Education / Educational sciences / Pedagogy Books

Book SynopsisEstablishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations. This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities. The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.Table of ContentsForeword  Catherine A. Odora Hoppers Acknowledgements List of Figures Notes on Contributors PART 1: Theoretical Perspectives 1 Introduction  Walter Lepore, Budd L. Hall and Rajesh Tandon 2 A Theoretical Framework to Bridge Knowledge Cultures  Walter Lepore and Barbara Jenni 3 Understanding Community Knowledge Cultures  Walter Lepore and Niharika Kaul PART 2: Case Studies 4 What Academia Can Learn from the Kenjeran Community of Indonesia: Experiences of the UINSA K4C Hub, Surabaya, Indonesia  Nabiela Naily, M. Helmi Umam, Noor Wahyudi and Misbakhul Munir 5 Learning with the Orang Asli Community: Experiences of the Mizan K4C Hub, Malaysia  Mahazan Abdul Mutalib, Izawati Wook, Mohd. Dzulkhairi Mohd. Rani, Khairunneezam Mohd. Noor, Aminuddin Mohamed, Norhyisyamudin bin Kamil, Jufitri Joha and Muhamad Hanapi bin Jamaluddin 6 Bridging Knowledge in Maternal Health Care in Rural Communities: Experiences from the Sangawari K4C Hub, Chhattisgarh, India  Reeta Venugopal, Priyamvada Shrivastava, Anuradha Chakraborty and Aniksha Varoda 7 Understanding Community Waste Management through Service-Learning at the Manipal University Jaipur K4C Hub, India  Madhura Yadav, Minali Banerjee, Siraz Hirani and Manish Sharma 8 Engaging in a Movement of Cognitive Justice at the Gulu University K4C Hub, Uganda  David Monk, Gloria Aber, Alice Veronica Lamwaka, Martin Odoch and George Openjuru 9 Developing an Understanding of Traditional Maasai Water Practices and Technologies at the Nyerere K4C Hub, Tanzania  Mwemezi Johaiven Rwiza, Haikael D. Martin and Ahmad Kipacha 10 Bridging Knowledge Cultures in Rural Health Education: The Trompsburg Project at the South African (North) K4C Hub  Lesley Wood, René Walter Botha, Beatrix (Bibi) Bouwman, Hendri Coetzee, Alfi Moolman and Karen Venter 11 Bridging the Knowledge Culture Gap between Early Childhood Development Practitioners and Academic Researchers at the DUT K4C Hub, Durban, South Africa  Darren Lortan and Savathrie Margie Maistry 12 Towards Transdisciplinarity in the Co-Construction of Knowledge: The Peace and Region Program at the University of Ibagué K4C Hub, Colombia  Irma Flores, Luisa Fernanda González, Andrés Astaiza and Daniel Lopera 13 Decolonising Knowledge for Social Change: Experiences of the Salish Sea K4C Hub, Canada  Suriani Dzulkifli, Crystal Tremblay, Walter Lepore, Tanya Clarmont, Carol Hall and Sebastian Silva PART 3: Learning to Bridge Knowledge Cultures 14 The Art of Bridging  Rajesh Tandon, Andrea Vargiu and Budd L. Hall 15 Conclusion  Budd L. Hall Index

Read more less

Book SynopsisEstablishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations. This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities. The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.Table of ContentsForeword  Catherine A. Odora Hoppers Acknowledgements List of Figures Notes on Contributors PART 1: Theoretical Perspectives 1 Introduction  Walter Lepore, Budd L. Hall and Rajesh Tandon 2 A Theoretical Framework to Bridge Knowledge Cultures  Walter Lepore and Barbara Jenni 3 Understanding Community Knowledge Cultures  Walter Lepore and Niharika Kaul PART 2: Case Studies 4 What Academia Can Learn from the Kenjeran Community of Indonesia: Experiences of the UINSA K4C Hub, Surabaya, Indonesia  Nabiela Naily, M. Helmi Umam, Noor Wahyudi and Misbakhul Munir 5 Learning with the Orang Asli Community: Experiences of the Mizan K4C Hub, Malaysia  Mahazan Abdul Mutalib, Izawati Wook, Mohd. Dzulkhairi Mohd. Rani, Khairunneezam Mohd. Noor, Aminuddin Mohamed, Norhyisyamudin bin Kamil, Jufitri Joha and Muhamad Hanapi bin Jamaluddin 6 Bridging Knowledge in Maternal Health Care in Rural Communities: Experiences from the Sangawari K4C Hub, Chhattisgarh, India  Reeta Venugopal, Priyamvada Shrivastava, Anuradha Chakraborty and Aniksha Varoda 7 Understanding Community Waste Management through Service-Learning at the Manipal University Jaipur K4C Hub, India  Madhura Yadav, Minali Banerjee, Siraz Hirani and Manish Sharma 8 Engaging in a Movement of Cognitive Justice at the Gulu University K4C Hub, Uganda  David Monk, Gloria Aber, Alice Veronica Lamwaka, Martin Odoch and George Openjuru 9 Developing an Understanding of Traditional Maasai Water Practices and Technologies at the Nyerere K4C Hub, Tanzania  Mwemezi Johaiven Rwiza, Haikael D. Martin and Ahmad Kipacha 10 Bridging Knowledge Cultures in Rural Health Education: The Trompsburg Project at the South African (North) K4C Hub  Lesley Wood, René Walter Botha, Beatrix (Bibi) Bouwman, Hendri Coetzee, Alfi Moolman and Karen Venter 11 Bridging the Knowledge Culture Gap between Early Childhood Development Practitioners and Academic Researchers at the DUT K4C Hub, Durban, South Africa  Darren Lortan and Savathrie Margie Maistry 12 Towards Transdisciplinarity in the Co-Construction of Knowledge: The Peace and Region Program at the University of Ibagué K4C Hub, Colombia  Irma Flores, Luisa Fernanda González, Andrés Astaiza and Daniel Lopera 13 Decolonising Knowledge for Social Change: Experiences of the Salish Sea K4C Hub, Canada  Suriani Dzulkifli, Crystal Tremblay, Walter Lepore, Tanya Clarmont, Carol Hall and Sebastian Silva PART 3: Learning to Bridge Knowledge Cultures 14 The Art of Bridging  Rajesh Tandon, Andrea Vargiu and Budd L. Hall 15 Conclusion  Budd L. Hall Index

Read more less

Book SynopsisIn the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1 Introduction: Programming and Computational Thinking in Technology Education  Jonas Hallström PART 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education 2 How Computers Entered Swedish Classrooms: The Importance of Educating Digital Citizens  Jörgen Nissen and Linnéa Stenliden 3 Transposition of Computing and Programming Knowledge in Swedish Upper Secondary School during the 1970s and 1980s  Lennart Rolandsson, Cecilia Kilhamn and Kajsa Bråting 4 Introducing Programming and Computational Thinking in Grades 1–9: Sweden in an International Context  Linda Mannila and Fredrik Heintz 5 Design and Make—and Code? Technology Education and a Unified Conception of Technology  Jonas Hallström 6 Framing Computational Thinking and Digital Competence in Technology Education  Helena Isaksson Persson and Arnold Pears 7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature Review  Karin Stolpe and Jonas Hallström PART 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education 8 Programming in School Technology Education: An Insight into Teachers’ Efforts to Unpack and Shape Programming in Technology Education  Peter Vinnervik 9 Discourses of Programming Teaching within Compulsory Education  Susanne Engström and Eva Björkholm 10 Student Teachers’ Experiences of Programmed Technological Artefacts: Range of Understanding and Ideas for Development  Anna Perez and Maria Svensson 11 Swedish Technology Teachers’ Understandings of Computer Programming as Modelling  Helen Brink 12 Teachers’ Experience of Science Centres as a Resource for Programming Education  Maria Sparf PART 3: Computational Thinking and Programming in Technology Teaching 13 Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human and Robot  Astrid Berg and Cecilia Axell 14 Students’ Conceptions of Programmed Technological Solutions: A Basis for Organising Teaching  Anne-Marie Cederqvist 15 Metaphors and Gestures in Programming Education  Andreas Larsson 16 Product or Process Criteria? What Teachers Value When Assessing Programming  Lars Björklund and Charlotta Nordlöf Index

