Educational: Social sciences, social studies

Book SynopsisThis volume, based on an interdisciplinary conference of psychologists, sociologists, philosophers, and social scientists, explores a topic of vital importance today—moral education. The book is organized around four questions: the nature and scope of moral education, the problem of ethical pluralism, psychological considerations in a program of moral education, and the social structure of the school as it relates to moral education. This volume will interest philosophers and social scientists concerned with human behaviour and values. It will be of special interest to those engaged in educational research, to curriculum planners, and teachers.

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Book SynopsisThis book offers both a road map and a vision of what being a scholar can be when reimagined in the digital era to enliven the public good. It discusses digital innovations in higher education as well as reflecting upon what these mean in an age of austerity.Trade Review"An incisive and engaging rallying cry for digital scholarship to be seen as our most powerful tool, as well as a practical handbook for aspiring activist scholars. I can't recommend it highly enough." Mark Carrigan, University of Warwick"This is an excellent book that offers a concise and well-written description of how digital technology has been used to produce robust and genuinely impactful research." LSE Review of Books"A fascinating insight into the relationships between academic publishers and universities, academics and grassroots communities, and academics and journalists. It highlights workable synergies for social justice activists in the academy, and will be of interest to people working with NGOs, academics and activists... For a glimpse at the future of scholarship, look no further." Research Matters (The Social Research Association magazine), March 2019Table of ContentsIntroduction: transformations; Being a scholar-activist then and now; Opening education and linking it to community; Acting up, opening up knowledge; Training scholars for the digital era; Measuring scholarly impact; The future of being a scholar.

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Book SynopsisThis book offers both a road map and a vision of what being a scholar can be when reimagined in the digital era to enliven the public good. It discusses digital innovations in higher education as well as reflecting upon what these mean in an age of austerity.Trade Review"An incisive and engaging rallying cry for digital scholarship to be seen as our most powerful tool, as well as a practical handbook for aspiring activist scholars. I can't recommend it highly enough." Mark Carrigan, University of Warwick"This is an excellent book that offers a concise and well-written description of how digital technology has been used to produce robust and genuinely impactful research." LSE Review of Books"A fascinating insight into the relationships between academic publishers and universities, academics and grassroots communities, and academics and journalists. It highlights workable synergies for social justice activists in the academy, and will be of interest to people working with NGOs, academics and activists... For a glimpse at the future of scholarship, look no further." Research Matters (The Social Research Association magazine), March 2019"A timely account of how scholarly practice is changing and make a compelling case for how scholars and librarians can use digital technologies to engage in issues of social justice, beginning with a more open and inclusive system of scholarly communication." Lisa Norberg, Co-founder of the Open Access Network"An important introduction to the possibilities offered by digital media for academic work and activism, both within and outside the halls of academia." Deborah Lupton, University of Canberra, Australia"A stunningly accessible and provocative volume that offers readers a delicious landscape for reimagining how, with whom and for whom we craft research in these 'revolting times.'" Michelle Fine, The Graduate Center, CUNY, USATable of ContentsIntroduction: transformations; Being a scholar-activist then and now; Opening education and linking it to community; Acting up, opening up knowledge; Training scholars for the digital era; Measuring scholarly impact; The future of being a scholar.

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Book SynopsisControversial Issues in Social Studies Education in Turkey: The Contemporary Debates consists of different research each analyze a controversial topic that is significant to understand the social and political dynamics of Turkish society and culture.One of the purpose of this volume is to analyze and discuss how various controversial issues are perceived by Turkish educators. It also provides insight about how to think and re-organize education both in Turkey and in a global world by taking perceptions of in-service and pre-service social studies teachers on controversial issues and how to teach about them in the Turkish context into consideration. Lastly, it may provide educators and researchers who are interested in teaching and examining such issues with a holistic view.Table of Contents Introduction. Acknowledgments. Part I: Gender Issues. Intersections of Globalization, Gender, and Culture in Social Studies, Mustafa Sever, Ay?e Soylu, and Ahmet Kaysili. Examining Gender Issues: Social Studies Curricula, Teacher Education Programs, and Perceptions’ of Preservice Social Studies Teachers, Ay?egül Pehlivan Yilmaz, Önder Eryilmaz, and Elvan Günel. The Complexity of Teaching Values in Social Studies Teacher Education in Turkey: A Gender Perspective, Tuba Çengelci Köse. Part II: Cultural And Political Issues. Teaching Multicultural Perspectives in Social Studies: Dealing With Immigration and Migrants, Ayça Sesigur and Handan Deveci. Teaching About Being a Good Citizen, Government, and Human Rights in Social Studies, Mehmet Açikalin. An Examination of the Relationship Between the Ecological Values of Prospective Social Studies Teachers and Their Attitude Towards Turkey’s Nuclear Energy Policing, Nevin Özdemir and Alper Kesten. Digital Divide in Social Studies Education: Academician and Teacher Perspectives, Canan Çolak, H?d?r Karaduman, and I??l Kabakçi Yurdakul. About the Editor. About the Contributors.

