Dance for Change: Seeking Tribal Citizenship and Identity  Karen J. Pheasant-Neganigwane 11. Global Citizenship Education as a UNESCO Key Theme: More of the Same or Opportunities for Thinking ‘Otherwise’?  Karen Pashby 12. Citizenship and Education for Adult Newcomers  Sung Kyung Ahn 13. Transgressive Learning: Journey to Becoming Ecocentric  Irene Friesen Wolfstone About the Contributors Index

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Book SynopsisThis set of essays critically analyze global citizenship by bringing together leading ideas about citizenship and the commons in this time that both needs and resists a global perspective on issues and relations. Education plays a significant role in how we come to address these issues and this volume will contribute to ensuring that equity, global citizenship, and the common wealth provide platforms from which we might engage in transformational, collective work.Table of Contents1. Global Citizenship, Common Wealth, and Uncommon Citizenships: An Introduction  Lynette Shultz and Thashika Pillay 2. The Contradictions of International Education and International Development: Counter-Eurocentric Perspectives  Ali A. Abdi 3. Aboriginal Women, Uncommon Citizens  Marlene E. McKay 4. Cycles of Learning and Unlearning through Literary Study: Reading Marginalized Experience Narratives for Critical Global Citizenship Education  Carrie Karsgaard 5. The Scholarship of Engagement: Moving Higher Education from Isolated Islands to an Inclusive Space  Grace Rwiza and Chouaib El Bouhali 6. Seeking “Global Citizenship” in Graduate Library and Information Studies Education  Toni Samek and Christina Palech 7. The Role of Host Villages in Fostering Cosmopolitan Values among ISL Participants  Harry Smaller, Michael O’Sullivan, Xochilt Hernández and Ashley Rerrie 8. Security in a World of Strangers: Exploring the Lived Meaning of Help Giving to International Students  Derek Tannis 9. Southern Struggles over “Knowing” and Their Significance for the Politics of Global Citizenship  Crain Soudien 10. Dance for Change: Seeking Tribal Citizenship and Identity  Karen J. Pheasant-Neganigwane 11. Global Citizenship Education as a UNESCO Key Theme: More of the Same or Opportunities for Thinking ‘Otherwise’?  Karen Pashby 12. Citizenship and Education for Adult Newcomers  Sung Kyung Ahn 13. Transgressive Learning: Journey to Becoming Ecocentric  Irene Friesen Wolfstone About the Contributors Index

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Book SynopsisThis book covers the narratives of three authors who have different educational backgrounds, academic experiences, and fields of study. It interrogates and discusses the topic of educational assessment in different education systems, which represent eastern and western cultures and political contexts. The book provides recommendations for developing teachers’ assessment literacy in teacher education and professional development programs. It also serves as a springboard for futher inquiry into the subject.

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Book SynopsisThis book covers the narratives of three authors who have different educational backgrounds, academic experiences, and fields of study. It interrogates and discusses the topic of educational assessment in different education systems, which represent eastern and western cultures and political contexts. The book provides recommendations for developing teachers’ assessment literacy in teacher education and professional development programs. It also serves as a springboard for futher inquiry into the subject.

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Book SynopsisThe transformative power of education is widely recognised. Yet, harnessing the transformative power of education is complex for exactly those people and communities who would benefit the most. Much scholarship is available describing the ways in which educational access, opportunity and outcomes are unequally distributed; and much scholarship is dedicated to analysing and critiquing the ‘problems’ of education. This volume gratefully builds on such analysis, to take a more constructive stance: examining how to better enable education to fulfil its promise of transforming lives. Harnessing the Transformative Power of Education returns overall to a broader language of educational change rather than reduce our sense of scale and scope of ‘transformation’ to what might be measured in or by schools. It offers a series of practical, local but system wide and socially responsible practices, policies and analyses to support the ways that education can work at its best. The projects described here vary in scale and scope but are rooted in a wider sense of community and social responsibility so that education is considered as a necessary sustainable process to ensure productive futures for all. Its contributors include not only scholars, but also professional experts and young people. The book’s aim is to share and advance authentic possibilities for enabling all children and young people to flourish through the transformative power of education.Table of ContentsForeword  Frances Underwood List of Figures and Tables Notes on Contributors 1 The Transformative Potential of Education  Becky Shelley, Kitty te Riele, Natalie Brown and Jodee Wilson PART 1: Themes and Concepts Vignette A: Learning Outside School  Ellie Kearnes, Denise Delphin and Tristam Fitzallen (with Tess Crellin) 2 Lateral Violence in Aboriginal Communities: From Awareness to Transformations  Yvonne Clark and Karen Glover 3 Building Strong and Supportive Communities: Developing a Child Standpoint  Sharon Bessell 4 What Do We Really Mean by Educational Attainment?  Katrina Beams and Natalie Brown PART 2: Enabling Success in Learning Vignette B: Exploring Successful Learning with Lucas and Lily: What Can a School-University Partnership Offer to Enhance the Education of Senior Secondary Students and Prepare Them for What’s Next in Their Learning?  Jess Woodroffe, Tom Viney, Michael Craw, Lily Spencer and Lucas Long 5 Using the Practice of Statistics to Design Students’ Experiences in STEM Education  Noleine Fitzallen and Jane Watson 6 Pedagogies in Science Education for Social Justice  Barbara Kameniar and Jacinta Duncan 7 A Framework for Quality Flexible Learning Programs  Kitty te Riele PART 3: Identity, Well-Being and Learning Vignette C: Students as Agents of Change  Brodie Kennedy, Sophie Reid and Sue Stack 8 Learning with the Children’s University  Becky Shelley, Georgia Sutton and Karen Eyles 9 Beyond Me-Ism: Teamwork, Team Building and Cooperation in Flexible Learning Environments  Fiona MacDonald, Bethany Easton and Dorothy Bottrell 10 The Transformative Power of Gratitude in Education  Kerry Howells 11 Passport to Better Health and Education Outcomes for Tasmania’s Children  Andrew P. Hills, Megan Gibson and Trevor Brown 12 HealthLit4Kids: Building Health Literacy from the School Ground Up  Rose Nash, Shandell Elmer and Richard Osborne PART 4: Collaboration and Partnership Vignette D: The Power of Collaboration and Partnership: Stories of the Brooker Highway  Emily Bullock and Kate Gross 13 The Spatialities of School-Parent-Community Engagement  Elaine Stratford, Sue Kilpatrick, Robin Katersky Barnes, Gemma Burns and Sarah Fischer 14 Enabling the Work of Flexible and Inclusive Learning Providers through Collaboration, Partnerships and Networks  Louisa Ellum 15 Transforming Trajectories for Disadvantaged Young Children: Lessons from Tasmania’s Child and Family Centres  Nick Hopwood 16 Cultivating Professional Learning Partnerships in Tasmania  Abbey MacDonald and Katie Wightman Afterword  Julian Sefton-Green Index

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Book SynopsisThe possibilities of gaming for transformative and equity-driven instructional teaching practice are more robust than ever before. And yet, support for designing playful learning opportunities are too often not addressed or taught in professional development or teacher education programs. Considering the complex demands in public schools today and the niche pockets of extracurricular engagement in which youth find themselves, Playing with Teaching serves as a hands-on resource for teachers and teacher educators. Particularly focused on how games – both digital and non-digital – can shape unique learning and literacy experiences for young people today, this book’s chapters look at numerous examples that educators can bring into their classrooms today. By exploring how teachers can support literacy practices through gaming, this volume provides specific strategies for heightening literacy learning and playful experiences in classrooms. The classroom examples of gameful teaching described in each chapter not only provide practical examples of games and learning, but offer critical perspectives on why games in literacy classrooms matter today. Through depictions of cutting-edge of powerful and playful pedagogy, this book is not a how-to manual. Rather, Playing with Teaching fills a much-needed space demonstrating how games are applied in classrooms today. It is an invitation to reimagine classrooms as spaces to newly investigate playful approaches to teaching and learning with adolescents. Roll the dice and give playful literacy instruction a try. Contributors are: Jill Bidenwald, Jennifer S. Dail, Elizabeth DeBoeser, Antero Garcia, Kip Glazer, Emily Howell, Lindy L. Johnson, Rachel Kaminski Sanders, Jon Ostenson, Chad Sansing, and Shelbie Witte.Table of ContentsForeword  Ken Lindblom List of Figures and Tables Notes on Contributors Introduction: Taking Literacies of Play Seriously  Antero Garcia, Jennifer S. Dail and Shelbie Witte PART 1: Writing and Text-Based Models of Play Introduction to Part 1: Writing and Text-Based Models of Play  Antero Garcia, Shelbie Witte and Jennifer S. Dail 1 Writing through Gaming: A Youth Writing Camp Perspective  Emily Howell and Rachel Kaminski Sanders 2 Time to Level Up: Learning through Play in a Writing Classroom  Rachel Kaminski Sanders 3 Gaming the System: Engaging Students in the Imaginative Worlds of Young Adult Literature through Role-Playing Games  Lindy l. Johnson and Elizabeth Deboeser 4 Imparting Empathy with Gaming Experiences: A Conversation with the Developers of Thorny Games  Shelbie Witte and Jill Bindewald (with Oklahoma State University English Education Students) PART 2: Videogames and Critical Literacies in ELA Classrooms Introduction to Part 2: Videogames and Critical Literacies in ELA Classrooms  Antero Garcia, Shelbie Witte and Jennifer S. Dail 5 A Critical Examination of Adolescence through Video Games  Jon Ostenson 6 Video Game Creation as an Instructional Strategy: A New Way to Apply the Tpack Framework in K-12 Education  Kip Glazer 7 Practical Advice for Teaching and Learning with Games: Foster Agency and Ownership with an Intentional Approach to Games  Chad Sansing Index

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Book SynopsisMost debates about the so-called research-practice gap in TESOL have focused on a one-way transfer of research evidence from the context of origin to the context of application. Rather than continuing such debates, Knowledge Mobilization in TESOL: Connecting Research and Practice sheds light on what happens after research is transferred to contexts of practice such as the classroom. It explores whether or not, and under what circumstances, research can make contributions to teachers’ professional learning and development. By featuring English language teachers’ first-hand accounts of research utilization, the book highlights the complex processes of making research-based knowledge meaningful for pedagogical practice. It shows why the success of any knowledge mobilization project depends on sensitivity to context and teachers’ interpretive engagement with research-based recommendations. Written in a lucid and accessible style, Knowledge Mobilization in TESOL: Connecting Research and Practice will appeal to a broad readership interested in research utilization in the field of education, especially in TESOL. It will be an informative text for pre-service and graduate courses in TESOL, ELT, applied linguistics, teacher education, and education policy studies. In-service teachers, teacher educators, program administrators, and funding agencies will also find it to be a valuable resource. Contributors are: Chris Banister, Leigh Yohei Bennett, Xin Chen, Tiffany Johnson, Kendon Kurzer, Cynthia Macknish, Michael McLelland, Nashwa Donna M. Neary, Gina Paschalidou, Aysenur Sagdic, Nashaat Sobhy, Nguyen Thi Thuy Loan, Lorena Valmori, and Robert E. White.Trade Review“This thoughtful collection, featuring teacher research from Asia, Europe and North America, highlights the dialogical nature of research and practice. As the authors demonstrate, the so-called research-practice gap only exists for those—researchers or practitioners—who choose not to engage in either. The volume is an excellent reminder that it is practitioners and their professional agency that determine the impact of research on practice. Readers should not expect examples of how research can be blindly replicated in any classroom. Rather, they should look forward to reading multiple accounts of how teachers selected and interpreted research they thought could challenge and/or enhance their practice. By sharing their dialogical processes, authors invite readers to consider how they engage research in their own practice(s).” – Judy Sharkey, Associate Professor, University of New HampshireTable of ContentsIntroduction: Knowledge Mobilization in TESOL: Insights from the Classroom  Sardar Anwaruddin 1 Improving the Effectiveness of International Students’ Peer Review in an English Academic Writing Course  Xin Chen 2 Implementing Peer-Feedback in Paragraph-Writing Classes at a Thai University  Nguyen Thi Thuy Loan 3 Revising Essays Collaboratively  Gina Paschalidou 4 Dynamic Written Corrective Feedback in a Community College ESL Writing Class Setting  Kendon Kurzer 5 Bringing the Academic Vocabulary List into the Classroom: Student Lexical Investigations  Chris Banister 6 Operationalizing “Defining” from a Cognitive Discourse Perspective for Learners’ Use  Nashwa Nashaat Sobhy 7 From Researchers to L2 Classrooms: Teaching Pragmatics through Collaborative Tasks  Aysenur Sagdic 8 From False Myths to Achievable Goals: Developing Language Learning Awareness in the L2 Classroom  Lorena Valmori 9 "I Saw Wonderfull Things in There": Reflecting on Academic Service-Learning Research in a University Intensive English Program  Cynthia Macknish, Tiffany Johnson and Michael McLelladn 10 Reflection on an Art Museum Field Trip for High School English Language Learners  Donna M. Neary 11 Blending the Styles: Exploring Students’ Views on the Merging of the Creative with the Academic  Leigh Yohei Bennett Afterword: Knowledge Mobilization in TESOL: Fostering Teacher Agency and Ideological Awareness  Brian Morgan

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Book SynopsisTeacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity. Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers’ consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge. While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry.Trade Review"In The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity each author sings with truth and commitment. This book is like a mob scene in a Muppets movie where the camera pans over many excited faces with mouths and eyes wide open as everybody celebrates the joy of being together, the delight of singing in a wild jam session! There is so much going on in this eclectic and electric book that you will always be shaken, stirred, and startled. This book is a bus filled with creative scholars who are thrilled to be in a network of lively, funny, wise activists. Some of the scholars have years of experience in education, and others are at the beginning of their research. These authors know they have negotiated their selves, and they know that their selves are continuing to negotiate them, just as we all negotiate together." – Carl Leggo, poet & professor, University of British Columbia, Vancouver, CanadaTable of ContentsForeword  David W. Jardine List of Figures Author Biographies 1 Untangling Sel(f)ves through A/R/Tography  Ellyn Lyle 2 Butterflies in the Knapsack: An Exploration of a Teacher’s Identity  Julie K. Corkett 3 Trumpism, Truthiness, and the Gospel of Education  Sean Wiebe 4 Learning to Become a Pedagogically-Engaged, Democratic Teacher: Self-Study Using Dewey’s Reflective Thinking Method  Isabel Martínez-Cuenca 5 Reflexive Inquiry, Artistic Selves, and Epistemological Expansion  Heather McLeod, Cecile Badenhorst and Haley Toll 6 (Re)Constructing Anti-Colonial Teacher Identities through Reflexive Inquiry  Adrian Downey and Casey Burkholder 7 Exploring Ecological Literacy in Teacher Identity: Reflexive Inquiry through a Learning Garden Curricula  Andrejs Kulnieks and Kelly Young 8 Responding Aesthetically: Using Artistic Expression and Dialogical Reflection to Transform Adversity  Sara Florence Davidson 9 Teacher Identity in Formation: Social Change, Student Engagement, and a Spiritual Encounter  Guopeng Fu and Anthony Clarke 10 Currere: Negotiating One’s Failure to Represent  Valerie Triggs 11 Who Are You? Developing Teacher Identity Through an Ethics of Intersubjectivity  Lana Parker 12 Self-Defining as Professionally Secular in the Public Space: Reflecting on Teacher Identity and Practice  Melanie Bennett-Stonebanks and C. Darius Stonebanks 13 Sharing Stories: Duoethnographically Evoking Mathematics Teacher Identities through Narratives  Derek Markides and Sandy Miller 14 Becoming Community: Ranya’s Story of Intergenerational Teaching and Learning in Art Education  Anita Sinner 15 Symbolic World, Reflexivity, and Intentionality in the Construction of Academic Professional Identities (APIs)  Evelyn Morales Vázquez 16 Critical Conversations on Reflexive Inquiry in Field Experiences  S. Laurie Hill, Amy Burns, Patricia Danyluk and Kathryn Crawford 17 Preservice Teachers Explore Their Development as Teachers of Reading  Beverley Brenna and Andrea Dunk 18 Insider/Outsider: Border Crossing, Liminality, and Disrupting Concepts of Teacher Identities through a Prototypical Lens  Christine Cho 19 Reflexive Inquiry as a Scaffold for Teacher Identity Exploration during the First Year of Teaching  Dana Vedder-Weiss, Liel Biran, Avi Kaplan and Joanna K. Garner