Read more less

Book SynopsisIn the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1 Introduction: Programming and Computational Thinking in Technology Education  Jonas Hallström PART 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education 2 How Computers Entered Swedish Classrooms: The Importance of Educating Digital Citizens  Jörgen Nissen and Linnéa Stenliden 3 Transposition of Computing and Programming Knowledge in Swedish Upper Secondary School during the 1970s and 1980s  Lennart Rolandsson, Cecilia Kilhamn and Kajsa Bråting 4 Introducing Programming and Computational Thinking in Grades 1–9: Sweden in an International Context  Linda Mannila and Fredrik Heintz 5 Design and Make—and Code? Technology Education and a Unified Conception of Technology  Jonas Hallström 6 Framing Computational Thinking and Digital Competence in Technology Education  Helena Isaksson Persson and Arnold Pears 7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature Review  Karin Stolpe and Jonas Hallström PART 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education 8 Programming in School Technology Education: An Insight into Teachers’ Efforts to Unpack and Shape Programming in Technology Education  Peter Vinnervik 9 Discourses of Programming Teaching within Compulsory Education  Susanne Engström and Eva Björkholm 10 Student Teachers’ Experiences of Programmed Technological Artefacts: Range of Understanding and Ideas for Development  Anna Perez and Maria Svensson 11 Swedish Technology Teachers’ Understandings of Computer Programming as Modelling  Helen Brink 12 Teachers’ Experience of Science Centres as a Resource for Programming Education  Maria Sparf PART 3: Computational Thinking and Programming in Technology Teaching 13 Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human and Robot  Astrid Berg and Cecilia Axell 14 Students’ Conceptions of Programmed Technological Solutions: A Basis for Organising Teaching  Anne-Marie Cederqvist 15 Metaphors and Gestures in Programming Education  Andreas Larsson 16 Product or Process Criteria? What Teachers Value When Assessing Programming  Lars Björklund and Charlotta Nordlöf Index

Read more less

Book SynopsisEight international and four domestic doctoral students share the story of completing their doctoral journey at an Australian university, as well as their experiences of being part of a large collaborative research group that served as a source of support and motivation on their doctoral journey. They share their dreams, hopes, and frustrations of searching, applying, being rejected and finally accepted as a doctoral candidate. International students share their impressions and experiences of being in a new land with a new language and immersing themselves and their families in a distinctly different culture and society. These are the stories of the challenges they encountered and their struggles and successes. Contributors are: Elizabeth Allotta, Laura Emily Clark, Maria Ejlertsen, Daeul Jeong, Solange Lima, Huifang Liu, Mohammad Tareque Rahman, Umme Salma, Margaret Schuls, Sara Haghighi Siahgorabi, Lauren Thomasse and Tran Le Nghi Tran.Table of ContentsSeries Editor’s Foreword: The Doctoral Journey in Education  Brent Bradford Acknowledgements List of Illustrations Notable Quotes Notes on Contributors Introduction: The Doctoral Journey from Different Perspectives  Elizabeth Allotta PART 1: Heading Easterly from South America 1 Sailing through Different Doctorate Programs in a Quest to Make Sense of Learning-By-Doing for School Reform  Solange Lima 2 (Be)longings to Belong in Education and Academia: A Response-Able Doctoral Research Journey  Maria Ejlertsen 3 Mathematics Education Journey: Scary, but Enjoyable  Sara Haghighi Siahgorabi PART 2: Asian Neighbours 4 Making the Roller Coaster Ride Gentle: A Short Narrative of My Doctoral Journey  Mohammad Tareque Rahman 5 Rocks Rifted, a Waterfall Flowed: Tracing a Woman’s Doctoral Trek  Umme Salma 6 Juggling the Balls: The Journey of a Resilient Learner  Tran Le Nghi Tran 7 The Dream Came True, the Road Was Bumpy: My Doctoral Journey Leading to the Place Ideal  Huifang Liu 8 An International Doctoral Student’s Diary: The Beginning, the Candidature, and What after  Daeul Jeong PART 3: From across Australia 9 What Helps and What Hinders: The Journey from a Novice to a Master  Lauren Thomasse 10 A Stranger in a Familiar Land: A Domestic Student Relocates  Laura Emily Clark 11 And the Doctoral Journey Starts Again…  Elizabeth Allotta 12 What Do You Want to Be When You Grow Up? A Life-Long Journey of Investigation and Discovery in Theory and Practice  Margaret Schuls PART 4: All in Together: Experiences of Working in a Large Collaborative Group 13 Something Bigger, Something Other: A Different Way of Imagining a Collaborative Research Group  Elizabeth Allotta PART 5: Final Thoughts Contributor Thoughts upon Completion Afterword  Elizabeth Mackinlay Glossary

Read more less

Book SynopsisEight international and four domestic doctoral students share the story of completing their doctoral journey at an Australian university, as well as their experiences of being part of a large collaborative research group that served as a source of support and motivation on their doctoral journey. They share their dreams, hopes, and frustrations of searching, applying, being rejected and finally accepted as a doctoral candidate. International students share their impressions and experiences of being in a new land with a new language and immersing themselves and their families in a distinctly different culture and society. These are the stories of the challenges they encountered and their struggles and successes. Contributors are: Elizabeth Allotta, Laura Emily Clark, Maria Ejlertsen, Daeul Jeong, Solange Lima, Huifang Liu, Mohammad Tareque Rahman, Umme Salma, Margaret Schuls, Sara Haghighi Siahgorabi, Lauren Thomasse and Tran Le Nghi Tran.Table of ContentsSeries Editor’s Foreword: The Doctoral Journey in Education  Brent Bradford Acknowledgements List of Illustrations Notable Quotes Notes on Contributors Introduction: The Doctoral Journey from Different Perspectives  Elizabeth Allotta PART 1: Heading Easterly from South America 1 Sailing through Different Doctorate Programs in a Quest to Make Sense of Learning-By-Doing for School Reform  Solange Lima 2 (Be)longings to Belong in Education and Academia: A Response-Able Doctoral Research Journey  Maria Ejlertsen 3 Mathematics Education Journey: Scary, but Enjoyable  Sara Haghighi Siahgorabi PART 2: Asian Neighbours 4 Making the Roller Coaster Ride Gentle: A Short Narrative of My Doctoral Journey  Mohammad Tareque Rahman 5 Rocks Rifted, a Waterfall Flowed: Tracing a Woman’s Doctoral Trek  Umme Salma 6 Juggling the Balls: The Journey of a Resilient Learner  Tran Le Nghi Tran 7 The Dream Came True, the Road Was Bumpy: My Doctoral Journey Leading to the Place Ideal  Huifang Liu 8 An International Doctoral Student’s Diary: The Beginning, the Candidature, and What after  Daeul Jeong PART 3: From across Australia 9 What Helps and What Hinders: The Journey from a Novice to a Master  Lauren Thomasse 10 A Stranger in a Familiar Land: A Domestic Student Relocates  Laura Emily Clark 11 And the Doctoral Journey Starts Again…  Elizabeth Allotta 12 What Do You Want to Be When You Grow Up? A Life-Long Journey of Investigation and Discovery in Theory and Practice  Margaret Schuls PART 4: All in Together: Experiences of Working in a Large Collaborative Group 13 Something Bigger, Something Other: A Different Way of Imagining a Collaborative Research Group  Elizabeth Allotta PART 5: Final Thoughts Contributor Thoughts upon Completion Afterword  Elizabeth Mackinlay Glossary