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Book SynopsisControversial Issues in Social Studies Education in Turkey: The Contemporary Debates consists of different research each analyze a controversial topic that is significant to understand the social and political dynamics of Turkish society and culture.One of the purpose of this volume is to analyze and discuss how various controversial issues are perceived by Turkish educators. It also provides insight about how to think and re-organize education both in Turkey and in a global world by taking perceptions of in-service and pre-service social studies teachers on controversial issues and how to teach about them in the Turkish context into consideration. Lastly, it may provide educators and researchers who are interested in teaching and examining such issues with a holistic view.Table of Contents Introduction. Acknowledgments. Part I: Gender Issues. Intersections of Globalization, Gender, and Culture in Social Studies, Mustafa Sever, Ay?e Soylu, and Ahmet Kaysili. Examining Gender Issues: Social Studies Curricula, Teacher Education Programs, and Perceptions’ of Preservice Social Studies Teachers, Ay?egül Pehlivan Yilmaz, Önder Eryilmaz, and Elvan Günel. The Complexity of Teaching Values in Social Studies Teacher Education in Turkey: A Gender Perspective, Tuba Çengelci Köse. Part II: Cultural And Political Issues. Teaching Multicultural Perspectives in Social Studies: Dealing With Immigration and Migrants, Ayça Sesigur and Handan Deveci. Teaching About Being a Good Citizen, Government, and Human Rights in Social Studies, Mehmet Açikalin. An Examination of the Relationship Between the Ecological Values of Prospective Social Studies Teachers and Their Attitude Towards Turkey’s Nuclear Energy Policing, Nevin Özdemir and Alper Kesten. Digital Divide in Social Studies Education: Academician and Teacher Perspectives, Canan Çolak, H?d?r Karaduman, and I??l Kabakçi Yurdakul. About the Editor. About the Contributors.

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Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.

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Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.

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Book SynopsisThe body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.Table of Contents Culturally Relevant and Responsive Educational Interventions: Placing Culture at the Heart of Designing, Implementing, and Evaluating Motivation and Learning Enhancement Programs, Gregory Arief D. Liem and Dennis M. McInerney. Sociocultural Influences on Teachers’ Reactions to an Intervention to Help Them Become More Autonomy Supportive, Johnmarshall Reeve and Sung Hyeon Cheon. Strengthening Adolescents’ Confidence to Learn: Considering Sociocultural Influences, Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong. Promoting Learning for All in Motivationally Supportive,Culturally Responsive, Inclusive Environments, Akane Zusho and Denise Prieto. Sociocultural Processes in Identity-Based Motivational Interventions: A Dynamic Systems Perspective, Avi Kaplan, Ishwar Bridgelal, and Joanna K. Garner. Passion in Education: Theory, Research, and Applications, Robert J. Vallerand, Tanya Chichekian, and Virginie Paquette. Implementation of Self-Regulated Learning-Focused Interventions in Schools: The Intersection of Sociocultural Factors and Social Validity Principles,Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline Slemp, and Devora Panish. Transformative Learning Within Cultural Spaces: Transformative Experience Interventions Through the Lens of Culturally Relevant Pedagogy, Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis. Teaching Mental Contrasting to Facilitate Educational Attainment Across Sociocultural Contexts, A. Timur Sevincer and Gabriele Oettingen. Sociocultural Considerations in Understanding Test Anxiety, Its Implications on Achievement, and Contextually Appropriate Interventions, Lay See Yeo and Winston Wee Meng Ong. Sociocultural Considerations for Mindfulness-Based Interventions in Education, Stacy L. Bender, Jessica Janze, and Sadie Cathcart. Hope Interventions for Students: Integrating Cultural Perspectives, Allan B. I. Bernardo and Holly, H. Y. Sit. A Sociocultural Perspective on Youth Entrepreneurship Education: A Case Study From the Southern Highlands of Tanzania, Tamara Ginger Weiss Rhodes. No Soy de Aquí ni Soy de Allá: Using Multiple Methods to Share Stories That Address the Cultural Diaspora of American Individualism for Latino Students, Beatriz Pacheco and Thomas Malewitz. About the Editors. About the Contributors.