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Book SynopsisTeacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity. Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers’ consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge. While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry.Trade Review"In The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity each author sings with truth and commitment. This book is like a mob scene in a Muppets movie where the camera pans over many excited faces with mouths and eyes wide open as everybody celebrates the joy of being together, the delight of singing in a wild jam session! There is so much going on in this eclectic and electric book that you will always be shaken, stirred, and startled. This book is a bus filled with creative scholars who are thrilled to be in a network of lively, funny, wise activists. Some of the scholars have years of experience in education, and others are at the beginning of their research. These authors know they have negotiated their selves, and they know that their selves are continuing to negotiate them, just as we all negotiate together." – Carl Leggo, poet & professor, University of British Columbia, Vancouver, CanadaTable of ContentsForeword  David W. Jardine List of Figures Author Biographies 1 Untangling Sel(f)ves through A/R/Tography  Ellyn Lyle 2 Butterflies in the Knapsack: An Exploration of a Teacher’s Identity  Julie K. Corkett 3 Trumpism, Truthiness, and the Gospel of Education  Sean Wiebe 4 Learning to Become a Pedagogically-Engaged, Democratic Teacher: Self-Study Using Dewey’s Reflective Thinking Method  Isabel Martínez-Cuenca 5 Reflexive Inquiry, Artistic Selves, and Epistemological Expansion  Heather McLeod, Cecile Badenhorst and Haley Toll 6 (Re)Constructing Anti-Colonial Teacher Identities through Reflexive Inquiry  Adrian Downey and Casey Burkholder 7 Exploring Ecological Literacy in Teacher Identity: Reflexive Inquiry through a Learning Garden Curricula  Andrejs Kulnieks and Kelly Young 8 Responding Aesthetically: Using Artistic Expression and Dialogical Reflection to Transform Adversity  Sara Florence Davidson 9 Teacher Identity in Formation: Social Change, Student Engagement, and a Spiritual Encounter  Guopeng Fu and Anthony Clarke 10 Currere: Negotiating One’s Failure to Represent  Valerie Triggs 11 Who Are You? Developing Teacher Identity Through an Ethics of Intersubjectivity  Lana Parker 12 Self-Defining as Professionally Secular in the Public Space: Reflecting on Teacher Identity and Practice  Melanie Bennett-Stonebanks and C. Darius Stonebanks 13 Sharing Stories: Duoethnographically Evoking Mathematics Teacher Identities through Narratives  Derek Markides and Sandy Miller 14 Becoming Community: Ranya’s Story of Intergenerational Teaching and Learning in Art Education  Anita Sinner 15 Symbolic World, Reflexivity, and Intentionality in the Construction of Academic Professional Identities (APIs)  Evelyn Morales Vázquez 16 Critical Conversations on Reflexive Inquiry in Field Experiences  S. Laurie Hill, Amy Burns, Patricia Danyluk and Kathryn Crawford 17 Preservice Teachers Explore Their Development as Teachers of Reading  Beverley Brenna and Andrea Dunk 18 Insider/Outsider: Border Crossing, Liminality, and Disrupting Concepts of Teacher Identities through a Prototypical Lens  Christine Cho 19 Reflexive Inquiry as a Scaffold for Teacher Identity Exploration during the First Year of Teaching  Dana Vedder-Weiss, Liel Biran, Avi Kaplan and Joanna K. Garner

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Book SynopsisExploring Pedagogic Frailty and Resilience presents the practical application of the frailty model to demonstrate how it may be used to support the professional development of university teachers. Case studies from colleagues representing a diverse variety of disciplines illustrate how the development of a reflective narrative can be initiated and framed through the use of concept map-mediated interviews. The emerging accounts share a common structure to facilitate comparison across academic disciplines. Chapters are written by academic leaders – colleagues who are recognised as excellent teachers within their disciplines and whose voices will be acknowledged as offering authentic commentary on the current state of university teaching. These commentaries offer a unique resource for other academics who may be tempted to reflect on their teaching in a scholarly manner, or to university managers and academic developers who want to explore the detail that lies beneath broad surveys of teaching quality and investigate the factors that can either support the development of teaching or impede its progress. This collection of narratives drawn from a single institution will resonate with the experiences of teachers in higher education more broadly through areas of common interest and regions of generalisability that can be explored to inform professional development of university teachers in other institutional and national contexts.Trade Review"Concept mapping and the pedagogic frailty model form a powerful combination to drive reflection upon professional development, which is critical to respond rapidly to changes in the higher education system. This book is a must-read for any academic who wishes to become a resilient teacher." – Paulo Correia, Professor, University of São Paulo, Brazil "Increasing pedagogic frailty is one of the biggest risks for academic quality in universities. This book gives a systematic, compact and research-based view about contemporary issues related to university teaching. It helped me to see the problems in my own university, and more importantly, it gave me ideas for solving them. I recommend this book to everybody who is involved in teaching at universities - from novice teachers to professors, administrators and senior managers." – Priit Reiska, Professor, Tallinn University, EstoniaTable of ContentsForeword  Jane Powell Notes on Contributors 1. Exploring Pedagogic Frailty in Practice  Ian M. Kinchin and Naomi E. Winstone 2. Chemistry  Daniel Whelligan 3. Engineering  S. Alireza Behnejad 4. Psychology  Jane Ogden 5. Nursing  Cathrine Derham 6. Business  Andy Adcroft 7. Politics  Simon Usherwood 8. Law  Luke Mason 9. Language Studies  Dawn Marley 10. Events Management  Graham Berridge 11. Acting  Anna McNamara 12. Academic Development  Emma Medland 13. Learning Development  Laura Barnett 14. Pedagogic Frailty and Resilience in Context  Naomi E. Winstone and Ian M. Kinchin 13. Learning Development  Laura Barnett 14. Pedagogic Frailty and Resilience in Context  Naomi E. Winstone and Ian M. Kinchin

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Book SynopsisExploring Pedagogic Frailty and Resilience presents the practical application of the frailty model to demonstrate how it may be used to support the professional development of university teachers. Case studies from colleagues representing a diverse variety of disciplines illustrate how the development of a reflective narrative can be initiated and framed through the use of concept map-mediated interviews. The emerging accounts share a common structure to facilitate comparison across academic disciplines. Chapters are written by academic leaders – colleagues who are recognised as excellent teachers within their disciplines and whose voices will be acknowledged as offering authentic commentary on the current state of university teaching. These commentaries offer a unique resource for other academics who may be tempted to reflect on their teaching in a scholarly manner, or to university managers and academic developers who want to explore the detail that lies beneath broad surveys of teaching quality and investigate the factors that can either support the development of teaching or impede its progress. This collection of narratives drawn from a single institution will resonate with the experiences of teachers in higher education more broadly through areas of common interest and regions of generalisability that can be explored to inform professional development of university teachers in other institutional and national contexts.Trade Review"Concept mapping and the pedagogic frailty model form a powerful combination to drive reflection upon professional development, which is critical to respond rapidly to changes in the higher education system. This book is a must-read for any academic who wishes to become a resilient teacher." – Paulo Correia, Professor, University of São Paulo, Brazil "Increasing pedagogic frailty is one of the biggest risks for academic quality in universities. This book gives a systematic, compact and research-based view about contemporary issues related to university teaching. It helped me to see the problems in my own university, and more importantly, it gave me ideas for solving them. I recommend this book to everybody who is involved in teaching at universities - from novice teachers to professors, administrators and senior managers." – Priit Reiska, Professor, Tallinn University, EstoniaTable of ContentsForeword  Jane Powell Notes on Contributors 1. Exploring Pedagogic Frailty in Practice  Ian M. Kinchin and Naomi E. Winstone 2. Chemistry  Daniel Whelligan 3. Engineering  S. Alireza Behnejad 4. Psychology  Jane Ogden 5. Nursing  Cathrine Derham 6. Business  Andy Adcroft 7. Politics  Simon Usherwood 8. Law  Luke Mason 9. Language Studies  Dawn Marley 10. Events Management  Graham Berridge 11. Acting  Anna McNamara 12. Academic Development  Emma Medland 13. Learning Development  Laura Barnett 14. Pedagogic Frailty and Resilience in Context  Naomi E. Winstone and Ian M. Kinchin 13. Learning Development  Laura Barnett 14. Pedagogic Frailty and Resilience in Context  Naomi E. Winstone and Ian M. Kinchin

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Book SynopsisWhat does it look like to let go of Whiteness? Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to the knowledge created in higher education is an essential part of this process. The process of unhooking oneself from institutionalized whiteness certainly requires fighting hegemonic modes of thought and patriarchal views that persistently keep marginalized groups of academics in their station (or at their institution). In the explosive Unhooking from Whiteness: Resisting the Esprit de Corps, editors Hartlep and Hayes continued the conversation they began in 2013 with Unhooking from Whiteness: The Key to Dismantling Racism in the United States. This third and final volume focuses on the writers' processes to let go of the pathology of Whiteness. The contributors in this book have once again come from an intersection of races, ethnicities, sexual identities and gender identities and includes conversations across these multiple intersections. The editors move from prepared précises on multicultural education toward actionable conversations that drive social justice agendas and have the power to eliminate educational inequities.Table of ContentsPreface: Unhooking from Whiteness: #BlackLivesMatter!  Issac Carter About the Cover: Cruising the Political Landscape in 1992 Los Angeles  Luis-Genaro Garcia List of Figures and Tables About the Contributors Prologue: Corpus Delecti  Lasana D. Kazembe 1 Unhooking from Whiteness: Beginning the Journey  Cleveland Hayes, Issac Carter and Kathy Elderson 2 Decivilization in the Trump Error: A Call for Humanity without the Whiteness of Man  Issac Carter 3 Four Domains of Benefiting from Racism: A Multi-Year Autoethnography of a High School Student Exchange  Andrew J. Schiera 4 Loving Blackness to Dismantle Whiteness: On Pushing Ideals of Social Justice to Unhook from Whiteness  Brenda Juarez Harris 5 Gay Is Not the New Black: Decentering Whiteness in the Quest for Equality  Cleveland Hayes 6 The Least Racist White Person in the Room: Towards Critical Authenticity  Dennis L. Rudnick 7 I Must Confront What Is Uncomfortable  Adonay Montes 8 Diversity Bang: Who Benefits from Interest Convergence in Higher Ed?  Naomi W. Nishi 9 Defecting from Whiteness: Coalescing toward Liberation  Zachary S. Ritter and Kenneth R. Roth 10 “Hey, I Live There!”: Unpacking Environmental Justice Education and Whiteness in a Rust Belt City  Monica L. Miles, Kate Haq and Eve Shippens 11 Complicating the Ally/Enemy Dichotomy: White Teachers, Critical Whiteness, and Racial Justice Identifications  Jamie Utt 12 The Enemy Is White Supremacy: How South Korea and China Got Hooked  Hannah R. Stohry, Jing Tan and Brittany A. Aronson 13 Beyond the Color Lines: A Duoethnography of Multiraciality and Unhooking  Cristina Santamaría Graff and Josh Manlove 14 Your Whiteness Is Showing, and Yes, It Is Racist: How Whites Stay in the Dark  Jared J. Aldern and Peter M. Newlove 15 There Is No Turning Back  Kathy Elderson Afterword  Nicholas D. Hartlep Index

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Book SynopsisWhat does it look like to let go of Whiteness? Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to the knowledge created in higher education is an essential part of this process. The process of unhooking oneself from institutionalized whiteness certainly requires fighting hegemonic modes of thought and patriarchal views that persistently keep marginalized groups of academics in their station (or at their institution). In the explosive Unhooking from Whiteness: Resisting the Esprit de Corps, editors Hartlep and Hayes continued the conversation they began in 2013 with Unhooking from Whiteness: The Key to Dismantling Racism in the United States. This third and final volume focuses on the writers' processes to let go of the pathology of Whiteness. The contributors in this book have once again come from an intersection of races, ethnicities, sexual identities and gender identities and includes conversations across these multiple intersections. The editors move from prepared précises on multicultural education toward actionable conversations that drive social justice agendas and have the power to eliminate educational inequities.Table of ContentsPreface: Unhooking from Whiteness: #BlackLivesMatter!  Issac Carter About the Cover: Cruising the Political Landscape in 1992 Los Angeles  Luis-Genaro Garcia List of Figures and Tables About the Contributors Prologue: Corpus Delecti  Lasana D. Kazembe 1 Unhooking from Whiteness: Beginning the Journey  Cleveland Hayes, Issac Carter and Kathy Elderson 2 Decivilization in the Trump Error: A Call for Humanity without the Whiteness of Man  Issac Carter 3 Four Domains of Benefiting from Racism: A Multi-Year Autoethnography of a High School Student Exchange  Andrew J. Schiera 4 Loving Blackness to Dismantle Whiteness: On Pushing Ideals of Social Justice to Unhook from Whiteness  Brenda Juarez Harris 5 Gay Is Not the New Black: Decentering Whiteness in the Quest for Equality  Cleveland Hayes 6 The Least Racist White Person in the Room: Towards Critical Authenticity  Dennis L. Rudnick 7 I Must Confront What Is Uncomfortable  Adonay Montes 8 Diversity Bang: Who Benefits from Interest Convergence in Higher Ed?  Naomi W. Nishi 9 Defecting from Whiteness: Coalescing toward Liberation  Zachary S. Ritter and Kenneth R. Roth 10 “Hey, I Live There!”: Unpacking Environmental Justice Education and Whiteness in a Rust Belt City  Monica L. Miles, Kate Haq and Eve Shippens 11 Complicating the Ally/Enemy Dichotomy: White Teachers, Critical Whiteness, and Racial Justice Identifications  Jamie Utt 12 The Enemy Is White Supremacy: How South Korea and China Got Hooked  Hannah R. Stohry, Jing Tan and Brittany A. Aronson 13 Beyond the Color Lines: A Duoethnography of Multiraciality and Unhooking  Cristina Santamaría Graff and Josh Manlove 14 Your Whiteness Is Showing, and Yes, It Is Racist: How Whites Stay in the Dark  Jared J. Aldern and Peter M. Newlove 15 There Is No Turning Back  Kathy Elderson Afterword  Nicholas D. Hartlep Index