Read more less

Book Synopsis

Read more less

Book SynopsisThe authors in this volume offer a new set of lenses that brings into focus the possibilities offered by different pedagogical approaches. With these lenses, this volume recognizes and answers the growing call from learners, parents, educators, communities, and national leaders for a re-imagined way to educate. This volume creates a vision of the future of education that calls for engagement in such pedagogies as blended learning, disruptive technology, connected and personalized. Contributors are: Vinita Abichandani, Fatma Nur Aktaş, Anastasios Athanasiadis, Anastasios (Tasos) Barkatsas, Seth Brown, Athina Chalkiadaki, Grant Cooper, Carlos García Cuadrado, Kimberley Daly, Yüksel Dede, Zara Ersozlu, Andrew Gilbert, James Goring, Anne K. Horak, Kathy Jordan, Katerina Kasimatis, Gillian Kidman, Peter Kelly, Manolis Koutouzis, Alex Koutsouris, Huk-Yuen Law, Susan Ledger, Kathy Littlewood, Simone Macdonald, Elisa Arranz Martín, Tricia McLaughlin, Juanjo Mena, Claudia Orellana, Anastasia Papadopoulou, Vassiliki Papadopoulou, Kate Park, Scott K. Phillips, Ioanna Skaltsa, Micah Swartz, Hazel Tan, and Lisa Williams.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors 1 Reimagining STEM Education: Developing Agency through STEA+M and Design Thinking  Gillian Kidman, Hazel Tan and Simone Macdonald 2 Computer Algebra System (CAS) Technology Integration in Secondary Mathematics Classrooms: Pedagogical Approaches and Challenges  Claudia Orellana, Tasos Barkatsas and Hazel Tan 3 Re-Imagining Mathematics Teacher Education for 21st Century Skills in the Context of Harmful Mathematics Educational Values  Fatma Nur Aktas and Yüksel Dede 4 Reimagining Professional Growth for 21st Century’s Mathematics Teachers: Promoting Professional Agency for Developing Creative and Innovative Pedagogy  Huk Yuen Law 5 Improving Authenticity of Learning and Assessment: Reflecting on Professional Noticing through 360-Degree Videos  Zara Ersozlu, Susan Ledger and Micah Swartz 6 Wonder-Infused Pedagogy: Pathway to Courage in the Classroom  Andrew Gilbert 7 We Didn’t Light It but We’re Trying to Fight It: Developing Teacher Competence with Pedagogy that Promotes Global Perspectives  Kimberley Daly, Anne K. Horak, Kate Park and Vinita Abichandani 8 Practicum Profiles Tool (PPT): Matching Mentoring Dyads and Triads through the Use of an Online App  Juanjo Mena, Carlos García, Elisa Arranz and Tasos Barkatsas 9 The Experiences of Low Socioeconomic Status (SES) Undergraduate Students in the 21st Century Work Integrated Learning Practicum  Lisa Williams, Tricia McLaughlin and Kathy Jordan 10 Applying an Extended Theory of Planned Behaviour Model to Predict Students’ University Intentions: A Structural Equation Model  Grant Cooper and Tasos Barkatsas 11 Capability Development and Micro-Credentials: A Case Study of Community-Based, Value Creation for Neurodiverse Young People  Seth Brown, Scott K. Phillips, James Goring and Peter Kelly 12 Lifelong Learning and Adult Education: The Dropout of Trainees in Greek Second Chance Schools  Koutouzis Manolis, Papadopoulou Anastasia and Chalkiadaki Athina 13 Reimagining Higher Education: Competences Development towards Sustainability  Ioanna G. Skaltsa, Katerina Kasimatis and Alex Koutsouris 14 The Mentoring of Emerging Teachers: A Crucial Component of 21st Century Teaching and Learning  Kathy Littlewood and Tricia McLaughlin 15 The EppekQual Scale: An Instrument Designed to Measure Service Quality in Prospective Teacher-Training Programs  Anastasios Athanasiadis, Vassiliki Papadopoulou and Katerina Kasimatis Index

Read more less

Book SynopsisThe authors in this volume offer a new set of lenses that brings into focus the possibilities offered by different pedagogical approaches. With these lenses, this volume recognizes and answers the growing call from learners, parents, educators, communities, and national leaders for a re-imagined way to educate. This volume creates a vision of the future of education that calls for engagement in such pedagogies as blended learning, disruptive technology, connected and personalized. Contributors are: Vinita Abichandani, Fatma Nur Aktaş, Anastasios Athanasiadis, Anastasios (Tasos) Barkatsas, Seth Brown, Athina Chalkiadaki, Grant Cooper, Carlos García Cuadrado, Kimberley Daly, Yüksel Dede, Zara Ersozlu, Andrew Gilbert, James Goring, Anne K. Horak, Kathy Jordan, Katerina Kasimatis, Gillian Kidman, Peter Kelly, Manolis Koutouzis, Alex Koutsouris, Huk-Yuen Law, Susan Ledger, Kathy Littlewood, Simone Macdonald, Elisa Arranz Martín, Tricia McLaughlin, Juanjo Mena, Claudia Orellana, Anastasia Papadopoulou, Vassiliki Papadopoulou, Kate Park, Scott K. Phillips, Ioanna Skaltsa, Micah Swartz, Hazel Tan, and Lisa Williams.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors 1 Reimagining STEM Education: Developing Agency through STEA+M and Design Thinking  Gillian Kidman, Hazel Tan and Simone Macdonald 2 Computer Algebra System (CAS) Technology Integration in Secondary Mathematics Classrooms: Pedagogical Approaches and Challenges  Claudia Orellana, Tasos Barkatsas and Hazel Tan 3 Re-Imagining Mathematics Teacher Education for 21st Century Skills in the Context of Harmful Mathematics Educational Values  Fatma Nur Aktas and Yüksel Dede 4 Reimagining Professional Growth for 21st Century’s Mathematics Teachers: Promoting Professional Agency for Developing Creative and Innovative Pedagogy  Huk Yuen Law 5 Improving Authenticity of Learning and Assessment: Reflecting on Professional Noticing through 360-Degree Videos  Zara Ersozlu, Susan Ledger and Micah Swartz 6 Wonder-Infused Pedagogy: Pathway to Courage in the Classroom  Andrew Gilbert 7 We Didn’t Light It but We’re Trying to Fight It: Developing Teacher Competence with Pedagogy that Promotes Global Perspectives  Kimberley Daly, Anne K. Horak, Kate Park and Vinita Abichandani 8 Practicum Profiles Tool (PPT): Matching Mentoring Dyads and Triads through the Use of an Online App  Juanjo Mena, Carlos García, Elisa Arranz and Tasos Barkatsas 9 The Experiences of Low Socioeconomic Status (SES) Undergraduate Students in the 21st Century Work Integrated Learning Practicum  Lisa Williams, Tricia McLaughlin and Kathy Jordan 10 Applying an Extended Theory of Planned Behaviour Model to Predict Students’ University Intentions: A Structural Equation Model  Grant Cooper and Tasos Barkatsas 11 Capability Development and Micro-Credentials: A Case Study of Community-Based, Value Creation for Neurodiverse Young People  Seth Brown, Scott K. Phillips, James Goring and Peter Kelly 12 Lifelong Learning and Adult Education: The Dropout of Trainees in Greek Second Chance Schools  Koutouzis Manolis, Papadopoulou Anastasia and Chalkiadaki Athina 13 Reimagining Higher Education: Competences Development towards Sustainability  Ioanna G. Skaltsa, Katerina Kasimatis and Alex Koutsouris 14 The Mentoring of Emerging Teachers: A Crucial Component of 21st Century Teaching and Learning  Kathy Littlewood and Tricia McLaughlin 15 The EppekQual Scale: An Instrument Designed to Measure Service Quality in Prospective Teacher-Training Programs  Anastasios Athanasiadis, Vassiliki Papadopoulou and Katerina Kasimatis Index