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Book SynopsisThe body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.Table of Contents Culturally Relevant and Responsive Educational Interventions: Placing Culture at the Heart of Designing, Implementing, and Evaluating Motivation and Learning Enhancement Programs, Gregory Arief D. Liem and Dennis M. McInerney. Sociocultural Influences on Teachers’ Reactions to an Intervention to Help Them Become More Autonomy Supportive, Johnmarshall Reeve and Sung Hyeon Cheon. Strengthening Adolescents’ Confidence to Learn: Considering Sociocultural Influences, Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong. Promoting Learning for All in Motivationally Supportive,Culturally Responsive, Inclusive Environments, Akane Zusho and Denise Prieto. Sociocultural Processes in Identity-Based Motivational Interventions: A Dynamic Systems Perspective, Avi Kaplan, Ishwar Bridgelal, and Joanna K. Garner. Passion in Education: Theory, Research, and Applications, Robert J. Vallerand, Tanya Chichekian, and Virginie Paquette. Implementation of Self-Regulated Learning-Focused Interventions in Schools: The Intersection of Sociocultural Factors and Social Validity Principles,Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline Slemp, and Devora Panish. Transformative Learning Within Cultural Spaces: Transformative Experience Interventions Through the Lens of Culturally Relevant Pedagogy, Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis. Teaching Mental Contrasting to Facilitate Educational Attainment Across Sociocultural Contexts, A. Timur Sevincer and Gabriele Oettingen. Sociocultural Considerations in Understanding Test Anxiety, Its Implications on Achievement, and Contextually Appropriate Interventions, Lay See Yeo and Winston Wee Meng Ong. Sociocultural Considerations for Mindfulness-Based Interventions in Education, Stacy L. Bender, Jessica Janze, and Sadie Cathcart. Hope Interventions for Students: Integrating Cultural Perspectives, Allan B. I. Bernardo and Holly, H. Y. Sit. A Sociocultural Perspective on Youth Entrepreneurship Education: A Case Study From the Southern Highlands of Tanzania, Tamara Ginger Weiss Rhodes. No Soy de Aquí ni Soy de Allá: Using Multiple Methods to Share Stories That Address the Cultural Diaspora of American Individualism for Latino Students, Beatriz Pacheco and Thomas Malewitz. About the Editors. About the Contributors.

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Book SynopsisInternational Education Inquiries is a book series dedicated to realizing the global vision of The United Nations’ (2015) Transforming Our World: The 2030 Agenda for Sustainable Development. As resolved by the UN General Assembly (on 25 September 2015; see UN, 2015 October): The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what they did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental. The United Nations’ goals and targets will stimulate action over the next decade in areas of critical importance for humanity and the planet…. We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment. This vision includes to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG4, UN, 2017). The founding co-editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the international professional knowledge base about the people, places, and perspectives shaping Education 2030 outcomes and the meaning of global citizen education (UNESCO, 2015). Education 2030 topics of interest include, but are not limited to the following: Improving access to quality early childhood development, care, and pre-primary education. Ensuring equal access for all women and men to affordable and quality education. Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods. Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. Achieving levels of literacy and numeracy required to engage in communities and employment. Acquiring the knowledge and skills needed to promote sustainable development, including: education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship education, and the appreciation of cultural diversity and of culture’s contributions to sustainable development. Providing safe, non-violent, inclusive and effective learning environments for all. Recruiting, preparing, supporting, and retaining quality teachers. Table of Contents Editor’s Introduction: Principles and Priorities for Progress in the Education 2030 Era PART I: PEACE, PEOPLE, PROSPERITY, AND UNIVERSALITY. Sustaining Education in the Palestinian Territories: Challenges and Opportunities Examining Inequities in Grading Practices to Empower the Disadvantaged Learner: A Global Perspective Assessing the Influence of Female-Led, Language-Acquisition Programs on Life Satisfaction and Gender Role Attitudes in Women and Children in the Dominican Republic Foundation Pierre Smith Mondelus, A Case Study: Decreasing Illiteracy in Northern Haiti PART II: PARTNERSHIPS, PLANET, INTERCONNECTEDNESS, AND INDIVISIBILITY. Creating a Doctoral Network for Teacher Education in Africa Learning to Act: Smithsonian Sciencefor Global Goals and Empowering Young People to Develop a Habit of Considered Action-Taking A New Generation of Global Leaders – Turning Global Citizens Into Global Stewards Promoting Sustainable Development in Study Abroad Programs: Focus on Social Justice in Honduras and Tanzania About the Editors and Editorial Advisory Board. About the Authors. Recognizing Reviewers’ Critical Feedback.