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Book SynopsisThis book can be viewed as a series of investigations into the ongoing imbrications of the practices of art, ethics and education as conducted within each author’s specific context of practice as artist, educator, researcher. It constitutes an international anthology of explorations that are by no means exclusive but conscious of the ongoing iterations, mutations and individuations of relations between art, ethics and education, which, in turn, seek to expand how we might conceive these terms as practices. This ongoing evolution reminds us that as practices art, ethics and education are always incomplete processes affected by and affecting their specific milieus and environments. Chapters within the book cover a wide range of ethical questions and educational contexts, broaching subjects as varied as higher education, artificial intelligence, animal ethics, transcultural encounters, collaborative art, the education of senior citizens and experiences of conflict. Art, ethics and education are not conceived in terms of established orders, representations, ideals, criteria or bodies of knowledge and practice, but rather in terms of dynamic, relational processes and their potentialities, that arise within specific locations, cartographies and ecologies of practice. The notions of art, ethics and education are viewed in terms of assemblages that have the capacity to generate new modes of practice that may question established values and advance new overlappings of aesthetic, ethical and political relations. Contributors are: Dennis Atkinson, Hashim Al Azzam, John Baldacchino, Bazon Brock, Carl-Peter Buschkühle, Sahin Celikten, Ana Dimke, Brian Grassom, Leena Hannula, Brian Hughes, jan jagodzinski, Timo Jokela, Mira Kallio-Tavin, Joachim Kettel, Guillermo Marini, Catarina Martins, Joe Sacco, Francisco Schwember, Juuso Tervo, Raphael Vella and Branka Vujanovic.Table of ContentsPreface List of Figures Notes on Contributors 1 Introduction: Creative Ethics in Art and Education  Carl-Peter Buschkühle PART 1: Neoliberalism, Education and Creativity Introduction to Part 1: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 2 The Fabrication of the Chameleonic Citizen of the Future through the Rhetoric of Creativity: Governmentality, Competition and Human Capital  Catarina S. Martins 3 Ethics in Higher Art Education  Mira Kallio-Tavin PART 2: Moral Inquiry and Political Correctness Introduction to Part 2: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 4 Art for Democracy in Crisis  Brian Hughes 5 Ethics in Aesthetics? How Much Ethics Can Art Tolerate?  Joachim Kettel PART 3: Non-sense, Disobedience and Alterity Introduction to Part 3: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 6 A ‘MOST AMIABLE UNION’: The Ethics of Art’s Practice as a Pedagogical Aesthetics  John Baldacchino 7 Meditation on a Glow Stick: Slow Pedagogy and Ontogenetic Ethics  Dennis Atkinson 8 The Illumined Mind: Education, Ethics and Art  Brian James Grassom PART 4: Abstention and Disappearance Introduction to Part 4: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 9 On the Aesthetics of Abstention  Bazon Brock 10 Not in the Name of: Time and Disappearances in Ethics of Art Education  Juuso Tervo PART 5: Documenting a Politics of Hatred Introduction to Part 5: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 11 Photography as Cultural Symptomatology within a Post-Yugoslav Condition: The Case of Sarajevo  Branka Vujanović 12 The Work Speaks for Itself: An Interview with Joe Sacco  Raphael Vella PART 6: Arts-Based Research, Community and the Environment Introduction to Part 6: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 13 Ethics of Arctic Sustainable Art: Indigenous and Non-Indigenous Dialogue  Timo Jokela 14 Lifelong Learning in a Non-Formal Cultural Environment  Leena Hannula 15 Art-Based Research in Vulnerable Educational Contexts: Lessons from Two Elementary Schools in Santiago de Chile  Francisco Schwember and Guillermo Marini PART 7: Contested Geographies Introduction to Part 7: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 16 An Ethics of the Archipelago: Collaborative Translations in Art Education  Raphael Vella 17 Sculpture as Transcultural Education  Hashim Al-Azzam 18 The Aesthetics of Migration  Sahin Celikten PART 8: Animal Ethics, the Anthropocene and Transhumanism Introduction to Part 8: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 19 Art Pedagogy and Animal Ethics  Ana Dimke 20 Death after Life: The Ethico-Political Response of Artists towards the Anthropocene  jan jagodzinski 21 Dürer as Machine: Transhumanism and Artistic Thinking  Carl-Peter Buschkühle PART 9: Conclusions 22 How to Explore Something Nobody Will Notice  Raphael Vella 23 Art, Ethics and Education: Speculative Futures  Dennis Atkinson

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Book SynopsisDrawing on rich ethnographic data, Critical Mathematics Education: Can Democratic Mathematics Education Survive under Neoliberal Regime? responds to ongoing discussions on the standardization in curriculum and reconceptualizes Critical Mathematics Education (CME) by arguing that despite obstructive implications of market-driven changes in education, a practice of critical mathematics education to promote critical citizenship could be implemented through open-ended projects that resonate with an inquiry-based collaborative learning and dialogic pedagogy. In doing so, neoliberal hegemony in education can be countered. The book also identifies certain limitations of critical mathematical education and suggests pedagogic and curricular strategies for critical educators to cope with these obstacles.Table of ContentsForeword: A Living Mathematics for Democracy Antonia Darder Acknowledgements 1 Setting the Stage  Research Context  Research Methodology  End-of-Unit Projects (EUPs): A Response to Neoliberal Pedagogy  Outline of the Book 2 The Standardization Movement in Education  Reconnaissance Stage for Critical Participatory Action Research  Student-Developed Multiple-Choice Tests: EUP 1  Concluding Discussion of EUP 1  Neoliberal Hegemony in Education 3 Class Consciousness and Mathematical Literacy  Planning and Objectives  Concluding Discussion of EUP 2 4 Collaborative Versus Competitive Learning  Planning and Objectives  Concluding Discussion of EUP 3 5 Mathematical Inequality and Socioeconomic Inequality  Planning and Objectives  Concluding Discussion of EUP 4 6 Student Loan Crises  Planning and Objectives  Concluding Discussion of EUP 5 7 Critical Mathematics Education: A Bottom-Up Response to Neoliberal Hegemony  Critical Mathematics Education and Dialogic Pedagogy  Critical Mathematics Education and Collaborative Learning  Critical Mathematics Education and Inquiry-Based Learning 8 Critical Mathematics Education and Citizenship in the Neoliberal Era  Democracy in the Classroom  Democracy in a Form of Dialogue  Mathematical Literacy and Citizenship  Critical Pedagogy and Critical Citizenship  Neoliberal Hegemony and Mathematics Education for Critical Citizenship 9 Conclusions  Dialogue, Collaboration, and Inquiry  The Mathematics Classroom as a Micro Society  Citizenship and Mathematics Education  Curricular Materials in CME  Micromanagement and Control  Participatory Action Research and Critical Mathematics Education  Limitations and Suggestions  Final Word References Index

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Book SynopsisPopular representations of teachers and teaching are easy to take for granted precisely because they are so accessible and pervasive. Our lives are intertextual in the way lived experiences overlap with the stories of others presented to us through mass media. It is this set of connected narratives that we bring into classrooms and into discussions of educational policy. In this day and time—with public education under siege by forces eager to deprofessionalize teaching and transfer public funds to benefit private enterprises—we ignore the dominant discourse about education and the patterns of representation that typify educator characters at our peril. This edited volume offers a fresh take on educator characters in popular culture and also includes important essays about media texts that have not been addressed adequately in the literature previously. The 15 chapters cover diverse forms from literary classics to iconic teacher movies to popular television to rock ‘n’ roll. Topics explored include pedagogy through the lenses of gender, sexuality, race, disability, politics, narrative archetypes, curriculum, teaching strategies, and liberatory praxis. The various perspectives represented in this volume come from scholars and practitioners of education at all levels of schooling. This book is especially timely in an era when public education in the United States is under assault from conservative political forces and undervalued by the general public. Contributors are: Steve Benton, Naeemah Clark, Kristy Liles Crawley, Elizabeth Currin, Mary M. Dalton, Jill Ewing Flynn, Chad E. Harris, Gary Kenton, Mark A. Lewis, Ian Parker Renga, Stephanie Schroeder, Roslin Smith, Jeff Spanke, and Andrew Wirth.Table of ContentsPreface Acknowledgements List of Figures 1 A Loyalty Test for the American Educator, from Ichabod Crane to Erin Gruwell  Steve Benton 2 Schooling the State: Teachers and Democratic Dispositions on The West Wing  Stephanie Schroeder 3 Rethinking Student-Teacher Relationship Intimacy as Attachment  Andrew Wirth 4 Mr. Miller Goes to War: Saving Private Ryan and the Children Left Behind  Jeff Spanke 5 In Loco Parentis Redux: Bob and Linda Belcher at Wagstaff School  Elizabeth Currin 6 What’s a Nice White Lady to Do?: A Critical Literacy Lens on Teaching and Learning in Pop Culture Portrayals  Jill Ewing Flynn 7 The Dis-Education of Rock ‘n’ Roll  Gary Kenton 8 Promoted to Control?: School Office Culture in HBO’s Vice Principals  Chad E. Harris 9 The Insecure Teacher: How Issa Rae Has Normalized the Black Woman to Create TV Magic  Naeemah Clark 10 Contrasting the Archetypal Sage with the Mentor Coach in Young Adult Literature: Insights for Teacher Reflection  Ian Parker Renga and Mark A. Lewis 11 Saved by the Belles: Gender Roles in the Quintessential Teen Comedy  Elizabeth Currin and Stephanie Schroeder 12 “Good” Teacher on Her Own Terms: Miss Shaw in ABC’s The Wonder Years  Chad E. Harris 13 Liberatory Pedagogy in Action: The Embodied Performance of Community College Instructors in Film and Television  Kristy Liles Crawley 14 Q the Teacher. TV Lessons from the 24th Century: You Do Not have to Be an Omniscient Teacher, But It Helps  Roslin Smith 15 Speechless to Speechless: Nontraditional Teacher Characters in Recent Sitcoms  Mary M. Dalton Film Sources Television Sources

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Book SynopsisMost debates about the so-called research-practice gap in TESOL have focused on a one-way transfer of research evidence from the context of origin to the context of application. Rather than continuing such debates, Knowledge Mobilization in TESOL: Connecting Research and Practice sheds light on what happens after research is transferred to contexts of practice such as the classroom. It explores whether or not, and under what circumstances, research can make contributions to teachers’ professional learning and development. By featuring English language teachers’ first-hand accounts of research utilization, the book highlights the complex processes of making research-based knowledge meaningful for pedagogical practice. It shows why the success of any knowledge mobilization project depends on sensitivity to context and teachers’ interpretive engagement with research-based recommendations. Written in a lucid and accessible style, Knowledge Mobilization in TESOL: Connecting Research and Practice will appeal to a broad readership interested in research utilization in the field of education, especially in TESOL. It will be an informative text for pre-service and graduate courses in TESOL, ELT, applied linguistics, teacher education, and education policy studies. In-service teachers, teacher educators, program administrators, and funding agencies will also find it to be a valuable resource. Contributors are: Chris Banister, Leigh Yohei Bennett, Xin Chen, Tiffany Johnson, Kendon Kurzer, Cynthia Macknish, Michael McLelland, Nashwa Donna M. Neary, Gina Paschalidou, Aysenur Sagdic, Nashaat Sobhy, Nguyen Thi Thuy Loan, Lorena Valmori, and Robert E. White.Trade Review“This thoughtful collection, featuring teacher research from Asia, Europe and North America, highlights the dialogical nature of research and practice. As the authors demonstrate, the so-called research-practice gap only exists for those—researchers or practitioners—who choose not to engage in either. The volume is an excellent reminder that it is practitioners and their professional agency that determine the impact of research on practice. Readers should not expect examples of how research can be blindly replicated in any classroom. Rather, they should look forward to reading multiple accounts of how teachers selected and interpreted research they thought could challenge and/or enhance their practice. By sharing their dialogical processes, authors invite readers to consider how they engage research in their own practice(s).” – Judy Sharkey, Associate Professor, University of New HampshireTable of ContentsIntroduction: Knowledge Mobilization in TESOL: Insights from the Classroom  Sardar Anwaruddin 1 Improving the Effectiveness of International Students’ Peer Review in an English Academic Writing Course  Xin Chen 2 Implementing Peer-Feedback in Paragraph-Writing Classes at a Thai University  Nguyen Thi Thuy Loan 3 Revising Essays Collaboratively  Gina Paschalidou 4 Dynamic Written Corrective Feedback in a Community College ESL Writing Class Setting  Kendon Kurzer 5 Bringing the Academic Vocabulary List into the Classroom: Student Lexical Investigations  Chris Banister 6 Operationalizing “Defining” from a Cognitive Discourse Perspective for Learners’ Use  Nashwa Nashaat Sobhy 7 From Researchers to L2 Classrooms: Teaching Pragmatics through Collaborative Tasks  Aysenur Sagdic 8 From False Myths to Achievable Goals: Developing Language Learning Awareness in the L2 Classroom  Lorena Valmori 9 "I Saw Wonderfull Things in There": Reflecting on Academic Service-Learning Research in a University Intensive English Program  Cynthia Macknish, Tiffany Johnson and Michael McLelladn 10 Reflection on an Art Museum Field Trip for High School English Language Learners  Donna M. Neary 11 Blending the Styles: Exploring Students’ Views on the Merging of the Creative with the Academic  Leigh Yohei Bennett Afterword: Knowledge Mobilization in TESOL: Fostering Teacher Agency and Ideological Awareness  Brian Morgan

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Book SynopsisScience educators have come to recognize children’s reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children’s argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.Table of ContentsPreface List of Figures and Tables 1 Argumentation Research in Science Education  Toulmin Argument Patterns  Dialogue and Presumptive Argumentation  Scientific Reasoning through Argumentation  Overview 2 Vygotsky’s Spinozist Perspectives on Language  The Real Life of Language  From Meaning to Sense  The Sense-giving Contexture  The Lived World Indicated by the Sign  The System of Signs  Sign-use as an Expressive Act  Sign-use as a Communicative Act  The Communicative Act as Soliciting a Behavior  The In-order-to Motive and the Now, Here, and Thus of the Communicative Act 3 Children’s Reasoning and Problem Solving  The Complexity of Young Children’s Reasoning  What is Evidence?  Evidence in Nested Sense-giving Contexture 4 Argumentation as Joint Action  The Social Nature of the Word  Argumentation and Emergence  Laying the Garden Path in Walking  Individualizing Collective Claims and Evidence  Resolution of Contradictions and Emergence of New Trouble  The Social Nature of Argumentation 5 The Role of Physical Objects in Science Lessons  The Commonness and Difference of Physical Objects  Abstraction: What is Happening in the Real Event?  Physical Objects that Contribute to the Making of Sense  Learning with Physical Objects 6 Argumentation and Inscriptions  A Lesson Fragment  From Explaining an Observation to Warranting a Claim  Inscriptions in the Establishment of a Warrant  Opportunities Arising from Working on the Chalkboard 7 Argumentation and the Thinking Body  Position and Disposition  Thinking and Speech  Unity/Identity of Body and Mind  On Overcoming the Psychophysical Problem 8 Teaching Argumentation in Elementary Science  Attending to the Physicality of Argumentation  Pointing and Formulating  Being a Member of a Problem-Solving Community Index

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Book SynopsisScience educators have come to recognize children’s reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children’s argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.Table of ContentsPreface List of Figures and Tables 1 Argumentation Research in Science Education  Toulmin Argument Patterns  Dialogue and Presumptive Argumentation  Scientific Reasoning through Argumentation  Overview 2 Vygotsky’s Spinozist Perspectives on Language  The Real Life of Language  From Meaning to Sense  The Sense-giving Contexture  The Lived World Indicated by the Sign  The System of Signs  Sign-use as an Expressive Act  Sign-use as a Communicative Act  The Communicative Act as Soliciting a Behavior  The In-order-to Motive and the Now, Here, and Thus of the Communicative Act 3 Children’s Reasoning and Problem Solving  The Complexity of Young Children’s Reasoning  What is Evidence?  Evidence in Nested Sense-giving Contexture 4 Argumentation as Joint Action  The Social Nature of the Word  Argumentation and Emergence  Laying the Garden Path in Walking  Individualizing Collective Claims and Evidence  Resolution of Contradictions and Emergence of New Trouble  The Social Nature of Argumentation 5 The Role of Physical Objects in Science Lessons  The Commonness and Difference of Physical Objects  Abstraction: What is Happening in the Real Event?  Physical Objects that Contribute to the Making of Sense  Learning with Physical Objects 6 Argumentation and Inscriptions  A Lesson Fragment  From Explaining an Observation to Warranting a Claim  Inscriptions in the Establishment of a Warrant  Opportunities Arising from Working on the Chalkboard 7 Argumentation and the Thinking Body  Position and Disposition  Thinking and Speech  Unity/Identity of Body and Mind  On Overcoming the Psychophysical Problem 8 Teaching Argumentation in Elementary Science  Attending to the Physicality of Argumentation  Pointing and Formulating  Being a Member of a Problem-Solving Community Index