Read more less

Book SynopsisThis volume contributes to the advancement of comparative education in the world, more specifically in expanding understandings of the discourse of comparative education vis-à-vis educational transformation. Throughout the text, three critical elements that reflect comparative education as an open, inconclusive discourse come up: (1) There is sufficient pedagogical space for dissonance. It is always possible to compare one’s own authenticity with the epistemological position others hold dear and argue for. (2) The contributions in this book should not be read as absolute pieces of writing as that would undermine the flexible nature of education. It is important to point out that the opinions of the authors are temporary moments of attachment to persuasive claims. However, these claims are not cast in stone as new views continue to emerge from epistemological (re)positioning. (3) Our own reading of the book corroborates our interest in comparative education as a continuous discourse in the making. The contributions of scholars at the third symposium organized by WCCES provided a platform for them to pursue their knowledge interests. In addition, these interests have and will or ought never to be homogenous for that would be incommensurate with a defensible practice of comparative education.Table of ContentsPreface  N’Dri T. Assié-Lumumba List of Figures and Tables Notes on Contributors Introduction  Yusef Waghid and Zehavit Gross 1 Buddha as an Action Researcher  Shermila Milroy 2 The Teaching Profession and the Renewal of Pedagogical Practices in Higher Education in Times of the Pandemic  Ana Vale, Nazaré Coimbra, Alcina Oliveira Martins and José Oliveira 3 Teaching COVID-19 for Social Justice Purposes at College Social Sciences Seminars: A Review of Challenges, Opportunities, and Strategies of Teaching Sensitive Topics on Social Justice  Linli Zhou 4 Pedagogical Innovation: A New World for Comparative Education  Aida Ferreira, Ilda Poças and Ricardo Teresa Ribeiro 5 Technology in Education: Some Critical Reflections  Tripti Upadhyay and Vikas Baniwal 6 Impact of Remote Education in Physical Education Classes: A Perception of Teachers and Students from Brazil and Portugal  Maria Jose Goncalves 7 Policies to Value Teachers: Union Struggle for a Unified Career in Portugal and Wage Floor in Brazil  Andréa Barbosa Gouveia, Marcos Alexandre dos Santos Ferraz and Rosa Serradas Duarte 8 Tutor Project: The Mediated Relationship between the Professor and the Technological Apparatus in the Context of the Pandemic  Maria Sara de Lima Dias and Paula Caldas Brognoli 9 Implementing Sustainable Development Goals through Education for Democratic Citizenship  José Luis Parejo and Daria Mottareale Index

Read more less

Book SynopsisThis volume contributes to the advancement of comparative education in the world, more specifically in expanding understandings of the discourse of comparative education vis-à-vis educational transformation. Throughout the text, three critical elements that reflect comparative education as an open, inconclusive discourse come up: (1) There is sufficient pedagogical space for dissonance. It is always possible to compare one’s own authenticity with the epistemological position others hold dear and argue for. (2) The contributions in this book should not be read as absolute pieces of writing as that would undermine the flexible nature of education. It is important to point out that the opinions of the authors are temporary moments of attachment to persuasive claims. However, these claims are not cast in stone as new views continue to emerge from epistemological (re)positioning. (3) Our own reading of the book corroborates our interest in comparative education as a continuous discourse in the making. The contributions of scholars at the third symposium organized by WCCES provided a platform for them to pursue their knowledge interests. In addition, these interests have and will or ought never to be homogenous for that would be incommensurate with a defensible practice of comparative education.Table of ContentsPreface  N’Dri T. Assié-Lumumba List of Figures and Tables Notes on Contributors Introduction  Yusef Waghid and Zehavit Gross 1 Buddha as an Action Researcher  Shermila Milroy 2 The Teaching Profession and the Renewal of Pedagogical Practices in Higher Education in Times of the Pandemic  Ana Vale, Nazaré Coimbra, Alcina Oliveira Martins and José Oliveira 3 Teaching COVID-19 for Social Justice Purposes at College Social Sciences Seminars: A Review of Challenges, Opportunities, and Strategies of Teaching Sensitive Topics on Social Justice  Linli Zhou 4 Pedagogical Innovation: A New World for Comparative Education  Aida Ferreira, Ilda Poças and Ricardo Teresa Ribeiro 5 Technology in Education: Some Critical Reflections  Tripti Upadhyay and Vikas Baniwal 6 Impact of Remote Education in Physical Education Classes: A Perception of Teachers and Students from Brazil and Portugal  Maria Jose Goncalves 7 Policies to Value Teachers: Union Struggle for a Unified Career in Portugal and Wage Floor in Brazil  Andréa Barbosa Gouveia, Marcos Alexandre dos Santos Ferraz and Rosa Serradas Duarte 8 Tutor Project: The Mediated Relationship between the Professor and the Technological Apparatus in the Context of the Pandemic  Maria Sara de Lima Dias and Paula Caldas Brognoli 9 Implementing Sustainable Development Goals through Education for Democratic Citizenship  José Luis Parejo and Daria Mottareale Index