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Book SynopsisInternational Education Inquiries is a book series dedicated to realizing the global vision of The United Nations’ (2015) Transforming Our World: The 2030 Agenda for Sustainable Development. As resolved by the UN General Assembly (on 25 September 2015; see UN, 2015 October): The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what they did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental. The United Nations’ goals and targets will stimulate action over the next decade in areas of critical importance for humanity and the planet…. We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment. This vision includes to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG4, UN, 2017). The founding co-editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the international professional knowledge base about the people, places, and perspectives shaping Education 2030 outcomes and the meaning of global citizen education (UNESCO, 2015). Education 2030 topics of interest include, but are not limited to the following: Improving access to quality early childhood development, care, and pre-primary education. Ensuring equal access for all women and men to affordable and quality education. Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods. Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. Achieving levels of literacy and numeracy required to engage in communities and employment. Acquiring the knowledge and skills needed to promote sustainable development, including: education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship education, and the appreciation of cultural diversity and of culture’s contributions to sustainable development. Providing safe, non-violent, inclusive and effective learning environments for all. Recruiting, preparing, supporting, and retaining quality teachers. Table of Contents Editor’s Introduction: Principles and Priorities for Progress in the Education 2030 Era PART I: PEACE, PEOPLE, PROSPERITY, AND UNIVERSALITY. Sustaining Education in the Palestinian Territories: Challenges and Opportunities Examining Inequities in Grading Practices to Empower the Disadvantaged Learner: A Global Perspective Assessing the Influence of Female-Led, Language-Acquisition Programs on Life Satisfaction and Gender Role Attitudes in Women and Children in the Dominican Republic Foundation Pierre Smith Mondelus, A Case Study: Decreasing Illiteracy in Northern Haiti PART II: PARTNERSHIPS, PLANET, INTERCONNECTEDNESS, AND INDIVISIBILITY. Creating a Doctoral Network for Teacher Education in Africa Learning to Act: Smithsonian Sciencefor Global Goals and Empowering Young People to Develop a Habit of Considered Action-Taking A New Generation of Global Leaders – Turning Global Citizens Into Global Stewards Promoting Sustainable Development in Study Abroad Programs: Focus on Social Justice in Honduras and Tanzania About the Editors and Editorial Advisory Board. About the Authors. Recognizing Reviewers’ Critical Feedback.

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Book SynopsisThis edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

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Book SynopsisThis edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

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Book SynopsisService-learning research has been growing and expanding around the world. While much of the early work was carried out in the US and Europe, such efforts have been developing in Asia for the past few decades. The use of the term, 'service-learning' was not popular, while use of community engagement, volunteerism, social services are more common among community practitioners and academics, with the rapid development of service-learning, both research and community-based programs have been growing throughout Asia over the last decade. One of the major movements in that part of the world has been the Service-Learning Asia Network (started in 2005), where more than 11 countries have unified to share their efforts collectively through conferences and journals. In this new book we have examples from five (5) different places: China, Singapore, Hong Kong, Indonesia, and India. These models follow a recent publication of Asian research found in the Michigan Journal of Community Service Learning, published in Summer 2019 after the 7th Asia Pacific Regional Service-Learning conference in Singapore. The chapters represent some of the exciting work that is developing in Asia, highlighting the rich and powerful connections between universities and communities throughout the region. Excellent examples of various kinds of study, from case studies, to qualitative research, to mixed method designs are included. In addition, the focus of the studies, from student learning, community change, innovative practice, and institutional development and change are provided to illustrate the rich diversity of work occurring throughout Asia.Trade ReviewPraise for Food for Thought:""The adoption of a community engagement strategy to teaching and learning is found promising by a growing number of mentors. In Asia, colleges and universities have disseminated their own unique experiences in various fora, conferences, workshops and training programs. For one, this book offers a variety of information and rich insights as to the evolution, application, development, and outcomes of service-learning approaches in Hong Kong, Singapore, China, India, and Indonesia. The book demonstrates that learning encounters from the ground/community provide a foundation for a critical interpretation of the theories and principles expounded in books and lectures. My university, Silliman University, in the Philippines, is committed to "total human development for the wellbeing of the society and the environment." For us, this book promises to be a valuable reference for educators in search of teaching that integrates social action and community research. The book illustrates how some research outcomes make a case for institutions to strongly support service-learning efforts in all their curricular programs.""- Betty Cernol-McCann, Ph.D., President, Silliman University;""I have been fortunate to have engaged with many Asian service-learning programs and practitioners for two decades – from the field's earliest days to its robust present. With publication of this research collection from leading Asian scholars and practitioners Shumer, Ma, and Chan illustrate how deeply embedded service-learning has become within Asian education, and how the emergence of evidence-based scholarship reveals both its complexity and maturity. Similar to how service-learning research evolved in the US, most of the included Asian studies examine outcomes of the practice for education institutions and communities. Others delve into curriculum design and implementation, program planning and development, and affective aspects of students' experience. Taken together the collected studies illuminate how service-learning has evolved as an Asian phenomenon with its uniquely important and very interesting characteristics.""- Timothy K. Stanton, PhD, Senior Engaged Scholar, Ravensong Associates, Director Emeritus, Bing Overseas Studies Program, Cape Town, Stanford University.