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Book SynopsisThis book introduces the reader to the literary work and to an understanding of its cultural background and its specific features. In doing so, it refers to two main traditions of Western culture: one of aesthetics and the theory of art and the other of literary theory. In our postmodern world, language and artistic creation (and above all literature as the art of language) occupy a special role in understanding the human world and become existential issues. A critical attitude requires knowledge of the relevant past in order to understand what we are today. The author presents key topics, ideas, and representatives of aesthetics, theory, and the interpretation of works of art in an historical perspective, in order to explain the Western tradition with constant attention to the present condition. Aesthetics, Theory and Interpretation of the Literary Work offers an outline of essential concepts and authors of aesthetics and theories of the literary work, presenting basic topics and ideas in their historical context and development, considering their relevance to the contemporary debate, and highlighting the specificity of the experience of the art work in our present world. The best way to approach a work of art is to enjoy it. In order to enjoy a literary work, we have to consider its correct context and its specific artistic qualities. The book is conceived as a general and enjoyable introduction to the experience of the work of art in Western culture. See inside the book.Trade Review'Paolo Euron manages to present a coherent and compact history of western critical thought, retaining a sense of its magnitude and complexity and the indefinable course of its development over two thousand years. [...] It is the quality of this historical and humanistic vision that makes Paolo Euron’s book lively and appealing and refreshingly different from much of the current professional work in this field. [...] Euron’s book is a highly readable and competent introduction to western literary criticism and the philosophy of aesthetics. It combines a firm grasp of the material with accuracy and rigour of analysis and clarity in presentation." S. Sreenivasan, in Journal of Literature and Aesthetics, Jan-June 2020.Table of ContentsIntroduction 1 Art, Beauty and Imitation in Plato’s Philosophy 2 Art and Imitation in Aristotle 3 Horace, Pseudo-Longinus and the Aesthetics of Literature in Hellenism 4 Plotinus, Neo-Platonic and Christian Conception of Beauty 5 The Middle Ages and Dante Alighieri 6 Humanism and the New Idea of Human Beings 7 Italian Neo-Platonism and Marsilio Ficino 8 The New Idea of the Human Being and Artist: The Renaissance 9 The Baroque: History and Poetry in Giambattista Vico 10 Baumgarten: Aesthetics and Sensitivity 11 Kant and the Origin of Modern Aesthetics 12 The Heritage of Kantian Philosophy in Romanticism 13 Moritz: Beyond the Concept of Imitation 14 Theory of Poetry of Early German Romanticism 15 Hegel: Art as a Form of the Absolute Spirit 16 Schopenhauer: Art as Disinterestedness and Knowledge of Reality 17 Nietzsche: Knowledge and Art 18 Symbolism and Aestheticism 19 Benedetto Croce: Art and intuition 20 Linguistics and Criticism 21 Antonio Gramsci: The Role of Intellectuals in Culture 22 Structuralism 23 Martin Heidegger: The Work of Art and Truth 24 Hans-Georg Gadamer: Poetry and Interpretation 25 Critical Theory: A New Attitude towards Art and Society 26 Perspectives of Post-Structuralism 27 The Practice of Deconstruction 28 Contemporary Schools and Traditions in Literary and Critical Theory 29 Postmodern and the New Character of the Literary Work References Index

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Book SynopsisAttributing Excellence in Medicine discusses the aura around the prestigious Nobel Prize in Physiology or Medicine. It analyzes the social processes and contingent factors leading to recognition and reputation in science and medicine. This volume will help the reader to better understand the dynamics of the attribution of excellence throughout the 20th century. Contributors are Massimiano Bucchi, Fabio De Sio, Jacalyn Duffin, Heiner Fangerau, Thorsten Halling, Nils Hansson, David S. Jones, Gustav Källstrand, Ulrich Koppitz, Pauline Mattsson, Katarina Nordqvist, Scott H. Podolsky, Thomas Schlich, and Sven Widmalm.Table of ContentsForeword  Jeffrey Flier List of Illustrations Notes on Contributors Introduction  Nils Hansson, Thorsten Halling and Heiner Fangerau Part 1: The Award and Beyond 1 Commemorating Excellence: The Nobel Prize and the Secular Religion of Science  Jacalyn Duffin 2 More Than a Prize: The Creation of the Nobel System  Gustav Källstrand 3 Hitler’s Boycott: Cultural Politics and the Rhetoric of Neutrality  Sven Widmalm Part 2: Laureates and Nominees 4 From Global Recognition to Global Health: Antimicrobials and the Nobel Prize, 1901–2015  Scott H. Podolsky 5 Discovery or Reputation? Jacques Loeb and the Role of Nomination Networks  Heiner Fangerau, Thorsten Halling and Nils Hansson 6 Defining ‘Cutting-edge’ Excellence: Awarding Nobel Prizes (or not) to Surgeons  Nils Hansson, David S. Jones and Thomas Schlich Part 3: Reverberation and Commercialization 7 John C. Eccles’ Conversion and the Meaning of ‘Authority’  Fabio De Sio, Nils Hansson and Ulrich Koppitz 8 The Laureate in the Spotlight: Renato Dulbecco and the Public Image of Science  Massimiano Bucchi 9 Nobel Prize Awarded Discoveries and Commercialization: The Role of the Laureates  Katarina Nordqvist and Pauline Mattsson Index

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Book SynopsisThis book will introduce the reader to international perspectives associated with post-secondary school education for students with intellectual disability attending university settings. Examples of students with intellectual disability gaining their right to full inclusion within university settings are outlined, as well as the barriers and facilitators of such innovation. The four parts of the text will act as a reader for all stakeholders of inclusion at the university level. The first part examines the philosophical, theoretical and rights-based framework of inclusion. The second part provides evidence and insight into eight programs from across the globe, where students with intellectual disability are included within university settings. The third part consists of six chapters associated with the lived experiences of stakeholders in the programs profiled in Part 2. These stories are represented through the voices of former students of inclusive tertiary education initiatives, parents of adult children with intellectual disability who have participated in tertiary education, and lecturers who have taught students with intellectual disability as members of their courses. In the fourth part, critical issues are examined, including the role of secondary school counsellors, sustaining post university outcomes, transition from university to employment, inclusive university teaching approaches, and decision-making approaches to successfully implement a tertiary education initiative. The text concludes with a synthesis of the book themes and proposes calls to action with specific tasks to move the rhetoric of human rights into reality for adults with intellectual disability through an inclusive tertiary education. Contributors are: Kristín Björnsdóttir, Michelle L Bonati, Bruce Chapman, Amy L. Cook, Deborah Espiner, Friederike Gadow, Meg Grigal, Debra Hart, Laura Hayden, Anne Hughson, John Kubiak, Niamh Lally, Lorraine Lindsay, Jemima MacDonald, Kathleen J. Marshall, Kerri-ann Messenger, Lumene Montissol, Ray Murray, John O’Brien, Patricia O’Brien, Barrie O’Connor, Molly O’Keeffe, Clare Papay, Anthony J. Plotner , Parimala Raghavendra, Fiona Rillotta, Michael Shevlin , Roger Slee, Natasha A. Spassiani , Guðrún V. Stefánsdóttir, Josh Stenberg, Kimberley Teasley, Lorraine Towers, Margaret Turley, Bruce Uditsky, Chelsea VanHorn Stinnett, Stephanie Walker, Thea Werkoven, Felicia L. Wilczenski.Table of ContentsForeword  Lani Florian Acknowledgements List of Figures and Tables Notes on Contributors Purpose of the Book  Patricia O’Brien, Michelle L. Bonati, Friederike Gadow and Roger Slee Part 1: Philosophical, Theoretical and Rights Based Framework of Inclusion 1. From Institutionalisation to Inclusion  Patricia O’Brien and Michelle L. Bonati 2. Widening Higher Education Opportunities for Students with Intellectual Disabilities: An Overview of Program Issues and Policy Implications  Barrie O’Connor, Deborah Espiner and Molly O’Keeffe 3. Setting the Scene for People with Disability to Experience University Life  Roger Slee Part 2: Evidence-Based Outcomes Arising from Inclusive University Programs across International Boundaries 4. 30 Years of Inclusive Post-Secondary Education: Scope, Challenges and Outcomes  E. Anne Hughson and Bruce Uditsky 5. Inclusive Higher Education for People with Intellectual Disability in the United States: An Overview of Policy, Practice, and Outcomes  Meg Grigal, Debra Hart and Clare Papay 6. Developing an Inclusive Model of Postsecondary Education for Students with Intellectual Disability: Challenges and Outcomes  Anthony J. Plotner, Kathleen J. Marshall, Chelsea Vanhorn Stinnett and Kimberly Teasley 7. Meaningful Participation and Shared Ownership in an Inclusive University Program in Iceland  Guðrún V. Stefánsdóttir and Kristín Björnsdóttir 8. Scope, Challenges and Outcomes of an Inclusive Tertiary University Initiative in Australia  Friederike Gadow and Jemima MacDonald 9. Developing Post-Secondary Education Programmes for People with Intellectual Disablities at Trinity College, the University of Dublin, Ireland  John Kubiak, Natasha Spassiani, Michael Shevlin and Molly O’Keeffe 10. Journey “up the Hill” through Inclusive Higher Education for People with Intellectual Disability at a South Australian University: Scope, Challenges and Outcomes to Date and into the Future  Fiona Rillotta, Lorraine Lindsay and Parimala Raghavendra Part 3: The Lived Experience of Being and Becoming a University Student 11. Journey "Up the Hill" to My Hopes and Dreams  Kerri-ann Messenger, Lorraine Lindsay and Fiona Rillotta 12. My Life as a University Student  Stephanie Walker and Jemima MacDonald 13. Expanding Pathways to University: Student Experience of Inclusive Programming  Lumene Montissol and Amy L. Cook 14. My Name Is Margaret and This Is My Story  Margaret Turley 15. A Conversation with Families of Young People with Intellectual Disability for Whom the Dream of Attending University Came True  Patricia O’Brien and Ray Murray 16. Lecturers’ Perspectives on Being Involved in Teaching Students with Intellectual Disability Participating in University Courses  Michelle L. Bonati, Bruce Chapman, Josh Stenberg, Lorraine Towers and Thea Werkhoven Part 4: Critical Issues Associated with the Further Development of Post Secondary Education for Students with Intellectual Disability 17. What Comes Next? Sustaining Outcomes Post-University  Niamh Lally, Patricia O’Brien and Robert Gilligan 18. Counsellor Roles in Postsecondary Transition from School to University  Amy L. Cook, Laura A. Hayden and Felicia L. Wilczenski 19. Inclusive Tertiary Education through Universal Design for Learning and Service-Learning  Michelle L. Bonati 20. Transition from University to Employment  Vivienne Riches, Friederike Gadow and Jemima MacDonald 21. Exploring the Growing Edges of Inclusion  John O’Brien 22. Moving from Rhetoric to Reality: Inclusive Tertiary Education for Adults with Intellectual Disability  Patricia O’Brien, Michelle L. Bonati, Friederike Gadow and Roger Slee Index

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Book SynopsisAs Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change. Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students. This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.

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Book SynopsisAs Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change. Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students. This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.

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Book SynopsisIlluminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their families. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence – they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change. Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.Table of ContentsList of Illustrations Notes on Contributors 1 Introduction  Maria R. Coady, Paula Golombek and Nidza V. Marichal 2 Teacher Knowledge and Secondary English Learners in Rural Florida: Reimagining Place-Based Education through Relationship Building  Nidza V. Marichal 3 A Teacher’s Emotional Journey in Rural Florida: From Insider to Outsider  Shuzhan Li 4 Bilingual Paraeducators’ Navigation of Narrow Identity Spaces in a Rural Elementary School  Jenelle Reeves 5 Centering the Voices of Rural Immigrant Paraeducators  Stephanie Oudghiri 6 Preparing Regular Classroom Teachers to Work with Frequently Invisible, Woefully Misunderstood American Indian English Language Learners  Jioanna Carjuzaa 7 Where Do I Go? What do I do? Training Educators of Rural English Learners to Provide Accessible Instruction and Assessment  Kristin Kline Liu, Sonja Phillips, Yi-Chen Wu, Darrell Peterson, Charity Funfe Tatah Mentan, and Kym O’Donnell 8 Conclusion  Maria R. Coady, Paula Golombek and Nidza V. Marichal Index

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Book SynopsisAs the recent pandemic illustrated, many folks are only one or two paychecks away from bankruptcy. The economic disparities made starkly clear in the wake of shutdowns have brought home the need for thinking critically about class in ways that many U.S. citizens have traditionally resisted. This collection of memoirs and cultural analyses by established and newer scholars from a variety of disciplines seeks to reintroduce class in sophisticated, yet accessible, ways so that students may increase their critical literacy and consider the power of rhetoric to fight for equitable distribution of income and class power. Contributors are: : Sarah Attfield, Jennifer Beech, Phil Bratta, Ryan Cooper Carl, Christina V. Cedillo, José M. Cortez, William DeGenaro, David Engen, Kelli R. Gill, Abby Graves, Matthew Wayne Guy, Katherine Highfill, Nancy Mack, Heather Palmer, Irvin Peckham, Valerie Murrenus Pilmaier, Philip L. Simpson, William Thelin and Edward J. Whitelock.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Defining and Defying Common (Mis)Understandings of the Working Class  Jennifer Beech and Matthew Wayne Guy PART 1: Memoirs and Personal Essays 1 Social Class and Sociolects  Irvin Peckham 2 Becoming “Gente Educada”: Navigating Academia as a Working-Class, Multiply-Marginalized Student  Christina V. Cedillo 3 Rhetoric: From a Community Yet to Arrive  José Manuel Cortez 4 Five Miles and a World Away: A Memoir  Edward J. Whitelock 5 Feeling Like an Imposter at College  Nancy Mack 6 (Un)Belonging in Liminality: Garage Stories  Phil Bratta 7 Book Smart AND Street Smart  Valerie Murrenus Pilmaier 8 “Remember the Spartans”  William Thelin 9 Honest Work  Katherine Highfill PART 2: Critical Essays 10 Bodies in the World of Labor: Class, Affect, and Rhetoric in IWW’s “What is What in the World of Labor?” Poster  Phil Bratta 11 Mind on Heaven: Working-Class Rhetorics in Serpent-Handling Rituals of Southern Appalachia  Heather Palmer 12 White Bread as a Working-Class Symbol  Kelli R. Gill 13 “Put Some Flowers in the Graveyard”: The Gloomy Fate of the Working Class in George A. Romero’s Land of the Dead  Philip L. Simpson 14 Working Class on the Small Screen  Sarah Attfield 15 #ActorsWithDayJobs: Geoffrey Owens, Job Shaming, and the Ideology of Work  William DeGenaro 16 (Literal) Self-Exposure: Celebrity “Activism” during Covid-19  Abby Graves 17 Returning to Van Buren Street: A Photographic Essay  David Engen Index