Read more less

Book SynopsisIndia has one of the largest populations in the world with around 1.4 billion people. It also has a rich culture dating back over 10,000 years. Recently, scholars around the globe are showing increased interest in India and Indian students are actively involved in premier institutions in every region. Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education. In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.Table of ContentsForeword  Fazal Rizvi Preface Acknowledgements Political Map of India List of Illustrations Notes on Contributors Introduction  Prasenjit Deb and Asoke Bhattacharya 1 Historical Perspectives of Adult Education in India  Prasenjit Deb and Srabani Maitra 2 Adult Education of India in Five Year Plans: Programmes, Institutions and Funding  S. Y. Shah 3 Saakshar Bharat: A Paradigm Shift in Adult and Lifelong Education in India  V. Mohankumar 4 Perspectives of Popular Education  Asoke Bhattacharya 5 Adult Learning in Adivasi, Dalit and Marginal Peasant Social Movements in India  Dip Kapoor 6 Reconceptualising Lifelong Learning for Sustainable Development  Peter Mayo 7 The Concept of Lifelong Learning and the Relevance of Tagore’s Philosophy of Education  Ratna Ghosh 8 Gayatri Chakravorty Spivak and Adult Education: Rearranging Desires at Both Ends of the Spectrum  Alisha M. B. Heinemann 9 Subaltern Perspectives in Adult Education  Preeti Dagar 10 Contribution of Raja Rammohan Roy, Pandit Iswar Chandra Vidyasagar and Swami Vivekananda in the Field of Social Reformation and Education  Apurba Kumar Chattopadhyay 11 Unlearning for Change: Empowering Journey of Women Domestic Workers in India  Samiksha Jha, Yashvi Sharma and Rajesh Tandon 12 Adult, Continuing Education and Extension in Indian Universities: Retrospective Review and Prospective Profile  M. C. Reddeppa Reddy 13 Opportunities of Lifelong Learning for Sustainable Development in India  Thiyam Premabati Devi 14 Ambedkar, Freire, Gramsci: Teachers from Our Past, Prophets of Our Future …  Cosimo Zene 15 B. R. Ambedkar: The Bulwark of Dalits’ Education and Empowerment  M. C. Reddeppa Reddy Glossary

Read more less

Book SynopsisIndia has one of the largest populations in the world with around 1.4 billion people. It also has a rich culture dating back over 10,000 years. Recently, scholars around the globe are showing increased interest in India and Indian students are actively involved in premier institutions in every region. Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education. In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.Table of ContentsForeword  Fazal Rizvi Preface Acknowledgements Political Map of India List of Illustrations Notes on Contributors Introduction  Prasenjit Deb and Asoke Bhattacharya 1 Historical Perspectives of Adult Education in India  Prasenjit Deb and Srabani Maitra 2 Adult Education of India in Five Year Plans: Programmes, Institutions and Funding  S. Y. Shah 3 Saakshar Bharat: A Paradigm Shift in Adult and Lifelong Education in India  V. Mohankumar 4 Perspectives of Popular Education  Asoke Bhattacharya 5 Adult Learning in Adivasi, Dalit and Marginal Peasant Social Movements in India  Dip Kapoor 6 Reconceptualising Lifelong Learning for Sustainable Development  Peter Mayo 7 The Concept of Lifelong Learning and the Relevance of Tagore’s Philosophy of Education  Ratna Ghosh 8 Gayatri Chakravorty Spivak and Adult Education: Rearranging Desires at Both Ends of the Spectrum  Alisha M. B. Heinemann 9 Subaltern Perspectives in Adult Education  Preeti Dagar 10 Contribution of Raja Rammohan Roy, Pandit Iswar Chandra Vidyasagar and Swami Vivekananda in the Field of Social Reformation and Education  Apurba Kumar Chattopadhyay 11 Unlearning for Change: Empowering Journey of Women Domestic Workers in India  Samiksha Jha, Yashvi Sharma and Rajesh Tandon 12 Adult, Continuing Education and Extension in Indian Universities: Retrospective Review and Prospective Profile  M. C. Reddeppa Reddy 13 Opportunities of Lifelong Learning for Sustainable Development in India  Thiyam Premabati Devi 14 Ambedkar, Freire, Gramsci: Teachers from Our Past, Prophets of Our Future …  Cosimo Zene 15 B. R. Ambedkar: The Bulwark of Dalits’ Education and Empowerment  M. C. Reddeppa Reddy Glossary

Read more less

Book SynopsisBoth HEIs and academic communities are affected by global trends that pose many challenges. This raises dilemmas related to community building and the cooperation between academic community members, which requires the exchange of experience, knowledge and information on different levels. Therefore, it is necessary to discuss new approaches and methods to manage the learning and teaching process, as well as methods and tools that support the development of the academic community. This edited volume book tackles this multifaceted phenomenon by combining diverse viewpoints of scholars and practitioners. It captures the nuances of different scientific disciplines, including management science, psychology and pedagogy. What distinguishes the book is its innovation, multidimensionality, interdisciplinarity and methodological diversity. Building an Academic Community. Challenges for Education Quality Management shows the experiences of different HEIs struggling with current trends in the post-pandemic era such as the change of the university model with an emphasis on practical and competence learning and the technologization of the education process. It can be a valuable basis for future activities to develop the academic community and the quality of education at HEIs.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Justyna M. Bugaj, Magorzata Budzanowska-Drzewiecka and Beata Mikoajczyk 1 Quality Assurance System and Building a Sense of Academic Community Collectiveness  Justyna M. Bugaj, Anna Pluta and Katarzyna Machaa 2 Values as the Foundation of the Academic Community in Light of Strategic Documents: A Case Study of Polish and German Research Universities  Beata Mikoajczyk 3 Uniting Diversity: European Universities Initiative Case  Anna Budzanowska, Agata Zygmunt-Ziemianek, Pawe Poszytek and Katarzyna Trynda 4 Collaboration of the Academic Community Members within Education Quality Assurance Systems: Case of Poland  Marta Tutko 5 Building the Professional Learning Communities of In-Service Science Teachers in Collaboration with University Lecturers: Opportunities and Benefits for Both Players  Dagmara Sokoowska and Justyna Knia 6 Students as Co-Creators of a University s Quality Culture  Magorzata Dzimiska 7 Students Poster Conference: An Educational Event for Building Academic Community  Anita Proszowska, Magorzata Budzanowska-Drzewiecka and Magdalena Dohasz 8 Key Success Factors of Virtual Learning Communities in Online Courses: Recommendations for Teachers  Renata Marciniak 9 Strengthening Student Agency, Community, and Trust in Academic Education: A Teaching Approach  Anna Sajdak-Burska

Read more less

Book SynopsisBoth HEIs and academic communities are affected by global trends that pose many challenges. This raises dilemmas related to community building and the cooperation between academic community members, which requires the exchange of experience, knowledge and information on different levels. Therefore, it is necessary to discuss new approaches and methods to manage the learning and teaching process, as well as methods and tools that support the development of the academic community. This edited volume book tackles this multifaceted phenomenon by combining diverse viewpoints of scholars and practitioners. It captures the nuances of different scientific disciplines, including management science, psychology and pedagogy. What distinguishes the book is its innovation, multidimensionality, interdisciplinarity and methodological diversity. Building an Academic Community. Challenges for Education Quality Management shows the experiences of different HEIs struggling with current trends in the post-pandemic era such as the change of the university model with an emphasis on practical and competence learning and the technologization of the education process. It can be a valuable basis for future activities to develop the academic community and the quality of education at HEIs.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Justyna M. Bugaj, Magorzata Budzanowska-Drzewiecka and Beata Mikoajczyk 1 Quality Assurance System and Building a Sense of Academic Community Collectiveness  Justyna M. Bugaj, Anna Pluta and Katarzyna Machaa 2 Values as the Foundation of the Academic Community in Light of Strategic Documents: A Case Study of Polish and German Research Universities  Beata Mikoajczyk 3 Uniting Diversity: European Universities Initiative Case  Anna Budzanowska, Agata Zygmunt-Ziemianek, Pawe Poszytek and Katarzyna Trynda 4 Collaboration of the Academic Community Members within Education Quality Assurance Systems: Case of Poland  Marta Tutko 5 Building the Professional Learning Communities of In-Service Science Teachers in Collaboration with University Lecturers: Opportunities and Benefits for Both Players  Dagmara Sokoowska and Justyna Knia 6 Students as Co-Creators of a University s Quality Culture  Magorzata Dzimiska 7 Students Poster Conference: An Educational Event for Building Academic Community  Anita Proszowska, Magorzata Budzanowska-Drzewiecka and Magdalena Dohasz 8 Key Success Factors of Virtual Learning Communities in Online Courses: Recommendations for Teachers  Renata Marciniak 9 Strengthening Student Agency, Community, and Trust in Academic Education: A Teaching Approach  Anna Sajdak-Burska