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Book SynopsisAs social studies standards shift to place a higher emphasis on critical thinking, inquiry, interaction, and expression, many teachers are scrambling to figure out how to appropriately shift their instruction accordingly. This book provides examples and ideas for working with elementary and middle school students to build social studies skills and knowledge in order to become independent learners and thinkers. Teaching these skills helps to support students in ways which are important to them, and to society at large.Real Classrooms, Real Teachers: The C3 Inquiry in Practice is aimed at in-service and pre-service teachers, grades 3-8. This text includes six sections: an introduction, one section for each of the four dimensions of the C3 Framework for Social Studies State Standards (National Council for the Social Studies, 2013), and a conclusion. Each chapter begins with a vignette based on a real-life social studies lesson authored by a practicing teacher or researcher. This is followed by a sample lesson plan associated with the vignette and suggestions for appropriate texts and supporting materials, as well as suggestions for modifications.

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Book SynopsisAs social studies standards shift to place a higher emphasis on critical thinking, inquiry, interaction, and expression, many teachers are scrambling to figure out how to appropriately shift their instruction accordingly. This book provides examples and ideas for working with elementary and middle school students to build social studies skills and knowledge in order to become independent learners and thinkers. Teaching these skills helps to support students in ways which are important to them, and to society at large.Real Classrooms, Real Teachers: The C3 Inquiry in Practice is aimed at in-service and pre-service teachers, grades 3-8. This text includes six sections: an introduction, one section for each of the four dimensions of the C3 Framework for Social Studies State Standards (National Council for the Social Studies, 2013), and a conclusion. Each chapter begins with a vignette based on a real-life social studies lesson authored by a practicing teacher or researcher. This is followed by a sample lesson plan associated with the vignette and suggestions for appropriate texts and supporting materials, as well as suggestions for modifications.

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Book SynopsisThe United States' social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued struggle for racial equality, the federal government tried to further silence those who have been historically placed on the margins, including the attack of critical race theory, antiracism work in education, and training for diversity and inclusion. Consequently, it is imperative social science educators are equipped with the knowledge, tools, and dispositions to facilitate learning that explores the implications of power, privilege, and oppression and ask important questions to ensure voices that have been muffled, or silenced altogether, are strategically unsilenced, voiced, and valued. Given the perpetuation of inequities, existing educational disparities, and the continued need for reconciliation, this volume explores how the social sciences can be examined and reimagined to combat injustices and support further diversity, equity, and inclusion. Authors explore how educators can (a) understand how knowledge is constructed, shaped, and influences how students see the world, (b) problematize current curricular approaches and reframe instructional practices, (c) employ a critical lens to attend to and proactively address existing challenges and inequities related to race, (d) infuse their teaching with greater attention to diversity and inclusion for all students; and (e) promote increased awareness, advocacy, and educational justice. Through the examination of research, theory, and practitioner-oriented strategies, the authors encourage reflection, inspire calls for action, and explore how to teach about, proactively challenge, and encourage continued examination of society to support progress through increased critical consciousness, cultural competence, and critical multiculturalism.

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Book SynopsisThe United States' social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued struggle for racial equality, the federal government tried to further silence those who have been historically placed on the margins, including the attack of critical race theory, antiracism work in education, and training for diversity and inclusion. Consequently, it is imperative social science educators are equipped with the knowledge, tools, and dispositions to facilitate learning that explores the implications of power, privilege, and oppression and ask important questions to ensure voices that have been muffled, or silenced altogether, are strategically unsilenced, voiced, and valued. Given the perpetuation of inequities, existing educational disparities, and the continued need for reconciliation, this volume explores how the social sciences can be examined and reimagined to combat injustices and support further diversity, equity, and inclusion. Authors explore how educators can (a) understand how knowledge is constructed, shaped, and influences how students see the world, (b) problematize current curricular approaches and reframe instructional practices, (c) employ a critical lens to attend to and proactively address existing challenges and inequities related to race, (d) infuse their teaching with greater attention to diversity and inclusion for all students; and (e) promote increased awareness, advocacy, and educational justice. Through the examination of research, theory, and practitioner-oriented strategies, the authors encourage reflection, inspire calls for action, and explore how to teach about, proactively challenge, and encourage continued examination of society to support progress through increased critical consciousness, cultural competence, and critical multiculturalism.