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Book SynopsisQualitative research instructors seek information to help students actively engage in qualitative inquiry. They desire to learn about innovative, constructivist approaches that connect and empower students as a community of learners. Empowering Students as Self-Directed Learners of Qualitative Research Methods meets these needs with practices and approaches instructors may use to position students as active, empowered, self-directed learners who learn to do qualitative research by doing qualitative research. Students will find this book useful because it includes authentic student work, student reflections, factual classroom scenarios depicting professors guiding students as they devise research questions and determine the qualitative genre to best answer those questions as well as a chapter that includes a checklist to help students plan, revise, and edit the academic writing critical for communicating qualitative research. The book blends the thoughts of international scholars with the voices of students of qualitative research methods who participated in the transformative practices described in the book. The collective ideas meet the instructional, cultural, and psychological needs of diverse learners, including students from various disciplines, exceptionally able students, those with creative and artistic aptitudes, those from marginalized populations, English language learners, and those who struggle to master qualitative research methods. Contributors are: Christy Bebeau, Alisha Braun, Franz Breuer, Suzanne Franco, Anna Gonzalez-Pliss, Steven Haberlin, Alfredo Jornet, Yew Jin Lee, Erin Lunday, Janet Richards, Wolff-Michael Roth, Kia Sarnoff, Margrit Schreier, and William Thomas.Table of ContentsList of Figures and Tables Notes on Contributors 1 Introduction  Janet C. Richards and Wolff-Michael Roth PART 1: Teaching for Empowerment Introduction to Part 1  Janet C. Richards and Wolff-Michael Roth 2 Empowering Students of Qualitative Research to Take Charge of Their Academic Writing  Janet C. Richards 3 A Mindfulness-based Approach to Teaching Qualitative Research Methods  Margrit Schreier 4 Empowerment through Understanding the Interaction between Philosophical Stance (Positionality) and Qualitative Research  Suzanne Franco and Erin B. Lunday 5 An Inaugural Interviewing Course: Promoting Continuous Reflexivity, Balancing Theory and Skills, Building a Community of Learners  Anna Gonzalez-Pliss and Alisha M. B. Braun PART 2: Experiencing Empowerment Introduction to Part 2  Janet C. Richards and Wolff-Michael Roth 6 From Opportunities to Realities: On Being Empowered through Active Learning in Educational Research  Yew-Jin Lee 7 A Framework for Niching Scholarship and Expanding Competency in Arts-based Research  Steve Haberlin 8 Transmediation of Qualitative Text Information: Encouraging Students to Employ Special Aptitudes and Talents  Kia Sarnoff 9 Simulations as a Teaching Method  Christy Bebeau 10 How Andragogy Principles of Teaching Empowered Me: The Perspective of a High-Achieving Nontraditional Black Male Student  William D. Thomas PART 3: Empowerment beyond Schooling Introduction to Part 3  Janet C. Richards and Wolff-Michael Roth 11 Empowerment through Apprenticeship in the Teaching of Research Methods  Wolff-Michael Roth 12 Living the Praxis of Method, or How I Learned Letting Worldly Practices Organize My Professional Gaze as Scholar  Alfredo Jornet 13 Adoption and Long-Term Personal Effects of Reflexive Grounded Theory  Franz Breuer Index

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Book SynopsisThe inspiration for this book arose out of a large international conference: the ninth World Environmental Education Congress (WEEC) organized under the theme of Culture/Environment. Similarly, the theme for this book focuses on the Culture/Environment nexus. The book is divided into two parts: Part 1 consists of a series of research studies from an eclectic selection of researchers from all corners of the globe. Part 2 consists of a series of case studies of practice selected from a wide diversity of K-Postsecondary educators. The intent behind these selections is to augment and highlight the diversity of both cultural method and cultural voice in our descriptions of environmental education practice. The chapters focus on a multi-disciplinary view of Environmental Education with a developing view that Culture and Environment may be inseparable and arise from and within each other. Cultural change is also a necessary condition, and a requirement, to rebuild and reinvent our relationship with nature and to live more sustainably. The chapters address the spirit of supporting our praxis, and are therefore directed towards both an educator and researcher audience. Each chapter describes original research or curriculum development work.Table of ContentsList of Figures and Tables 1. Culture and Environment: Weaving New Connections  David B. Zandvliet Part 1 2. A Methodological Approach to the Study of Environmental Education through Drawings  Antonio Fernández Crispín, Marisela de Niz Robles, Verónica Ruíz Pérez, Norma A. Hernández and Javier Benayas del Álamo 3. Paradigms in the Relationship between Human Beings and Nature in the Andes  Germán Vargas Callejas 4. Using a Digital Picture Book to Promote Understanding of Human-Wildlife Conflict  Shiho Miyake 5. Examining the Role of Indigenous Knowledge in Sustainable Living in the North Rupununi (Guyana)  Paulette Bynoe 6. How Many Butterflies Will Lose Their Habitats? Communicating Biodiversity Research Using the Example of European Butterflies  Karin Ulbrich, Elisabeth Kühn, Oliver Schweiger and Josef Settele 7. The Agroecological Movement in Galicia (Spain)  Kylyan M. Bisquert and Pablo Á. Meira 8. The Sacred Sites of Dan Populations in Côte d’Ivoire: Environmental Conservation Factors  Dien Kouaye Olivier 9. From the Bubble to the Forest: Nature School Environmental Education  Barry Wood 10. Developing and Motivating Young Leaders for Sustainability: A Developmental Framework  Patricia Armstrong and Annette Gough Part 2 11. Teaching Global Indigenous Content to Young Learners  Sophia Hunter and Carolynn Beaty 12. Climate Change and Agricultural Production: Hands-on Active Classroom Learning in Estonia  Margit Säre 13. Outdoor Education in the Slovenian School System Supports Cultural and Environmental Education  Darja Skribe Dimec 14. Environmental Power Plant Project: Environmental Education in a Conservation Area  Micheli Kowalczuk Machado, Estevão Brasil Ruas Vernalha and João Luiz Hoeffel 15. A Pilot Program on Avifauna in French Guiana  Judith Priam and Jean-Pierre Avril 16. Renewable Energies: A Thematic Connection between Subjects  Nelson Arias Ávila, Verónica Tricio Gómez, Jessica Mayorga Buchelly and Jenny Ortega Vásquez 17. The Environmental Sustainability Game  Mauricio Guerrero Alarcon, Olivia Leon Valle and Alfonso Rivas Cruces 18. Drawing Meaning from Nature: Observation, Symbols and Stories  Zuzana Vasko and Robi Smith 19. Youth Engagement for Environmental Education and Sustainable Lifestyles  Brian Olewe Waswala, Otieno Nickson Otieno and Jared Buoga 20. Case Studies for Maintaining and Enhancing Urban Greenery  Kieu Lan Phuong Nguyen, Ho-Wen Chen, Khanh Ly Le and Xuan Hoan Nguyen 21. Integrating Teaching and Learning Around the Seven Sustainable Development Goals of the Well-Being of Future Generations Act 2015 (Wales)  Carolyn S. Hayles 22. Sustainable Education: Essential Contributions to a ‘Quadruple Helix’ Interaction and Sustainable Paradigm Shift  Dirk Franco, Alain De Vocht, Tom Kuppens, Hilda Martens, Theo Thewys, Bernard Vanheusden, Marleen Schepers and Jean Pierre Segers 23. Communicating about Greater Burlington Regional Centre of Expertise on Education for Sustainable Development (GBRCE) with Sustainability Stories  Thomas R. Hudspeth 24. Ecomuseums in Saskatchewan: Viewing Networks and Partnerships through a Regional and Project-Specific Lens  Adela Tesarek Kincaid, Glenn C. Sutter and Anna M. H. Hall 25. Weaving Traditional Ecological Knowledge into Indigenous Youth Education: A Case Study in an Indigenous Rice Paddy Cultural Landscape, Taiwan  Kuang-Chung Lee 26. Discovering Nature in the Technological Age  Dylan Leech

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Book SynopsisThis book documents recent attempts to conduct systematic, prodigious and multidisciplinary research in learning analytics and present their findings and identify areas for further research and development. The book also unveils the distinguished and exemplary works by educators and researchers in the field highlighting the current trends, privacy and ethical issues, creative and unique approaches, innovative methods, frameworks, and theoretical and practical aspects of learning analytics.Table of ContentsList of Figures and Tables Notes on Contributors PART 1: Introduction 1 Big Data Analytics in Education for Dynamic Personalised Learning Design  Myint Swe Khine PART 2: Trends in Learning Analytics 2 Post-Traditional Learning Analytics: How Data and Information Technology Transform Learning Environment  Alexander Amigud 3 The Use of Analytics for Educational Purposes: A Review of Literature from 2015 to Present  Min Liu, Zilong Pan, Xin Pan, Dongwook An, Wenting Zou, Chenglu Li and Yi Shi 4 A Snapshot of Research on Learning Analytics: A Systematic Review  Selcan Kilis and Yasemin Gulbahar 5 The Benefits of Learning Analytics in Open and Distance Education: A Review of the Evidence  Billy Tak-Ming Wong PART 3: Pedagogical Applications of Learning Analytics 6 The New Smarts in Teaching and Learning  Jon Mason, Stefan Popenici, Leigh Blackall and Peter Shaw 7 Following the Learners’ Traces: Profiling Learners and Visualizing the Learning Process for Building Better Learning Experiences  Arif Altun and Mehmet Kokoç 8 Analytical Indicators for Profiling and Improving Engagement and Success of Vulnerable Participants  Mirella Atherton 9 Triangulating Student Engagement with “Built & Bought” Learning Analytics  John Fritz and Robert Carpenter PART 4: Learning Analytics and Educational Research 10 Implementation of a Learning Analytics System in a Productive Higher Education Environment  Clara Schumacher, Daniel Klasen and Dirk Ifenthaler 11 Discourse Analysis Visualization Based on Community of Inquiry Framework  Masanori Yamada, Yoshiko Goda, Kosuke Kaneko, Junko Handa and Yumi Ishige 12 Learning Support Systems Based on Cohesive Learning Analytics  Fumiya Okubo, Masanori Yamada, Misato Oi, Atsushi Shimada, Yuta Taniguchi and Shin’ichi Konomi 13 The Learning Analytics and Flipped PBL for Tool-Design Learning  Il-Hyun Jo 14 Learning Analytics Cockpit for MOOC Platforms  Karin Maier, Philipp Leitner and Martin Ebner

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Book SynopsisThe Vietnamese diaspora is now a truly global diaspora. This collection, one of the first of its kind, traces the Vietnamese diaspora’s multifaceted roots in late 19th and early 20th century French colonialism, the end of the War in Vietnam, and economic migrations to fellow communist states in the 1970s and 1980s. Out of these migrations, Vietnamese communities have now formed in many of the major immigrant receiving countries around the world. This collection traces the connection between the historically traumatic forms of dispersal from Vietnam and todays transnational Vietnamese communities. It considers questions about how conditions of exit from Vietnam shape Vietnamese diaspora identities and patterns of settlement and economic integration. It also addresses questions of how memory politics shape the ways in which various segments of the Vietnamese diaspora engage with contemporary Vietnam, and shape what is now an intergenerational diaspora. Contributors are: Tamsin Barber, Gisele Bousquet, Tuan Hoang, Gertrude Hüwelmeier, C. N. Le, Nathalie Huynh Chau Nguyen, Vic Satzewich, Ivan Small, Grażyna Szymańska-Matusiewicz and Anna Vu.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Introduction  Anna Vu and Vic Satzewich 1 Negotiating Identities: The 1964 Return of the Francophone Polynesian Vietnamese to Vietnam  Gisele Bousquet 2 Social Mobility and the Meaning of Freedom among Vietnamese Refugees and Immigrants  Tuan Hoang 3 Belonging in the UK Vietnamese Community: Second-Generation Experiences  Tamsin Barber 4 The Politics of Remembering: Intergenerational Tensions in the Vietnamese Diaspora  Anna Vu 5 Transnational Vietnamese: Germany and Beyond  Gertrud Hüwelmeier 6 Pro-Democracy Activism in the Vietnamese Diaspora: Transgressing Cold War–Era Divisions in the Era of Social Media  Grażyna Szymańska-Matusiewicz 7 Capitalist Lack: Vietnamese American Remittances as Cultural Supplement and Political Critique  Ivan V. Small 8 Traditional Characteristics and New Dimensions: Vietnamese American Self-Employment in the Twenty-First Century  C. N. Le 9 The Price of Nailing It: Emotional Labour in the Nail Salon Industry  Anna Vu 10 Vietnamese Women in the Australian Defence Force: Minorities, Histories and Cultural Heritage  Nathalie Huynh Chau Nguyen Index

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Book SynopsisIn Time for Educational Poetics the author addresses a discussion in the context of today’s philosophy of education and educational research. Conceptually, educational poetics is not limited to a theoretical construction, but rather focuses on the creative, imaginative and poetic experience, to being recreated in the teaching-learning process. Educational poetics is rooted in the philosophical and aesthetic thought of South Asia, specifically in how contemplative and creative practices re-introduced by Rabindranath Tagore. Educational poetics is the convergence of research in creative contemplation and poetic creation, practices of conscious attention and mindfulness, and practices of peace education and philosophy of non-violence. This book leads to a perspective in thinking about the risks that jeopardize the future of young generations.Table of ContentsAcknowledgements Part 1: Time for Educational Poetics: A Philosophy of Education for Our Time Chapter 1: The Basics of Educational Poetics  What Is Educational Poetics?  The Space between Two Rhythms: Unconventional Pedagogies Chapter 2: The Society of Predetermination Chapter 3: Poetics and Pedagogy of Freedom  Pedagogy for Freedom Part 2: Why We Care Now for Educational Poetics and a Philosophy of Responsible Innovation? Chapter 4: A Creative Contemplation Approach and Responsible Innovation  Prospective Philosophy of Education and Responsible Innovation  Demographics: Why Do We Care Now for Responsible Innovation  Reconsidering the Future: AI from an Outlook of Responsible Innovation  Future-Oriented Humanistic Perspective: Towards 2030  Educative Interventions to Nourish Responsible Innovation Chapter 5: The Value of Future: Infosphere and Conscious Attention  Notes for a Philosophy of Infosphere  Are We Instruments of Our Instruments?  Conscious Attention, Egocentrism and the Infosphere  A Call for Digital Ethics of Infosphere  Egocentrism, Selfish Gene and Conscious Attention  Future under Risk or Innovation with No Ethic Regulation  Our Daily Life in the Infosphere Chapter 6: A Claim for Non-Violence and Peace Education  Unemployment and Costs of Violence  Unemployment, Multifactorial Violence: The Claim for Ahimsa  Youth and Re-Approaching the Future through Non-Violence  Again Greek Êthos Part 3: Why Does the Future Need Educational Poetics? Chapter 7: Interpreting Poetics, Cognitions and Aesthetic Emotion  Educational Poetics Is Polysemic  Creative Improvisation  Harmony and Environmental Awareness Chapter 8: Creative Contemplation  How Are Tagore’s Educational Ideas Still Relevant in the Era of Hyperconnectivity?  Tagore, Creative Contemplation and Freedom  Creative Contemplation in Educational Poetics  Imagination and Recreation  Freedom and the Art of Movement Chapter 9: Conscious Attention and Philosophy of Non-Violence  Contemplation, Mindfulness and Meditation  Philosophy of Non-Violence for Young People Epilogue: Autumn Dissipates Index