Read more less

Book SynopsisAdvancing Critical Pedagogy and Praxis Across Educational Settings is both an inquiry and response of gratitude to the work of critical scholars, educators, practitioners, and researchers who honor the complex realities of partnerships between school communities and institutions of higher education. This volume centers the voices of those who explore across time and in between spaces to illuminate synergistic approaches, pathways to new ideas and consciousness, relationships of mutual respect, and human-centered perspectives. This collective of narratives reveals the power of local schools and communities partnering with universities and organizations to disrupt inequitable social processes. The authors interrogate the creation and permeation of boundaries to understand interconnectivity of educational practices, community, and the impact of social contexts.Table of ContentsForeword  Elizabeth R. Drame List of Figures and Tables Notes on Contributors Introduction: A Conscious Exploration of Mattering in Collaborations across Educational Settings  Leanne M. Evans, Kelly R. Allen and Crystasany R. Turner PART 1: Cultivating Relationships with Youth, Families, and Communities 1 Reflections on Advancing Critical Collaborative Work across Educational Settings  Leanne M. Evans, Kelly R. Allen and Crystasany R. Turner 2 “You’re Not Just Here to Tell Me What to Do?”: A Study in Standing Under  Jennie Baumann 3 Let’s Take the Book off the Shelf: Using the StoryWalk® Method in Early Childhood Spaces  Samina Hadi-Tabassum and Nerissa Kuebrich 4 Slowly Lighting Fires: The Impact of Community School Partnerships  Leanne M. Evans PART 2: Educator Voices 5 Co-designing a Justice-Centered STEM Teacher Professional Learning Project  Cory Buxton, Karla Hale, Jay Well, Diana Crespo Camacho, Barbara Ettenauer and Felisha Dake 6 “The Fact Is, This Was My Life”: Black Educators’ Privileging of Experiential Knowledge in School-University Partnerships  Kelly R. Allen 7 Preservice Teachers Honoring Emergent Bilingual Students: Creating and Enacting Equity-Oriented Science and Engineering Activities in Elementary Grades  Max Vazquez Dominguez, Romola Bernard, Sheri Hardee, Lorraine Ramirez Villarin and Winnie Namatovu 8 Advancing Critical Praxis through Action Research  Luisiana Meléndez PART 3: Navigating and Re-imagining Systems and Structures 9 Navigating and Re-imagining Systems and Structures  Andrea Emerson and Ya-Fang Cheng 10 “I Heard a Teacher Say…”: Navigating, Interrupting, and Responding to Microaggressions in PreK-12 Classroom  Ashley Taylor Jaffee, Kara M. Kavanagh, Emma S. Thacker, Mira C. Williams and Joi D. Merritt 11 Working within, against, and beyond the Systems That Uphold Kindergarten Readiness: Centering Families’ Aspirations in the Transition to School  Katie A. Mathew, Vera J. Lee, Andrea R. DiMola and Cory D. Johnson 12 Toward Trusting Partnerships between Black Women Childcare Providers and Early Childhood Education Regulatory Agencies  Crystasany R. Turner and Michele Turner PART 4: Reflecting on Collaboration 13 “I’m Glad It’s Us”: Reflections on a Teacher Professional Development Experience Designed by Women of Color  Van Anh Tran, Kristen Jackson, Nikita Patel and Lauren Beal 14 Bringing the Outside In: Leveraging Higher Education Resources to Support Diversity Instruction in Remote and Rural Schools  Robert D. Mitchell 15 There Is No Neutrality  Crystasany R. Turner A Closing Reflection: Rest as Resistance in Critical Equity-Oriented Work  Tara Kirton, Crystasany R. Turner and Kelly R. Allen Index

Read more less

Book SynopsisAdvancing Critical Pedagogy and Praxis Across Educational Settings is both an inquiry and response of gratitude to the work of critical scholars, educators, practitioners, and researchers who honor the complex realities of partnerships between school communities and institutions of higher education. This volume centers the voices of those who explore across time and in between spaces to illuminate synergistic approaches, pathways to new ideas and consciousness, relationships of mutual respect, and human-centered perspectives. This collective of narratives reveals the power of local schools and communities partnering with universities and organizations to disrupt inequitable social processes. The authors interrogate the creation and permeation of boundaries to understand interconnectivity of educational practices, community, and the impact of social contexts.Table of ContentsForeword  Elizabeth R. Drame List of Figures and Tables Notes on Contributors Introduction: A Conscious Exploration of Mattering in Collaborations across Educational Settings  Leanne M. Evans, Kelly R. Allen and Crystasany R. Turner PART 1: Cultivating Relationships with Youth, Families, and Communities 1 Reflections on Advancing Critical Collaborative Work across Educational Settings  Leanne M. Evans, Kelly R. Allen and Crystasany R. Turner 2 “You’re Not Just Here to Tell Me What to Do?”: A Study in Standing Under  Jennie Baumann 3 Let’s Take the Book off the Shelf: Using the StoryWalk® Method in Early Childhood Spaces  Samina Hadi-Tabassum and Nerissa Kuebrich 4 Slowly Lighting Fires: The Impact of Community School Partnerships  Leanne M. Evans PART 2: Educator Voices 5 Co-designing a Justice-Centered STEM Teacher Professional Learning Project  Cory Buxton, Karla Hale, Jay Well, Diana Crespo Camacho, Barbara Ettenauer and Felisha Dake 6 “The Fact Is, This Was My Life”: Black Educators’ Privileging of Experiential Knowledge in School-University Partnerships  Kelly R. Allen 7 Preservice Teachers Honoring Emergent Bilingual Students: Creating and Enacting Equity-Oriented Science and Engineering Activities in Elementary Grades  Max Vazquez Dominguez, Romola Bernard, Sheri Hardee, Lorraine Ramirez Villarin and Winnie Namatovu 8 Advancing Critical Praxis through Action Research  Luisiana Meléndez PART 3: Navigating and Re-imagining Systems and Structures 9 Navigating and Re-imagining Systems and Structures  Andrea Emerson and Ya-Fang Cheng 10 “I Heard a Teacher Say…”: Navigating, Interrupting, and Responding to Microaggressions in PreK-12 Classroom  Ashley Taylor Jaffee, Kara M. Kavanagh, Emma S. Thacker, Mira C. Williams and Joi D. Merritt 11 Working within, against, and beyond the Systems That Uphold Kindergarten Readiness: Centering Families’ Aspirations in the Transition to School  Katie A. Mathew, Vera J. Lee, Andrea R. DiMola and Cory D. Johnson 12 Toward Trusting Partnerships between Black Women Childcare Providers and Early Childhood Education Regulatory Agencies  Crystasany R. Turner and Michele Turner PART 4: Reflecting on Collaboration 13 “I’m Glad It’s Us”: Reflections on a Teacher Professional Development Experience Designed by Women of Color  Van Anh Tran, Kristen Jackson, Nikita Patel and Lauren Beal 14 Bringing the Outside In: Leveraging Higher Education Resources to Support Diversity Instruction in Remote and Rural Schools  Robert D. Mitchell 15 There Is No Neutrality  Crystasany R. Turner A Closing Reflection: Rest as Resistance in Critical Equity-Oriented Work  Tara Kirton, Crystasany R. Turner and Kelly R. Allen Index