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Book SynopsisWithin the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings.This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula--the colored glass and objects in the lives of others--to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula.This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.

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Book SynopsisWithin the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings.This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula--the colored glass and objects in the lives of others--to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula.This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.

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Book SynopsisThe rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History stems from two main things. First and foremost is the fact that the reviews of the first two volumes in the Hollywood or History? series have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioners. Classroom utility and teacher practice have continued to be the primary objectives in developing the Hollywood or History? strategy. The second thing is that this most recent volume in the series takes it in a new direction--rather than focusing on eras in history, it focuses on the themes of inequity and inequality throughout history, and how teachers can utilize the Hollywood or History? strategy to tackle some of the more complicated content throughout history that many teachers tend to shy away from.There is a firm belief that students' connection to film, along with teachers' ability to use film in an effective manner, will help alleviate some of the challenges of teaching challenging topics such as inequity and inequality in terms of gender, race, socioeconomic status, and so much more. The book provides 30 secondary lesson plans (grades 6-12) that address nine different topics centered around inequity and inequality throughout history, many of which connect students to the world we are living in today. The intended audience for the book are teachers who teach social studies at the 6th-12th grade level both in the United States and other countries. An additional audience will be college and university social studies/history methods professors in the United States and worldwide.

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Book SynopsisThe rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History stems from two main things. First and foremost is the fact that the reviews of the first two volumes in the Hollywood or History? series have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioners. Classroom utility and teacher practice have continued to be the primary objectives in developing the Hollywood or History? strategy. The second thing is that this most recent volume in the series takes it in a new direction--rather than focusing on eras in history, it focuses on the themes of inequity and inequality throughout history, and how teachers can utilize the Hollywood or History? strategy to tackle some of the more complicated content throughout history that many teachers tend to shy away from.There is a firm belief that students' connection to film, along with teachers' ability to use film in an effective manner, will help alleviate some of the challenges of teaching challenging topics such as inequity and inequality in terms of gender, race, socioeconomic status, and so much more. The book provides 30 secondary lesson plans (grades 6-12) that address nine different topics centered around inequity and inequality throughout history, many of which connect students to the world we are living in today. The intended audience for the book are teachers who teach social studies at the 6th-12th grade level both in the United States and other countries. An additional audience will be college and university social studies/history methods professors in the United States and worldwide.

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Book SynopsisThe year 2020 presented conflicts in higher education, including a global pandemic, racial protests, cries for Black Lives Matter following the deaths of Black women and men by police, education moved online to virtual classrooms, and the U.S. economy struggling as millions of Americans were furloughed or worked remotely and ordered everything curbside; all of this compounded by an election year. This book is a compilation of perspectives shared from students enrolled in a graduate course on diversity and social justice in higher education who found community in sharing their personal and professional experiences associated with identity and allyship development, socialization, activism, institutionalized racism, academic traditions, advising, to implications for change in higher education policies, processes, and practice.

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Book SynopsisThe year 2020 presented conflicts in higher education, including a global pandemic, racial protests, cries for Black Lives Matter following the deaths of Black women and men by police, education moved online to virtual classrooms, and the U.S. economy struggling as millions of Americans were furloughed or worked remotely and ordered everything curbside; all of this compounded by an election year. This book is a compilation of perspectives shared from students enrolled in a graduate course on diversity and social justice in higher education who found community in sharing their personal and professional experiences associated with identity and allyship development, socialization, activism, institutionalized racism, academic traditions, advising, to implications for change in higher education policies, processes, and practice.