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Book SynopsisPopular representations of teachers and teaching are easy to take for granted precisely because they are so accessible and pervasive. Our lives are intertextual in the way lived experiences overlap with the stories of others presented to us through mass media. It is this set of connected narratives that we bring into classrooms and into discussions of educational policy. In this day and time—with public education under siege by forces eager to deprofessionalize teaching and transfer public funds to benefit private enterprises—we ignore the dominant discourse about education and the patterns of representation that typify educator characters at our peril. This edited volume offers a fresh take on educator characters in popular culture and also includes important essays about media texts that have not been addressed adequately in the literature previously. The 15 chapters cover diverse forms from literary classics to iconic teacher movies to popular television to rock ‘n’ roll. Topics explored include pedagogy through the lenses of gender, sexuality, race, disability, politics, narrative archetypes, curriculum, teaching strategies, and liberatory praxis. The various perspectives represented in this volume come from scholars and practitioners of education at all levels of schooling. This book is especially timely in an era when public education in the United States is under assault from conservative political forces and undervalued by the general public. Contributors are: Steve Benton, Naeemah Clark, Kristy Liles Crawley, Elizabeth Currin, Mary M. Dalton, Jill Ewing Flynn, Chad E. Harris, Gary Kenton, Mark A. Lewis, Ian Parker Renga, Stephanie Schroeder, Roslin Smith, Jeff Spanke, and Andrew Wirth.Table of ContentsPreface Acknowledgements List of Figures 1 A Loyalty Test for the American Educator, from Ichabod Crane to Erin Gruwell  Steve Benton 2 Schooling the State: Teachers and Democratic Dispositions on The West Wing  Stephanie Schroeder 3 Rethinking Student-Teacher Relationship Intimacy as Attachment  Andrew Wirth 4 Mr. Miller Goes to War: Saving Private Ryan and the Children Left Behind  Jeff Spanke 5 In Loco Parentis Redux: Bob and Linda Belcher at Wagstaff School  Elizabeth Currin 6 What’s a Nice White Lady to Do?: A Critical Literacy Lens on Teaching and Learning in Pop Culture Portrayals  Jill Ewing Flynn 7 The Dis-Education of Rock ‘n’ Roll  Gary Kenton 8 Promoted to Control?: School Office Culture in HBO’s Vice Principals  Chad E. Harris 9 The Insecure Teacher: How Issa Rae Has Normalized the Black Woman to Create TV Magic  Naeemah Clark 10 Contrasting the Archetypal Sage with the Mentor Coach in Young Adult Literature: Insights for Teacher Reflection  Ian Parker Renga and Mark A. Lewis 11 Saved by the Belles: Gender Roles in the Quintessential Teen Comedy  Elizabeth Currin and Stephanie Schroeder 12 “Good” Teacher on Her Own Terms: Miss Shaw in ABC’s The Wonder Years  Chad E. Harris 13 Liberatory Pedagogy in Action: The Embodied Performance of Community College Instructors in Film and Television  Kristy Liles Crawley 14 Q the Teacher. TV Lessons from the 24th Century: You Do Not have to Be an Omniscient Teacher, But It Helps  Roslin Smith 15 Speechless to Speechless: Nontraditional Teacher Characters in Recent Sitcoms  Mary M. Dalton Film Sources Television Sources

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Book SynopsisAt a time when higher education institutions in the United States are the subject of increased media scrutiny and nearly continuous loss of funding by resource-strapped state legislatures, a greater understanding of higher education’s bulwark resource—mid-career research and teaching faculty—is more important than ever. Faculty at mid-career comprise the largest segment of academia. For some, this is a time of significant productivity and creativity, yet for others, it is a time of disillusionment and stagnation. Revealing impediments and pathways to faculty job satisfaction and productivity will strengthen higher education institutions by protecting, fostering, and maintaining this vital workforce. In this collection we will explore the lives of mid-career faculty as our authors uncover the complexities in this stage of professional life and discuss support systems for the transition into this period of faculties’ academic careers. Mid-Career Faculty: Trends, Barriers, and Possibilities is designed for faculty leaders, administration, policymakers, and anyone concerned with the future of higher education. This text offers an examination into an often overlooked period of academic life, that of post-tenure mid-career faculty. Therefore, the aim of this text is to deepen our understanding of the lives of mid-career faculty, to identify barriers that impede job advancement and satisfaction, and to offer suggestions for changes to current policy and practice in higher education. Contributors are: Joyce Alexander, Michael Bernard-Donals, Pradeep Bhardwaj, Kimberly Buch, Javier Cavazos, Jay R. Dee, Anne M. DeFelippo, Andrea Dulin, Jeremiah Fisk, Carrie Graham, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez, Yvette Huet, Jane McLeod, Jennifer McGarry, Maria L. Morales, Eliza Pavalko, Laura Plummer, Mandy Rispoli, Amanda J. Rockinson-Szapkiw, J. Blake Scott, Michael Terwillegar, Jenna Thomas and Claudia Vela.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Anita G. Welch, Jocelyn Bolin and Daniel Reardon PART 1: Barriers and Challenges in the Lives of Mid-Career Faculty 1 Mid-Career Faculty: The Current State of the Field  Michael Terwillegar, Jenna Thomas and Jocelyn Bolin 2 Sustaining Faculty Vitality at Mid-Career: Individual and Institutional Strategies  Anne M. DeFelippo and Jay R. Dee 3 The Academic Mother at Mid-Career  Amanda J. Rockinson-Szapkiw 4 Career Advancement Experiences of Mid-Career Women Faculty and Those across African, Latinx, Asian, and Native American Diasporas  Carrie Graham and Jennifer McGarry Part 2: Strategies to Support Mid-Career Faculty 5 Making Time: Supporting Mid-Career Faculty through Mentoring  Michael Bernard-Donals 6 A Comprehensive Approach to Supporting and Promoting Mid-Career Faculty  Kimberly Buch, Andrea Dulin and Yvette Huet 7 Faculty Writing Groups: A Tool for Providing Support, Community, and Accountability at Mid-Career  Laura Plummer, Eliza Pavalko, Joyce Alexander and Jane McLeod 8 Career Development Strategies for Mid-Career Faculty  Pradeep Bhardwaj, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez and J. Blake Scott 9 Keeping the Momentum: Mid-Career Faculty Mentorship  Mandy Rispoli  10 Using Organizational, Functional, and Personal Development to Help Mid-Career Faculty Members Javier Cavazos-Vela, Maria L. Morales, Claudia Vela and Jeremiah Fisk 11 Conclusion: Protecting and Promoting Higher Education’s Greatest Resource  Daniel Reardon Index

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Book SynopsisA core position in the knowledge economy policies has been ascribed to higher education. This has enhanced the complexity of the environment in which higher education institutions operate. These deal with a wide range of pressures stemming from the State, the corporate world, the society at large and political interests, let alone those arising from the constituencies of higher education institutions (academics, students and non-academics). Institutions are expected to cope with these pressures by developing strategies involving quality management, performance and assessment, innovation, while reconfiguring the relationships between research, teaching and learning. The core business of higher education is being reshaped, challenging institutions’ internal life to strategically respond to the reconfiguration of their role and missions. Topics such as governance and management, strategies and strategizing, budget control, performance and assessment, quality management, local and regional innovation come to the fore front. Under Pressure: Higher Education Institutions Coping with Multiple Challenges addresses these topics by convening approaches to the understanding of the interactions between policy drivers and institutional practices in governance, funding, performance indicators, regional innovation, strategy and strategizing, quality and management, and professionals.Trade Review"You have to read the collection as a mosaic of themes, brought to us by a variety of experts from multiple countries, contexts and positions. That already makes the collection interesting." - Bruno Broucker, KU Leuven, translated from (2019) De congresbundel als interessante mozaïek, Th&ma, 4.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Part 1: Introduction 1. Under Pressure: Higher Education Institutions Dealing with Multiple Challenges  Pedro Teixeira, António Magalhães, Amélia Veiga and Maria J. Rosa> Part 2: Setting the Stage 2. Higher Education and Science in the Age of Trump, Brexit and Le Pen  Simon Marginson> 3. Adaptive University Structures: From Theory to Practice and Back  Barbara Sporn> 4. Governance and Management – Challenges of Today, Adapting to the Times  S. Feyo de Azevedo> Part 3: Changes and Challenges in Governance and Management 5. Human Resource Development for Junior Researchers in Germany: Stocktaking and Prospects  René Krempkow and Mathias Winde> 6. Shadows of Hierarchy: Managerial-Administrative Relationships within Universities under Pressure  Ton Kallenberg> 7. Higher Education Institutions Responding to Issues: Gender-Based Violence on Campus  Melindy Brown, James Williams and David Kane> Part 4: Quality Management and the Relevance of Strategy 8. Strategic Quality Management – A Contribution to Autonomy: The Example of TU Darmstadt, Germany  Tina Klug> 9. Innovativeness of Higher Education Institutions: Preconditions for the Development of Cooperative Innovations  Cindy Konen> 10. Internal Quality Assurance  Maria J. Manatos, Sónia Cardoso, Maria J. Rosa and Teresa Carvalho> Part 5: Students and the Effectiveness of Learning 11. Grades as a Measure of Students’ Learning Outcome  Magnus Strand Hauge> 12. The Emerging Differential Tuition Era among U.S. Public Universites  Gregory c. Wolniak, Casey E. George and Glen R. Nelson> Part 6: The Role of Higher Education in Regional Innovation 13. The Institutional Environment and Organisational Challenges of Universtities’ Regional Engagement  Verena Radinger-Peer> 14. Universities’ Role in Regional Innovation Reconsidered: Looking at the Bottom of the Iceberg  Jürgen Janger>

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Book SynopsisA core position in the knowledge economy policies has been ascribed to higher education. This has enhanced the complexity of the environment in which higher education institutions operate. These deal with a wide range of pressures stemming from the State, the corporate world, the society at large and political interests, let alone those arising from the constituencies of higher education institutions (academics, students and non-academics). Institutions are expected to cope with these pressures by developing strategies involving quality management, performance and assessment, innovation, while reconfiguring the relationships between research, teaching and learning. The core business of higher education is being reshaped, challenging institutions’ internal life to strategically respond to the reconfiguration of their role and missions. Topics such as governance and management, strategies and strategizing, budget control, performance and assessment, quality management, local and regional innovation come to the fore front. Under Pressure: Higher Education Institutions Coping with Multiple Challenges addresses these topics by convening approaches to the understanding of the interactions between policy drivers and institutional practices in governance, funding, performance indicators, regional innovation, strategy and strategizing, quality and management, and professionals.Trade Review"You have to read the collection as a mosaic of themes, brought to us by a variety of experts from multiple countries, contexts and positions. That already makes the collection interesting." - Bruno Broucker, KU Leuven, translated from (2019) De congresbundel als interessante mozaïek, Th&ma, 4.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Part 1: Introduction 1. Under Pressure: Higher Education Institutions Dealing with Multiple Challenges  Pedro Teixeira, António Magalhães, Amélia Veiga and Maria J. Rosa> Part 2: Setting the Stage 2. Higher Education and Science in the Age of Trump, Brexit and Le Pen  Simon Marginson> 3. Adaptive University Structures: From Theory to Practice and Back  Barbara Sporn> 4. Governance and Management – Challenges of Today, Adapting to the Times  S. Feyo de Azevedo> Part 3: Changes and Challenges in Governance and Management 5. Human Resource Development for Junior Researchers in Germany: Stocktaking and Prospects  René Krempkow and Mathias Winde> 6. Shadows of Hierarchy: Managerial-Administrative Relationships within Universities under Pressure  Ton Kallenberg> 7. Higher Education Institutions Responding to Issues: Gender-Based Violence on Campus  Melindy Brown, James Williams and David Kane> Part 4: Quality Management and the Relevance of Strategy 8. Strategic Quality Management – A Contribution to Autonomy: The Example of TU Darmstadt, Germany  Tina Klug> 9. Innovativeness of Higher Education Institutions: Preconditions for the Development of Cooperative Innovations  Cindy Konen> 10. Internal Quality Assurance  Maria J. Manatos, Sónia Cardoso, Maria J. Rosa and Teresa Carvalho> Part 5: Students and the Effectiveness of Learning 11. Grades as a Measure of Students’ Learning Outcome  Magnus Strand Hauge> 12. The Emerging Differential Tuition Era among U.S. Public Universites  Gregory c. Wolniak, Casey E. George and Glen R. Nelson> Part 6: The Role of Higher Education in Regional Innovation 13. The Institutional Environment and Organisational Challenges of Universtities’ Regional Engagement  Verena Radinger-Peer> 14. Universities’ Role in Regional Innovation Reconsidered: Looking at the Bottom of the Iceberg  Jürgen Janger>

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Book SynopsisThis book documents recent attempts to conduct systematic, prodigious and multidisciplinary research in learning analytics and present their findings and identify areas for further research and development. The book also unveils the distinguished and exemplary works by educators and researchers in the field highlighting the current trends, privacy and ethical issues, creative and unique approaches, innovative methods, frameworks, and theoretical and practical aspects of learning analytics.Table of ContentsList of Figures and Tables Notes on Contributors PART 1: Introduction 1 Big Data Analytics in Education for Dynamic Personalised Learning Design  Myint Swe Khine PART 2: Trends in Learning Analytics 2 Post-Traditional Learning Analytics: How Data and Information Technology Transform Learning Environment  Alexander Amigud 3 The Use of Analytics for Educational Purposes: A Review of Literature from 2015 to Present  Min Liu, Zilong Pan, Xin Pan, Dongwook An, Wenting Zou, Chenglu Li and Yi Shi 4 A Snapshot of Research on Learning Analytics: A Systematic Review  Selcan Kilis and Yasemin Gulbahar 5 The Benefits of Learning Analytics in Open and Distance Education: A Review of the Evidence  Billy Tak-Ming Wong PART 3: Pedagogical Applications of Learning Analytics 6 The New Smarts in Teaching and Learning  Jon Mason, Stefan Popenici, Leigh Blackall and Peter Shaw 7 Following the Learners’ Traces: Profiling Learners and Visualizing the Learning Process for Building Better Learning Experiences  Arif Altun and Mehmet Kokoç 8 Analytical Indicators for Profiling and Improving Engagement and Success of Vulnerable Participants  Mirella Atherton 9 Triangulating Student Engagement with “Built & Bought” Learning Analytics  John Fritz and Robert Carpenter PART 4: Learning Analytics and Educational Research 10 Implementation of a Learning Analytics System in a Productive Higher Education Environment  Clara Schumacher, Daniel Klasen and Dirk Ifenthaler 11 Discourse Analysis Visualization Based on Community of Inquiry Framework  Masanori Yamada, Yoshiko Goda, Kosuke Kaneko, Junko Handa and Yumi Ishige 12 Learning Support Systems Based on Cohesive Learning Analytics  Fumiya Okubo, Masanori Yamada, Misato Oi, Atsushi Shimada, Yuta Taniguchi and Shin’ichi Konomi 13 The Learning Analytics and Flipped PBL for Tool-Design Learning  Il-Hyun Jo 14 Learning Analytics Cockpit for MOOC Platforms  Karin Maier, Philipp Leitner and Martin Ebner

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Book SynopsisThis book covers recent attempts to integrate 3D printing into the curriculum in schools and universities and research on its efficacies and usefulness from the practitioners' perspectives. The book unveils the exemplary works by educators and researchers in the field highlighting the current trends, theoretical and practical aspects of 3D printing in teaching and learning.Table of ContentsList of Figures and Tables Notes on Contributors 1 3D Printing: Practical Applications for K-16 Education  Jeremy Wendt, Jason Beach and Stephanie Wendt 2 3D Printing in Early Childhood Classrooms: Teacher Considerations and Decisions  Pamela Sullivan 3 Three-Dimensional Picto-Reconstructive Tinkering Tool for Creative Teaching  Sylvia Stavridi 4 Developing 21st-Century Skills through STEM Integration and Global Collaboration Using 3D Printing and CAD  Yujiro Fujiwara and Lee Kenneth Jones 5 Overcoming Barriers to the Implementation of 3D Printing in Schools  Song Min Jeong 6 3D Printing Applications in Mechanical Engineering Education  Issah M. Alhamad, Waleed K. Ahmed, Hayder Z. Ali and Hamad AlJassmi 7 Dragon STEAM: Using 3D Prints of Carboniferous Fossil Plants to Foster Unusual Partnerships  Dorothy Belle Poli, Lisa Stoneman, Jennifer Buckingham and Michael Buckingham 8 Bridging the Social and Environmental Dimensions of Global Sustainability in STEM Education with Additive Manufacturing  Chelsea Schelly and Joshua Pearce 9 Assessing Students’ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints  Goran Štrkalj, Kehui Luo, Anneliese Hulme, Mirjana Štrkalj and Manisha Dayal 10 Using 3D Printing to Enhance STEM Teaching and Learning: Recommendations for Designing 3D Printing Projects  Sonya Wisdom and Elena Novak 11 Moving 3D Printing beyond the Desktop within Higher Education: Towards a Service Bureau Approach  James I. Novak and Jennifer Loy 12 A Case Study of Preparing Emirati Pre-Service Teachers to Integrate 3D Printing into Teaching and Learning  Nagla Ali, Dean Cairns, Myint Swe Khine and Muhammet Demirbilek