Read more less

Book SynopsisEsports is a global phenomenon that has attracted the attention of multiple interested parties—from investors to K-12 schools and universities. This text chronicles the multitude of ways that people are making meaning within and around the esports ecosystem. Literacies that occur in the esports ecosystem are the result of a collision of diverse experiences, actions, peoples, games, software, hardware, and roles. These literacies are multifaceted, multilayered, and multifarious. By acknowledging the call that these literacies hold, stakeholders can argue for their appreciation at all levels of the ecosystem. Literacies of the Esports Ecosystem answers this call. Contributors are: Anthony Betrus, Andrew Cochran, Luis Cortez, Jason Engerman, Thorkild Hanghøj, Ryan Rish and Kevin Sweeney.Table of ContentsForeword  Rick Marlatt Preface Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Hannah R. Gerber PART 1: Literacies of the Esports Ecosystem in Schools Introduction to Part 1: Literacies of the Esports Ecosystem in School  Hannah R. Gerber 1 Literacies at Play: Digital-Age Literacies in High School Esports  Luis Cortez 2 Designing an ESportsU Living Learning Community with the Creative Media Factory through Culturally Relevant Computing Activities  Manjuli Gupta, Jason A. Engerman, Richard F. Otto and Mark Van Auken 3 League of Legends: The Case for Nested & Braided Communities of Practice  Andrew F. Cochran, Stephen T. Slota and Michael F. Young PART 2: Literacies of the Esports Ecosystem beyond Schools Introduction to Part 2: Literacies of the Esports Ecosystem beyond Schools  Hannah R. Gerber 4 “We Have to Talk Together”: Addressing Communicative Challenges among Amateur Esports Players  Thorkild Hanghøj, Rebecca Boriis Höper, Tanya Isabell Rudberg and Emma Malling Steensen 5 Virtual Bike Racing: Contrastive Case Studies of Embodiment on Zwift  Ryan M. Rish and Erin M. Rish 6 Merging Twitch Culture with Esports  Colin Michaud and Anthony K. Betrus 7 Understanding Gambling Esports Markets  Kevin Sweeney, Doug Berg and Mark Tuttle Index

Read more less

Book SynopsisEsports is a global phenomenon that has attracted the attention of multiple interested parties—from investors to K-12 schools and universities. This text chronicles the multitude of ways that people are making meaning within and around the esports ecosystem. Literacies that occur in the esports ecosystem are the result of a collision of diverse experiences, actions, peoples, games, software, hardware, and roles. These literacies are multifaceted, multilayered, and multifarious. By acknowledging the call that these literacies hold, stakeholders can argue for their appreciation at all levels of the ecosystem. Literacies of the Esports Ecosystem answers this call. Contributors are: Anthony Betrus, Andrew Cochran, Luis Cortez, Jason Engerman, Thorkild Hanghøj, Ryan Rish and Kevin Sweeney.Table of ContentsForeword  Rick Marlatt Preface Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Hannah R. Gerber PART 1: Literacies of the Esports Ecosystem in Schools Introduction to Part 1: Literacies of the Esports Ecosystem in School  Hannah R. Gerber 1 Literacies at Play: Digital-Age Literacies in High School Esports  Luis Cortez 2 Designing an ESportsU Living Learning Community with the Creative Media Factory through Culturally Relevant Computing Activities  Manjuli Gupta, Jason A. Engerman, Richard F. Otto and Mark Van Auken 3 League of Legends: The Case for Nested & Braided Communities of Practice  Andrew F. Cochran, Stephen T. Slota and Michael F. Young PART 2: Literacies of the Esports Ecosystem beyond Schools Introduction to Part 2: Literacies of the Esports Ecosystem beyond Schools  Hannah R. Gerber 4 “We Have to Talk Together”: Addressing Communicative Challenges among Amateur Esports Players  Thorkild Hanghøj, Rebecca Boriis Höper, Tanya Isabell Rudberg and Emma Malling Steensen 5 Virtual Bike Racing: Contrastive Case Studies of Embodiment on Zwift  Ryan M. Rish and Erin M. Rish 6 Merging Twitch Culture with Esports  Colin Michaud and Anthony K. Betrus 7 Understanding Gambling Esports Markets  Kevin Sweeney, Doug Berg and Mark Tuttle Index