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Book SynopsisGathering insightful and stimulating contributions from leading global experts in Artificial Intelligence in Education (AIED), this comprehensive Handbook traces the development of AIED from its early foundations in the 1970s to the present day. The Handbook evaluates the use of AI techniques such as modelling in closed and open domains, machine learning, analytics, language understanding and production to create systems aimed at helping learners, teachers, and educational administrators. Chapters examine theories of affect, metacognition and pedagogy applied in AIED systems; foundational aspects of AIED architecture, design, authoring and evaluation; and collaborative learning, the use of games and psychomotor learning. It concludes with a critical discussion of the wider context of Artificial Intelligence in Education, examining its commercialisation, social and political role, and the ethics of its systems, as well as reviewing the possible challenges and opportunities for AIED in the next 20 years. Providing a broad yet detailed account of the current field of Artificial Intelligence in Education, researchers and advanced students of education technology, innovation policy, and university management will benefit from this thought-provoking Handbook. Chapters will also be useful to support undergraduate courses in AI, computer science, and education.Trade Review‘The Handbook of Artificial Intelligence in Education is a great resource for people studying the field of AI and data-directed education, which is a complex tapestry, with many different elements feeding into its design and development. The Handbook supports readers to experience the full tapestry and to pull out and examine individual threads, without losing the underlying purpose. The field has grown tremendously in the past 30 years. Intelligent tutors now listen to and speak to learners, model student expertise and knowledge, examine theories (about how humans learn, think, collaborate and socialize), and support classroom orchestration, learning at scale, assessment, and human-machine interaction. The Handbook nicely documents progress in the field without overwhelming a new generation of AIED researchers.’ -- Beverly Woolf, author of Building Intelligent Interactive Tutors and University of Massachusetts, Amherst, US‘This is a really great Handbook written by some of the most well known authors in the field of Artificial Intelligence in Education (AIED). It describes both the most important topics and future trends in a very comprehensive way for a wide range of stakeholders.’ -- Cristóbal Romero, University of Córdoba, SpainTable of ContentsContents: Foreword xii PART I SCENE SETTING 1 Introduction 2 Benedict du Boulay, Antonija Mitrovic and Kalina Yacef 2 The history of artificial intelligence in education – the first quarter century 10 Gordon McCalla PART II THEORIES UNDERPINNING AIED 3 The role and function of theories in AIED 31 Stellan Ohlsson 4 Theories of metacognition and pedagogy applied to AIED systems 45 Roger Azevedo and Megan Wiedbusch 5 Theories of affect, meta-affect, and affective pedagogy 68 Ivon Arroyo, Kaśka Porayska-Pomsta and Kasia Muldner 6 Scrutable AIED 101 Judy Kay, Bob Kummerfeld, Cristina Conati, Kaśka Porayska-Pomsta and Ken Holstein PART III THE ARCHITECTURE AND DESIGN OF AIED SYSTEMS 7 Domain modeling for AIED systems with connections to modeling student knowledge: a review 127 Vincent Aleven, Jonathan Rowe, Yun Huang and Antonija Mitrovic 8 Student modeling in open-ended learning environments 170 Cristina Conati and Sébastien Lallé 9 Six instructional approaches supported in AIED systems 184 Vincent Aleven, Manolis Mavrikis, Bruce M. McLaren, Huy A. Nguyen, Jennifer Olsen and Nikol Rummel 10 Theory-driven design of AIED systems for enhanced interaction and problem-solving 229 Susanne Lajoie and Shan Li 11 Deeper learning through interactions with students in natural language 250 Vasile Rus, Andrew M. Olney and Arthur C. Graesser 12 Authoring tools to build AIED systems 273 Stephen Blessing, Stephen B. Gilbert and Steven Ritter PART IV ANALYTICS 13 Continuous student modeling for programming in the classroom: challenges, methods, and evaluation 287 Ye Mao, Samiha Marwan, Preya Shabrina, Yang Shi, Thomas W. Price, Min Chi and Tiffany Barnes 14 Human–AI co-orchestration: the role of artificial intelligence in orchestration 309 Ken Holstein and Jennifer Olsen 15 Using learning analytics to support teachers 322 Stanislav Pozdniakov, Roberto Martinez-Maldonado, Shaveen Singh, Hassan Khosravi and Dragan Gašević 16 Predictive modeling of student success 350 Christopher Brooks, Vitomir Kovanović and Quan Nguyen 17 Social analytics to support engagement with learning communities 370 Carolyn Rosé, Meredith Riggs and Nicole Barbaro PART V AIED SYSTEMS IN USE 18 Intelligent systems for psychomotor learning: A systematic review and two cases of study 390 Alberto Casas-Ortiz, Jon Echeverria and Olga C. Santos 19 Artificial intelligence techniques for supporting face-to-face and online collaborative learning 422 Roberto Martinez-Maldonado, Anouschka van Leeuwen and Zachari Swiecki 20 Digital learning games in artificial intelligence in education (AIED): a review 440 Bruce M. McLaren and Huy A. Nguyen 21 Artificial intelligence-based assessment in education 487 Ying Fang, Rod D. Roscoe and Danielle S. McNamara 22 Evaluations with AIEd systems 507 Kurt VanLehn 23 Large-scale commercialization of AI in school-based environments 526 Steven Ritter and Kenneth R. Koedinger 24 Small-scale commercialisation: the golden triangle of AI EdTech 539 Rosemary Luckin and Mutlu Cukurova 25 Critical perspectives on AI in education: political economy, discrimination, commercialization, governance and ethics 555 Ben Williamson, Rebecca Eynon, Jeremy Knox and Huw Davies 26 The ethics of AI in education 573 Kaśka Porayska-Pomsta, Wayne Holmes and Selena Nemorin PART VI THE FUTURE 27 The great challenges and opportunities of the next 20 years 608 1. AIED and equity 608 Maria Mercedes T. Rodrigo 2. Engaging learners in the age of information overload 610 Julita Vassileva 3. Pedagogical agents for all: designing virtual characters for inclusion and diversity in STEM 613 H. Chad Lane 4. Intelligent textbooks 616 Peter Brusilovsky and Sergey Sosnovsky 5. AI-empowered open-ended learning environments in STEM domains 620 Gautam Biswas 6. Ubiquitous-AIED: pervasive AI learning technologies 626 James C. Lester 7. Culture, ontology and learner modeling 629 Riichiro Mizoguchi 8. Crowdsourcing paves the way for personalized learning 632 Ethan Prihar and Neil Heffernan 9. AIED in developing countries: breaking seven WEIRD assumptions in the global learning XPRIZE field study 635 Jack Mostow 10. The future of learning assessment 639 Claude Frasson 11. Intelligent mentoring systems: tapping into AI to deliver the next generation of digital learning 642 Vania Dimitrova Index 653