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Book SynopsisCore texts addressing creativity in a number of contexts show that creativity as a scientific subject has received principally the attention of Western scholars. Is this due to the fact that Western cultures are more creative or sensitive to creativity than the Eastern cultures? The editors strongly believe that this is more due to the differences in understanding and practising creativity in the West and East than to an Eastern indifference to creativity. Arts-Based Education: China and Its Intersection with the World investigates the field of arts-based educational practices and research. It argues that reflections on these themes must necessarily be reframed and re-read beyond the limits of colonialist oppositions and suggests a constructive and reflexive approach to theory and methodology, which takes into account intercultural and critical perspectives in these studies. This volume is the tangible product of the acknowledgement that China and Chinese culture deserves a more systematic and up-to-date dissemination through recent studies that bring together the arts, learning and creativity. It is clustered around two themes: (1) China and its communication with the world through arts-based education in international contexts, and (2) the development of arts education in China.Table of ContentsList of Figures and Tables Acknowledgements Notes on Contributors Part 1: China and Its Communication with the World through Arts-Based Education in International Contexts 1 Reframing the Arts and Creativity in Chinese Education  Tatiana Chemi, Lihong Wang and Xiangyun Du 2 Intercultural Learning, Undergraduate Ethnomusicology Courses, and Postcolonialism: A Reflection on Challenging Stereotypes of the ‘Inferior Other’ in Chinese Music  Derrick Tu 3 Eurasian Theatre and the Pedagogy of Actor: The Work of Mei Lanfang  Pierangelo Pompa and Tatiana Chemi 4 Chinese Calligraphy Teaching in Non-Chinese Contexts  Lei Ma 5 Embodied Learning: Hypothesis for an Action-Based Physical Approach to Teaching Chinese Characters  Tatiana Chemi and Pierangelo Pompa 6 Write Your Name  Beili Xiang Part 2: The Development of Arts Education in China 7 Children’s Art as Creative Interpretations of the World  Yanjie Yang 8 Action Research for the Integration of Folk Handicraft into the Kindergarten Curriculum  Wang Di 9 Development and Current Status of Art Education in China: From Policy to Practice  Yanjie Yang 10 A Comparative Study on Early Childhood Art Curriculum between Korea and China  Xiaohua Li 11 Overview on the Evaluation of Children’s Art Education  Chen Huangchao Index

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Book SynopsisCore texts addressing creativity in a number of contexts show that creativity as a scientific subject has received principally the attention of Western scholars. Is this due to the fact that Western cultures are more creative or sensitive to creativity than the Eastern cultures? The editors strongly believe that this is more due to the differences in understanding and practising creativity in the West and East than to an Eastern indifference to creativity. Arts-Based Education: China and Its Intersection with the World investigates the field of arts-based educational practices and research. It argues that reflections on these themes must necessarily be reframed and re-read beyond the limits of colonialist oppositions and suggests a constructive and reflexive approach to theory and methodology, which takes into account intercultural and critical perspectives in these studies. This volume is the tangible product of the acknowledgement that China and Chinese culture deserves a more systematic and up-to-date dissemination through recent studies that bring together the arts, learning and creativity. It is clustered around two themes: (1) China and its communication with the world through arts-based education in international contexts, and (2) the development of arts education in China.Table of ContentsList of Figures and Tables Acknowledgements Notes on Contributors Part 1: China and Its Communication with the World through Arts-Based Education in International Contexts 1 Reframing the Arts and Creativity in Chinese Education  Tatiana Chemi, Lihong Wang and Xiangyun Du 2 Intercultural Learning, Undergraduate Ethnomusicology Courses, and Postcolonialism: A Reflection on Challenging Stereotypes of the ‘Inferior Other’ in Chinese Music  Derrick Tu 3 Eurasian Theatre and the Pedagogy of Actor: The Work of Mei Lanfang  Pierangelo Pompa and Tatiana Chemi 4 Chinese Calligraphy Teaching in Non-Chinese Contexts  Lei Ma 5 Embodied Learning: Hypothesis for an Action-Based Physical Approach to Teaching Chinese Characters  Tatiana Chemi and Pierangelo Pompa 6 Write Your Name  Beili Xiang Part 2: The Development of Arts Education in China 7 Children’s Art as Creative Interpretations of the World  Yanjie Yang 8 Action Research for the Integration of Folk Handicraft into the Kindergarten Curriculum  Wang Di 9 Development and Current Status of Art Education in China: From Policy to Practice  Yanjie Yang 10 A Comparative Study on Early Childhood Art Curriculum between Korea and China  Xiaohua Li 11 Overview on the Evaluation of Children’s Art Education  Chen Huangchao Index

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Book SynopsisIn Ecocritical Perspectives in Teacher Education, the editors share a collection of chapters from diverse critical scholars in teacher education. Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world—a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices—like racism, sexism, classism, ableism, and speciesism—weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability. Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solís, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.Table of ContentsList of Figures and Tables Notes on Contributors 1 Ecocritical Perspectives in Teacher Education: An Introduction  John Lupinacci, Alison Happel-Parkins and Rita Turner 2 Learn Globally, Teach Locally: Developing an EcoJustice Stance among Preservice Teachers through a Critical Place-Based Pedagogical Model  Marissa E. Bellino and Greer Burroughs 3 Classroom Ecologies That (Re)Claim a Democratic Commons: A Dialogic Inquiry into Creative Coexistence and Value Creation in Teacher Praxis  Melissa Bradford and Michio Okamura 4 The Specter of Enclosure in School Gardens: An Ecocritical Pedagogy for the Educational Commons  Graham B. Slater, Robert G. Unzueta and Clayton Pierce 5 Saberes Curativos and Jardines-Huertos  Silvia Patricia Solís 6 For the Birds: The Pedagogical Value of Drawing on Relationship-Focused Nature Writing  Agnes C. Krynski 7 Bringing the Social and Ecological into Teacher Education: Place-Conscious Teacher Education for Cultivating Community Well-Being  Kevin J. Holohan 8 Anarchism, EcoJustice, and Earth Democracy: An Eco-Anarchic Social Studies for the 21st Century  Brandon Edwards-Schuth and John Lupinacci 9 The Greening of STEM: Teaching Mathematics Pedagogy within an Ecojustice Framework  Nataly Chesky and Mark Wolfmeyer 10 The Cost of Unsettling America: Math Education for EcoJustice  Emilia Maertens and Rebecca Martusewicz 11 Pedagogical Misanthropy in mother! Decentering the Human in Ecocritical Education  JT Torres, Emma McMain and John Lupinacci 12 “Educated by the Jungle”: How Vedda Wisdom Can Impact Ecocritical Pedagogy  Meneka Repka 13 Afterword  John Lupinacci, Alison Happel-Parkins and Rita Turner Index

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Book SynopsisUniversities are expected to produce employable graduates. In Education for Employability, experts explore critical questions in the employability agenda: Who sets the standards and expectations of employability? How do students monitor their own employability? How can universities design whole curricula and university environments that promote employability? What teaching and learning strategies facilitate the development of employability? Responsibility for developing and sustaining employability lies with a broad coalition of the individual students, the university, alumni, the professions and industry and is accomplished through the intended curriculum as well as co-curricular, extra-curricular and supra-curricular activities, events and learning opportunities.Table of ContentsPreface Acknowledgements Part 1: Exploring Employability 1 Employability Interests and Horizons: Public and Personal Realisations  Joy Higgs and James Cloutman 2 Practice, Work and Employability: Evolutions and Revolutions  Joy Higgs Part 2: Setting the Employability Agenda 3 Meeting Society’s Expectations of Graduates: Education for the Public Good  Dawn Bennett 4 Employability and Higher Education: Keeping Calm in the Face of Disruptive Innovation  Sally Kift 5 Facing Global Challenges: One University Seizing Employability Opportunities  Will Letts 6 Re-imagining Graduate Achievement and Employability  Geoffrey Crisp and Beverley Oliver 7 Creating Productive Spaces for Developing Employability  Peter Goodyear 8 Graduate Employability 2.0: Learning for Life and Work in a Socially Networked World  Ruth Bridgstock 9 Preparing Work Ready PlusGraduates for an Uncertain Future  Geoff Scott 10 The Language of Employability  Doug Cole and Raphael Hallett 11 Employability and Leadership in Contemporary Workplaces: Managerial Calculus  Nita L. Cherry 12 Employability and First Nations’ Peoples: Aspirations, Agency and Commitments  Sandy O’Sullivan Part 3: Education Strategies 13 Holistic Curriculum Design for Employability  Sally Kift 14 Employability Pursuits beyond the Formal Curriculum: Extra and Co-curricular Activities  Judi Green, Angela Carbone and Gerry Rayner 15 Work Integrated Learning: Professional Identity Development and Social Responsibility  Barbara Walsh 16 Practice-based Education: Education for Practice Employability  Joy Higgs Part 4: Reflections 17 The Future is Ours: Students and Graduates Leading the Future  Sophie Johnston 18 Employability Pursuit: An Appreciation  Joy Higgs 19 What Does This All Mean for Higher Education?  Geoffrey Crisp, Will Letts and Joy Higgs Notes on Contributors

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Book SynopsisUniversities are expected to produce employable graduates. In Education for Employability, experts explore critical questions in the employability agenda: Who sets the standards and expectations of employability? How do students monitor their own employability? How can universities design whole curricula and university environments that promote employability? What teaching and learning strategies facilitate the development of employability? Responsibility for developing and sustaining employability lies with a broad coalition of the individual students, the university, alumni, the professions and industry and is accomplished through the intended curriculum as well as co-curricular, extra-curricular and supra-curricular activities, events and learning opportunities.Table of ContentsPreface Acknowledgements Part 1: Exploring Employability 1 Employability Interests and Horizons: Public and Personal Realisations  Joy Higgs and James Cloutman 2 Practice, Work and Employability: Evolutions and Revolutions  Joy Higgs Part 2: Setting the Employability Agenda 3 Meeting Society’s Expectations of Graduates: Education for the Public Good  Dawn Bennett 4 Employability and Higher Education: Keeping Calm in the Face of Disruptive Innovation  Sally Kift 5 Facing Global Challenges: One University Seizing Employability Opportunities  Will Letts 6 Re-imagining Graduate Achievement and Employability  Geoffrey Crisp and Beverley Oliver 7 Creating Productive Spaces for Developing Employability  Peter Goodyear 8 Graduate Employability 2.0: Learning for Life and Work in a Socially Networked World  Ruth Bridgstock 9 Preparing Work Ready PlusGraduates for an Uncertain Future  Geoff Scott 10 The Language of Employability  Doug Cole and Raphael Hallett 11 Employability and Leadership in Contemporary Workplaces: Managerial Calculus  Nita L. Cherry 12 Employability and First Nations’ Peoples: Aspirations, Agency and Commitments  Sandy O’Sullivan Part 3: Education Strategies 13 Holistic Curriculum Design for Employability  Sally Kift 14 Employability Pursuits beyond the Formal Curriculum: Extra and Co-curricular Activities  Judi Green, Angela Carbone and Gerry Rayner 15 Work Integrated Learning: Professional Identity Development and Social Responsibility  Barbara Walsh 16 Practice-based Education: Education for Practice Employability  Joy Higgs Part 4: Reflections 17 The Future is Ours: Students and Graduates Leading the Future  Sophie Johnston 18 Employability Pursuit: An Appreciation  Joy Higgs 19 What Does This All Mean for Higher Education?  Geoffrey Crisp, Will Letts and Joy Higgs Notes on Contributors

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Book SynopsisIntercultural Mirrors: Dynamic Reconstruction of Identity contains (auto)ethnographic chapters and research-based explorations that uncover the ways our intercultural experiences influence our process of self-discovery and self-construction. The idea of intercultural mirrors is applied throughout all chapters as an instrument of analysis, an heuristic tool, drawn from philosophy, to provide a focus for the analysis of real life experiences. Plato noted that one could see one’s own reflection in the pupil of another’s eye, and suggested that the mirror image provided in the eye of the other person was an essential contributor to self-knowledge. Taking this as a cue, the contributors of this book have structured their writings around the idea that the view of us held by other people provides an essential key to one’s own self-understanding. Contributors are: James Arvanitakis, Damian Cox, Mark Dinnen, James Ferguson, Tom Frengos, Dennis Harmon, Donna Henson, Alexandra Hoyt, William Kelly, Lucyann Kerry, Julia Kraven, Taryn Mathis, Tony McHugh, Raoul Mortley, Kristin Newton, Marie-Claire Patron, Darren Swanson, and Peter Mbago Wakholi.Trade Review"This book is an excellent synthesis of cultural influences, and the effects of moving from one culture to another, told by those who experienced it firsthand. It is unique and original contribution to the field. Highly recommended." – Ami Rokach, Ph.D., York University (Canada) and the Centre for Academic Studies (Israel)Table of ContentsForeword  Raoul Mortley Acknowledgements Notes on Contributors 1 Expansion of Self through Intercultural Experiences  Julia Kraven 2 Hansel and Gretel Revisited: Quixotic Reflections of Online Dating  Marie-Claire Patron 3 Doni Doni Kononi Danala – Little by Little the Little Bird Builds Its Nest: Intercultural Reflections: Western Travel in Non-Western Culture  Alexandra Hoyt 4 Migration and Making Sense of Place: Against a Backdrop of Negative Media Discourse About Africa  Peter Mbago Wakholi 5 Mirror Mirror: What Culture Am I?: Using Philosophy to Reconstruct Our Images and Cultural Identities  Tom Frengos 6 Spreading Roots Globally, Losing Roots Locally: Coming to Terms with Being an Expat as an Intercultural Identity  Lucyann Kerry 7 Barceloneta as Heterotopic Mirror: A Place of Different Spaces  Tony McHugh 8 Reflection and Aspiration: Mirrors and Models in Traditional European and Chinese Thought  R. James Ferguson 9 Becoming a Person through Intercultural Communication: A White American’s Experiences in Asia and Africa  William Kelly 10 Affect Mirrors  Damian Cox 11 List Yourself: An Autoethnography of Intercultural Identity  Donna Henson 12 I’m So Normal, I Must Be Different  Taryn J. Mathis 13 The Decentred Delegate: Adapting Identity within a Model United Nations Learning Environment  Dennis Harmon II and Mark Dinnen 14 Scotland the Brave? An Exile’s Perspective on Scottish Identity from Abroad  Darren Swanson 15 Intercultural Mirrors and Cultural Humility: My Journey as an Educator  James Arvanitakis 16 Cultural Observations and a Conversation about Drawing by a Wandering Artist  Kristin Newton