Read more less

Book SynopsisThis book invites us to critically reflect on the value of research in, on and for teacher education. It explores the nature and role of teacher education research and identifies ways to enhance its value for policy and practice. It gathers together studies that deploy a wide range of methodologies, including small-scale practitioner-focused research and large-scale empirical studies, considering the value of both approaches for the development of teacher education research that is meaningful for practice, but also valid and relevant for policy. The studies collected in this book were undertaken in different countries and put forward powerful messages for teacher education research in the 21st century. The ultimate objective is to contribute to the generation of a knowledge base for teacher education, identifying strategies and acknowledging challenges. The various arguments presented here can be utilised by teacher education policymakers, practitioners and researchers wishing to enhance the role of teacher education research in their own countries and contexts. Contributors are: Evi Agostini, Herbert Altrichter, Rinat Arviv, Ilanit Avraham, Tali Berglas-Shapiro, Yvonne Brain, Charalambos Charalambous, Michalis Christodoulou, Ina Cijvat, Gerry Czerniawski, Ricarda Derler, Maria A. Flores, Ulla Fürstenberg, Conor Galvin, Ainat Guberman, Mirva Heikkilä, Tuike Iiskala, Fjolla Kacaniku, Lisa-Maria Lembacher, Joanna Madalińska-Michalak, Aziza Mayo, Jonathan Mendels, Stephanie Mian, Mirjamaija Mikkilä-Erdmann, Hagit Mishkin, Jan Morgenstern, Helma Oolbekkink-Marchand, Nazime Öztürk, Katrin Poom-Valickis, Elena Revyakina, Kari Smith, Marco Snoek, Vasileios Symeonidis, Jullia Tölle, Triin Ulla, Anu Warinowski, Heike Wendt and Cinzia Zadra.Table of ContentsPreface List of Figures and Tables Notes on Contributors Enhancing the Value of Teacher Education Research: Introduction and Key Messages  Vasileios Symeonidis PART 1: The Role and Value of Research in Teacher Education 1 Evidence-Based, Evidence-Informed or Evidence-Ignored Teacher Education? The Role of Research in Teacher Education  Kari Smith 2 Research-Based Teacher Education: A Finnish Perspective  Mirjamaija Mikkilä-Erdmann, Heikkilä Mirva, Iiskala Tuike and Warinowski Anu 3 A Critical Realist Perspective on Teacher Education Research  Michalis Christodoulou 4 Different Practical Experiences – Different Views? An Analysis of the Views of Future Teachers in Austria on Research Needs in Response to the Covid-19 Pandemic  Ricarda Derler, Lisa-Maria Lembacher and Heike Wendt 5 Research and Practice in the Professional Development of School-Based Teacher Educators (SBTEs): Comparative Insights from the International Forum for Teacher Educator Development (InFo-TED) 2021 SBTE Survey  Gerry Czerniawski, Yvonne Bain, Maria Assunção Flores, Ainat Guberman, Helma Oolbekkink-Marchand and Vasileios Symeonidis PART 2: The Value of Research on Teacher Education: Informing Policy 6 Drawing on Large-Scale Studies to Examine the Contribution of Teacher Quality to Student Learning: A Critical Reflection on the Literature  Charalambos Y. Charalambous 7 A National Programme for Improving the Quality of Teacher Education: The German “Qualitätsoffensive Lehrerbildung” and the Quest for Institutionalisation of Teacher Education  Herbert Altrichter, Julia Tölle and Jan Morgenstern 8 The European Union Erasmus+ Teacher Academies Action: Complementing and Supplementing European Teacher Education and Teacher Education Research?  Conor Galvin, Joanna Madalinska-Michalak and Elena Revyakina 9 Weaving Practice, Research and Policymaking into Teachers’ Preparation and Induction in Israel  Ainat Guberman, Jonathan Mendels, Rinat Arviv-Elyashiv, Tali Berglas-Shapiro, Ilanit Avraham and Hagit Mishkin PART 3: The Value of Research for Teacher Education: Improving Practice 10 Professionalisation through Research? Phenomenological Vignettes as an Innovative Professionalisation Tool in (Teacher) Education  Evi Agostini, Stephanie Mian, Nazime Öztürk and Cinzia Zadra 11 Making Research Relevant for Future Teachers: Fostering a Problem-Solving Research Model in Initial Teacher Education  Fjolla Kaçaniku 12 The Potential of Action Research to Support Positive Attitudes toward Inclusive Education in Initial Teacher Education  Katrin Poom-Valickis and Triin Ulla 13 Bridging Research and Practice in Teacher Education: Creating a Conversational Community to Support Curriculum Development in Teacher Education  Ina Cijvat, Marco Snoek and Aziza Mayo 14 Developing Research Literacy in Language Teacher Education: A ‘Buddy Project’ on Written Corrective Feedback (WCF)  Ulla Fürstenberg Index

Read more less

Book SynopsisThis book invites us to critically reflect on the value of research in, on and for teacher education. It explores the nature and role of teacher education research and identifies ways to enhance its value for policy and practice. It gathers together studies that deploy a wide range of methodologies, including small-scale practitioner-focused research and large-scale empirical studies, considering the value of both approaches for the development of teacher education research that is meaningful for practice, but also valid and relevant for policy. The studies collected in this book were undertaken in different countries and put forward powerful messages for teacher education research in the 21st century. The ultimate objective is to contribute to the generation of a knowledge base for teacher education, identifying strategies and acknowledging challenges. The various arguments presented here can be utilised by teacher education policymakers, practitioners and researchers wishing to enhance the role of teacher education research in their own countries and contexts. Contributors are: Evi Agostini, Herbert Altrichter, Rinat Arviv, Ilanit Avraham, Tali Berglas-Shapiro, Yvonne Brain, Charalambos Charalambous, Michalis Christodoulou, Ina Cijvat, Gerry Czerniawski, Ricarda Derler, Maria A. Flores, Ulla Fürstenberg, Conor Galvin, Ainat Guberman, Mirva Heikkilä, Tuike Iiskala, Fjolla Kacaniku, Lisa-Maria Lembacher, Joanna Madalińska-Michalak, Aziza Mayo, Jonathan Mendels, Stephanie Mian, Mirjamaija Mikkilä-Erdmann, Hagit Mishkin, Jan Morgenstern, Helma Oolbekkink-Marchand, Nazime Öztürk, Katrin Poom-Valickis, Elena Revyakina, Kari Smith, Marco Snoek, Vasileios Symeonidis, Jullia Tölle, Triin Ulla, Anu Warinowski, Heike Wendt and Cinzia Zadra.Table of ContentsPreface List of Figures and Tables Notes on Contributors Enhancing the Value of Teacher Education Research: Introduction and Key Messages  Vasileios Symeonidis PART 1: The Role and Value of Research in Teacher Education 1 Evidence-Based, Evidence-Informed or Evidence-Ignored Teacher Education? The Role of Research in Teacher Education  Kari Smith 2 Research-Based Teacher Education: A Finnish Perspective  Mirjamaija Mikkilä-Erdmann, Heikkilä Mirva, Iiskala Tuike and Warinowski Anu 3 A Critical Realist Perspective on Teacher Education Research  Michalis Christodoulou 4 Different Practical Experiences – Different Views? An Analysis of the Views of Future Teachers in Austria on Research Needs in Response to the Covid-19 Pandemic  Ricarda Derler, Lisa-Maria Lembacher and Heike Wendt 5 Research and Practice in the Professional Development of School-Based Teacher Educators (SBTEs): Comparative Insights from the International Forum for Teacher Educator Development (InFo-TED) 2021 SBTE Survey  Gerry Czerniawski, Yvonne Bain, Maria Assunção Flores, Ainat Guberman, Helma Oolbekkink-Marchand and Vasileios Symeonidis PART 2: The Value of Research on Teacher Education: Informing Policy 6 Drawing on Large-Scale Studies to Examine the Contribution of Teacher Quality to Student Learning: A Critical Reflection on the Literature  Charalambos Y. Charalambous 7 A National Programme for Improving the Quality of Teacher Education: The German “Qualitätsoffensive Lehrerbildung” and the Quest for Institutionalisation of Teacher Education  Herbert Altrichter, Julia Tölle and Jan Morgenstern 8 The European Union Erasmus+ Teacher Academies Action: Complementing and Supplementing European Teacher Education and Teacher Education Research?  Conor Galvin, Joanna Madalinska-Michalak and Elena Revyakina 9 Weaving Practice, Research and Policymaking into Teachers’ Preparation and Induction in Israel  Ainat Guberman, Jonathan Mendels, Rinat Arviv-Elyashiv, Tali Berglas-Shapiro, Ilanit Avraham and Hagit Mishkin PART 3: The Value of Research for Teacher Education: Improving Practice 10 Professionalisation through Research? Phenomenological Vignettes as an Innovative Professionalisation Tool in (Teacher) Education  Evi Agostini, Stephanie Mian, Nazime Öztürk and Cinzia Zadra 11 Making Research Relevant for Future Teachers: Fostering a Problem-Solving Research Model in Initial Teacher Education  Fjolla Kaçaniku 12 The Potential of Action Research to Support Positive Attitudes toward Inclusive Education in Initial Teacher Education  Katrin Poom-Valickis and Triin Ulla 13 Bridging Research and Practice in Teacher Education: Creating a Conversational Community to Support Curriculum Development in Teacher Education  Ina Cijvat, Marco Snoek and Aziza Mayo 14 Developing Research Literacy in Language Teacher Education: A ‘Buddy Project’ on Written Corrective Feedback (WCF)  Ulla Fürstenberg Index

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less