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThe #1 bestselling chapter book series of all time celebrates 25 years with new covers and a new, easy-to-use numbering system! Getting the facts behind the fiction has never looked better. Track the facts with Jack and Annie!!   When Jack and Annie got back from their adventure in Magic Tree House Merlin Mission #11: Dark Day in the Deep Sea, they had lots of questions. How big is a giant squid? What is a dragonfish? How do deep-sea creatures find food when it’s so dark down there? What do scientists think mythical sea monsters might really be? Find out the answers to these questions and more as Jack and Annie track the facts. Filled with up-to-date information, photos, illustrations, and fun tidbits from Jack and Annie, the Magic Tree House Fact Trackers are the perfect way for kids to find out more about the topics they discovered in their favorite Magic Tree House adventures. And teachers can use Fact Trackers alongside their Magic Tree House fiction companions to meet common core text pairing needs. Did you know that there’s a Magic Tree House book for every kid? Magic Tree House: Adventures with Jack and Annie, perfect for readers who are just beginning chapter books Merlin Missions: More challenging adventures for the experienced reader Super Edition: A longer and more dangerous adventure Fact Trackers: Nonfiction companions to your favorite Magic Tree House adventures Have more fun with Jack and Annie at MagicTreeHouse.com!

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Book SynopsisIn this classic work, distinguished French economic historian, Marc Bloch, discusses the techniques of historical observation, analysis, and criticism, and the reestablishment of historical causation in assessing events. What is the value of history? What is the use of history? How do scholars attempt to unpack it and make connections in a responsible manner?   While the topics of historiography and historical methodology have become increasingly popular, Bloch remains an authority. He argues that history is a whole; no period and no topic can be understood except in relation to other periods and topics. And what is unique about Bloch is that he puts his theories into practice; for example, calling upon both his experience serving in WWI as well as his many years spent in peaceful study and reflection. He also argues that written records are not enough; a historian must draw upon maps, place-names, ancient tools, aerial surveys, folklore, and everything that is available.

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Book SynopsisThe creators of Grossology continue the icky, sticky history lesson with this reader about mummies from around the world. With hilarious illustrations and disgusting facts about mummies, this Level 4 reader will keep readers wrapped up for hours!

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Book SynopsisFor more than two thousand years, a secret army of life-size terra-cotta soldiers lay buried underground in China. But in 1974, some farmers digging a well discovered the first of what turned out to be an army of more than 7,000. Who made them? And why? In this fascinating reader, kids will learn all about one of the wonders of the ancient world and the fierce first emperor of China.

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Book SynopsisWhat's left of Machu Picchu stands as the most significant link to the marvelous Inca civilization of Peru. Now readers can explore these ruins in this compelling Where Is? title.Built in the fifteenth century and tucked away in the mountains of Peru, Machu Picchu was abandoned after the Spaniards conquered the Incan empire in the sixteenth century. It remained hidden until 1911 when Hiram Bingham uncovered the marvelous complex and shared his discovery with the world. Today, hundreds of thousands of people visit the site to climb the 3,000 stone steps, explore the towering monuments, and see the numerous species that call these famous ruins home.

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