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Book SynopsisSince 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration. Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children. Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence. Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody, Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and Elizabeth P. Tonogbanua.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Jody L. McBrien PART 1: Australasia 1 Stop Labeling Me as Traumatised or as Mentally Unwell – I am a Resilient Survivor: A Discussion of the Pathologising Effects of Trauma Labelling for Former Refugees in Contrast to a Strengths-based Settlement Programme Model  Maria Hayward 2 Education of Resettled Refugees in Christchurch, New Zealand  Zhiyan Basharati and Lucia Dore 3 Refugee Student Transitions into Mainstream Australian Schooling: A Case Study Examining the Impact of Policies and Practices on Students’ Everyday Realities  Amanda Hiorth 4 Systemic Policy Barriers to Meaningful Participation of Students from Refugee and Asylum Seeking Backgrounds in Australian Higher Education: Neoliberal Settlement and Language Policies and (Deliberate?) Challenges for Meaningful Participation  Caroline Lenette, Sally Baker and Asher Hirsch PART 2: North America 5 Community Initiatives to Support Refugee Youth: A Manitoba Perspective  Jan Stewart 6 In the Era of Bans and Walls: The Integration of Education and Immigration Policy and the Success of Refugee Students  Asih Asikin-Garmager, Duhita Mahatmya, Leslie Ann Locke and Ain A. Grooms 7 Utilising Digital Storytelling as a Way to Understand the Complexities of the Haitian Refugee Transmigration Experience  Elizabeth Paulsen Tonogbanua 8 Expanding Educational Access to Create Self-Sufficiency: The Post-Secondary Educational Experiences of Resettled Refugees in Florida  Tara Ross, Jody L. McBrien and Briana Byers PART 3: Europe 9 Refugee Children and Young People in Ireland: Policies and Practices  Merike Darmody and Samantha Arnold 10 Smoothing the Bumpy Road? An Examination of Some Targeted Initiatives for the Education of Refugee and Minority Ethnic Children and Young People in Ireland  Rory Mc Daid 11 An Underclass of ‘the Underclass’? Critically Assessing the Position of Children and Young Refugees in the UK Educational System during a Time of Austerity  Helen Murphy 12 Schooling Displaced Syrian Students in Glasgow: Agents of Inclusion  Melanie Baak Conclusion  Jody L. McBrien Index

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Book SynopsisSince 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration. Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children. Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence. Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody, Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and Elizabeth P. Tonogbanua.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Jody L. McBrien PART 1: Australasia 1 Stop Labeling Me as Traumatised or as Mentally Unwell – I am a Resilient Survivor: A Discussion of the Pathologising Effects of Trauma Labelling for Former Refugees in Contrast to a Strengths-based Settlement Programme Model  Maria Hayward 2 Education of Resettled Refugees in Christchurch, New Zealand  Zhiyan Basharati and Lucia Dore 3 Refugee Student Transitions into Mainstream Australian Schooling: A Case Study Examining the Impact of Policies and Practices on Students’ Everyday Realities  Amanda Hiorth 4 Systemic Policy Barriers to Meaningful Participation of Students from Refugee and Asylum Seeking Backgrounds in Australian Higher Education: Neoliberal Settlement and Language Policies and (Deliberate?) Challenges for Meaningful Participation  Caroline Lenette, Sally Baker and Asher Hirsch PART 2: North America 5 Community Initiatives to Support Refugee Youth: A Manitoba Perspective  Jan Stewart 6 In the Era of Bans and Walls: The Integration of Education and Immigration Policy and the Success of Refugee Students  Asih Asikin-Garmager, Duhita Mahatmya, Leslie Ann Locke and Ain A. Grooms 7 Utilising Digital Storytelling as a Way to Understand the Complexities of the Haitian Refugee Transmigration Experience  Elizabeth Paulsen Tonogbanua 8 Expanding Educational Access to Create Self-Sufficiency: The Post-Secondary Educational Experiences of Resettled Refugees in Florida  Tara Ross, Jody L. McBrien and Briana Byers PART 3: Europe 9 Refugee Children and Young People in Ireland: Policies and Practices  Merike Darmody and Samantha Arnold 10 Smoothing the Bumpy Road? An Examination of Some Targeted Initiatives for the Education of Refugee and Minority Ethnic Children and Young People in Ireland  Rory Mc Daid 11 An Underclass of ‘the Underclass’? Critically Assessing the Position of Children and Young Refugees in the UK Educational System during a Time of Austerity  Helen Murphy 12 Schooling Displaced Syrian Students in Glasgow: Agents of Inclusion  Melanie Baak Conclusion  Jody L. McBrien Index

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Book SynopsisArts education research has increased significantly since the beginning of the new millennium. This peer-reviewed book, the first of two volumes, captures some of the exciting developments in Canada. There is geographical diversity represented from across this large country, as well as theoretical and methodological diversity in the chapters. There is also a sense of togetherness with those, and other, diversities. There are calls to action and calls to play. We hear voices of artists, researchers, and artist researchers. The life histories of others, and of the self, are presented. Perspectives on Arts Education Research in Canada, Volume 1: Surveying the Landscape provides a wide spectrum of current research by members of the Arts Researchers and Teachers Society (ARTS)/La societé des chercheurs et des enseignants des arts (SCEA), a Special Interest Group (SIG) within the Canadian Association for Curriculum Studies (CACS), which is in turn, is a constituent association of the Canadian Society for the Study of Education (CSSE). Contributors are: Bernard W. Andrews, Julia Brook, Susan Catlin, Genevieve Cloutier, Yoriko Gillard, Kate Greenway, Michael Hayes, Nané Jordan, Sajani (Jinny) Menon, Catrina Migliore, Kathryn Ricketts, Pauline Sameshima, and Sean Wiebe.Trade Review"This compendium offers critical perspectives utilizing various arts-based research methodologies reflective of the richness and diversity of the multicultural landscape of Canada. A must-read for all arts educators and researchers." – Rodger Beatty, Brock University "What a feast! This book presents a fascinating panoply of post-qualitative research in Canada. With a diverse range of methods, including a/r/tography, auto-ethnography, life history, embodied poetic narrative, historiographic poiesis, proestry, stitching a story cloth and more, artist/scholars leverage the power of the arts to explore, come to know, and represent. Addressing topics from disaster relief to Indigenous arts education to the tortures of teaching practice the authors evocatively demonstrate the enormous potential of researching with and through the arts to enliven understanding." – Benjamin Bolden, UNESCO Chair in Arts and Learning, Queen’s University “This compilation offers new directions in arts-based and arts-informed research with profound implications for pedagogy and practice. You will find in the pages of this book, engaging and thought-provoking ideas from arts education scholars in Canada. I felt inspired by each contribution and am convinced that this book provides timely and valuable insights for future research in arts education.” – Susan O’Neill, Dean, Faculty of Education, Simon Fraser UniversityTable of ContentsForeword  John J. Guiney Yallop Preface List of Figures Notes on Contributors 1 From Paris to Belfast: A Canadian Life Writing Journey Home  Nané Jordan 2 Imagination: The Generation of Possibility  Pauline Sameshima, Sean Wiebe and Michael T. Hayes 3 Creating Complex and Diverse Communities of Meaning Makers with Help from Remington  Kathryn Ricketts 4 Historiographic Poiesis and Adoption Ephemera: Journeys in Arts-Based Research  Kate Greenway 5 Arts-Based Methods, Transformation, and Possibilities in Interdisciplinary Arts-Based Research  Genevieve Cloutier 6 KIZUNA: A Creative Journey  Yoriko Gillard 7 A Story Cloth of Curriculum Making: Narratively S-t-i-t-c-h-i-n-g Understandings through Arts-Informed Work  Sajani (Jinny) Menon 8 Being and Becoming an Artist: Exploring the Life Histories of Five Indigenous Artists from the Northwest Territories  Julia Brook and Susan Catlin 9 Tensions in the Mentor-Mentee Relationship in Teacher Education: An Artistic Inquiry  Caterina Migliore 10 Responsive Inquiry: Employing a Musical Metaphor to Conceptualize an Arts-Based Research Strategy for the Electronic Field  Bernard W. Andrews

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Book SynopsisArts education research has increased significantly since the beginning of the new millennium. This peer-reviewed book, the first of two volumes, captures some of the exciting developments in Canada. There is geographical diversity represented from across this large country, as well as theoretical and methodological diversity in the chapters. There is also a sense of togetherness with those, and other, diversities. There are calls to action and calls to play. We hear voices of artists, researchers, and artist researchers. The life histories of others, and of the self, are presented. Perspectives on Arts Education Research in Canada, Volume 1: Surveying the Landscape provides a wide spectrum of current research by members of the Arts Researchers and Teachers Society (ARTS)/La societé des chercheurs et des enseignants des arts (SCEA), a Special Interest Group (SIG) within the Canadian Association for Curriculum Studies (CACS), which is in turn, is a constituent association of the Canadian Society for the Study of Education (CSSE). Contributors are: Bernard W. Andrews, Julia Brook, Susan Catlin, Genevieve Cloutier, Yoriko Gillard, Kate Greenway, Michael Hayes, Nané Jordan, Sajani (Jinny) Menon, Catrina Migliore, Kathryn Ricketts, Pauline Sameshima, and Sean Wiebe.Trade Review"This compendium offers critical perspectives utilizing various arts-based research methodologies reflective of the richness and diversity of the multicultural landscape of Canada. A must-read for all arts educators and researchers." – Rodger Beatty, Brock University "What a feast! This book presents a fascinating panoply of post-qualitative research in Canada. With a diverse range of methods, including a/r/tography, auto-ethnography, life history, embodied poetic narrative, historiographic poiesis, proestry, stitching a story cloth and more, artist/scholars leverage the power of the arts to explore, come to know, and represent. Addressing topics from disaster relief to Indigenous arts education to the tortures of teaching practice the authors evocatively demonstrate the enormous potential of researching with and through the arts to enliven understanding." – Benjamin Bolden, UNESCO Chair in Arts and Learning, Queen’s University “This compilation offers new directions in arts-based and arts-informed research with profound implications for pedagogy and practice. You will find in the pages of this book, engaging and thought-provoking ideas from arts education scholars in Canada. I felt inspired by each contribution and am convinced that this book provides timely and valuable insights for future research in arts education.” – Susan O’Neill, Dean, Faculty of Education, Simon Fraser UniversityTable of ContentsForeword  John J. Guiney Yallop Preface List of Figures Notes on Contributors 1 From Paris to Belfast: A Canadian Life Writing Journey Home  Nané Jordan 2 Imagination: The Generation of Possibility  Pauline Sameshima, Sean Wiebe and Michael T. Hayes 3 Creating Complex and Diverse Communities of Meaning Makers with Help from Remington  Kathryn Ricketts 4 Historiographic Poiesis and Adoption Ephemera: Journeys in Arts-Based Research  Kate Greenway 5 Arts-Based Methods, Transformation, and Possibilities in Interdisciplinary Arts-Based Research  Genevieve Cloutier 6 KIZUNA: A Creative Journey  Yoriko Gillard 7 A Story Cloth of Curriculum Making: Narratively S-t-i-t-c-h-i-n-g Understandings through Arts-Informed Work  Sajani (Jinny) Menon 8 Being and Becoming an Artist: Exploring the Life Histories of Five Indigenous Artists from the Northwest Territories  Julia Brook and Susan Catlin 9 Tensions in the Mentor-Mentee Relationship in Teacher Education: An Artistic Inquiry  Caterina Migliore 10 Responsive Inquiry: Employing a Musical Metaphor to Conceptualize an Arts-Based Research Strategy for the Electronic Field  Bernard W. Andrews

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Book SynopsisSTEM Education 2.0 discusses the most recent research on important selected K-12 STEM topics by synthesizing previous research and offering new research questions. The contributions range from analysis of key STEM issues that have been studied for more than two decades to topics that have more recently became popular, such as maker space and robotics. In each chapter, nationally and internationally known STEM experts review key literature in the field, share findings of their own research with its implications for K-12 STEM education, and finally offer future research areas and questions in the respected area they have been studying. This volume provides diverse and leading voices in the future of STEM education and STEM education research.Trade Review"This edited collection explores the current state of science, technology, engineering, and mathematics (STEM) education, primarily in the US, covering the breadth of STEM education, including the often- overlooked areas of technology and engineering. Most chapters are written as reviews of previous research on key aspects of STEM education (e.g., diversity and inclusion, integrated learning, and project-based curricula) with some original research also included. The contributing authors represent a broad cross section of educational researchers working in this field, bringing a variety of expertise to the volume. Perhaps the greatest strength of the collection is each chapter's references to current literature. However, the book would have benefited from stronger editing to help connect each chapter to the overall theme rather than the somewhat scattershot approach of alternating between reviews and new research. This text's primary audiences are graduate students, researchers, and practitioners, who can use the individual chapters as reference points for situating current and future research projects. Advanced undergraduates wanting an entrée into the research areas mentioned will also benefit from this collection." - R. A. Kolvoord, James Madison University in CHOICE 57:11 (2020).Table of ContentsForeword  Joseph Krajcik Acknowledgements List of Figures and Tables Notes on Contributors PART 1: Setting Stage for STEM Education: Updates on STEM Education 1 STEM Literacy: Where Are We Now?  Maureen Cavalcanti and Margaret J. Mohr-Schroeder 2 Getting to the Bottom of the Truth: STEM Shortage OR STEM Surplus?  Cathrine Maiorca, Micah Stohlmann and Emily Dreissen 3 Underrepresentation of Women and Students of Color in STEM  Dionne Cross Francis, Kerrie G. Wilkins-Yel, Kelli M. Paul and Adam V. Maltese 4 Teaching and Learning Integrated STEM: Using Andragogy to Foster an Entrepreneurial Mindset in the Age of Synthesis  Louis S. Nadelson and Anne L. Seifert 5 National Reports on STEM Education: What Are the Implications for K-12?  Sarah Bush PART 2: How to Provide Rigorous STEM Education: Means and Ways to Educate More STEM Literate STEM Professionals: PBL, Inclusive STEM Schools, and Informal STEM Learning Opportunities 6 The Role of Interdisciplinary Project-Based Learning in Integrated STEM Education  Alpaslan Sahin 7 Inclusive STEM Schools: Origins, Exemplars, and Promise  Sharon J. Lynch 8 Inclusive STEM School Models: A Review of Characteristics & Impact  Justin M. Bathon 9 Informal Learning in STEM Education  Soledad Yao and Margaret J. Mohr-Schroeder 10 Bringing out the “T” in STEM Education  Bulent Dogan and Susie Gronseth PART 3: Bringing out the “E” in STEM in K-12 Settings 11 Engineering Education in K-12: A Look Back and Forth  Christine Guy Schnittka 12 Classroom Assessment in the Service of Integrated STEM Education Reform  Carol L. Stuessy and Luke C. Lyons 13 A Shared Language: Two Worlds Speaking to One Another through Making and Tinkering Activities  Amber Simpson, Jackie Barnes and Adam V. Maltese 14 Educational Robotics as a Tool for Youth Leadership Development and STEM Engagement  Kathleen Morgan, Bradley Barker, Gwen Nugent and Neal Grandgenett PART 4: Factors Affecting Students’ Choice of STEM Majors 15 Factors Affecting Students’ STEM Choice and Persistence: A Synthesis of Research and Findings from the Second Year of a Longitudinal High School STEM Tracking Study  Adem Ekmekci, Alpaslan Sahin and Hersh Waxman 16 Reaching Youth with Science: A Look at Some Data on When Science Interest Develops and How it Might Be Sustained  Robert H. Tai PART 5: Community Partnerships and Innovation to Improve K-12 Students’ 21st Century Skills 17 Crossing Borders and Stretching Boundaries: A Look at Community-Education Partnerships and Their Impact on K-12 STEM Education  Brett Criswell, Theodore Hodgson, Carol Hanley and Kimberly Yates 18 What Skills Do 21st Century High School Graduates Need to Have to Be Successful in College and Life?  Kristina Kaufman 19 An International View of STEM Education  Brigid Freeman, Simon Marginson and Russell Tytler 20 Conclusions and Next Directions  Margaret J. Mohr-Schroeder and Alpaslan Sahin

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