Educational strategies and policy Books

Book SynopsisThis book examines recent reforms and innovations in school music education within the changing societies of mainland China, Hong Kong and Taiwan. These three regions share a common historical culture but have had diverse socio-political experiences. Whilst some musical knowledge is common to all three, some is particular to one or two and depends on their responses to globalization, localization and national identity. This book aims to compare how music education in Shanghai, Hong Kong and Taipei has adjusted to the forces of globalization, localization and Sinofication. It contributes significantly to thinking about education reforms in response to this tripartite paradigm with respect to not only Chinese communities but also to the Asia-Pacific Region as a whole.Trade Review"Ho’s work is relevant because of the embedded connotations it reveals when reading her work form a geopolitical perspective anno 2020. It is to be recommended for use in the classroom and serves as an appropriate literature survey documenting debates and core insights that are of importance in understanding the history of education in East Asia." – Ann Heylen, National Taiwan Normal University, in International Journal of Taiwan Studies 3 (2020), p. 363-382.

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Book SynopsisWriting as a learning activity offers an account of the potentials of writing as a tool for learning. Four aspects of writing emerge particularly clearly through the chapters. First, writing to learn depends on the cognitive strategies of the writer; instruction in such strategies contributes significantly to the ability to use writing as a learning tool. Secondly, strategies for writing and reasoning are largely specific to academic disciplines. Thirdly, writing is not, as traditionally conceived, only an individual ability, but also an activity that is social. It is a collaborative practice facilitated by representational tools-- books, computer, notes, schemata, drawings, etc. – by which knowledge is acquired, organized, and transformed at various levels of complexity. Fourthly, writing is a productive activity, exemplified by the varied and positive effects of writing on learning different subjects at various educational levels.

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Book SynopsisRethinking Private Higher Education takes the university as a core institution in modern nation states, which is currently undergoing a serious revision. It offers fresh insights into the actual meaning of ‘private’ in different higher education contexts, contributing to a deeper understanding of the actual effects of global policies in local contexts through ethnographies. This book explores how private universities were established, their context and history, and their changing business models and operations. The strengths of this book are its ethnographic detail, which shows the complexity and fast changing forms of private higher education, and its reluctance to jump to simplified labelling of public and private. It is a model for further ethnographic studies of local developments in higher education. Contributors are: Ayça Alemdaroğlu, Daniele Cantini, Carmela Chávez Irigoyen, Enrico Ille, Sylvie Mazzella, Alexander Mitterle, Annemarie Profanter, and Susan Wright.Table of ContentsList of Figures Acknowledgements Notes on contributors Introduction: Rethinking Private Higher Education Daniele Cantini Chapter 1: The Global Trade in Higher Education Ayça Alemdaroğlu Chapter 2: The Free Market and Higher Education Carmela Chávez Irigoyen Chapter 3: Challenges and Stakes in the Construction of a Private Market in Higher Education in Tunisia Sylvie Mazzella Chapter 4: Political, Financial and Moral Aspects of Sudan's Private Higher Education Enrico Ille Chapter 5: Private Universities and the State in Egypt at a Time of Social and Political Change Daniele Cantini Chapter 6: University is a Private Matter Annemarie Profanter Chapter 7: Stratification of Higher Education in German Private Higher Education Alexandre Mitterle Afterword Susan Wright Index

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Book SynopsisSTEM of Desire: Queer Theories and Science Education locates, creates, and investigates intersections of science, technology, engineering, and mathematics (STEM) education and queer theorizing. Manifold desires—personal, political, cultural—produce and animate STEM education. Queer theories instigate and explore (im)possibilities for knowing and being through desires normal and strange. The provocative original manuscripts in this collection draw on queer theories and allied perspectives to trace entanglements of STEM education, sex, sexuality, gender, and desire and to advance constructive critique, creative world-making, and (com)passionate advocacy. Not just another call for inclusion, this volume turns to what and how STEM education and diverse, desiring subjects might be(come) in relation to each other and the world. STEM of Desire is the first book-length project on queering STEM education. Eighteen chapters and two poems by 27 contributors consider STEM education in schools and universities, museums and other informal learning environments, and everyday life. Subject areas include physical and life sciences, engineering, mathematics, nursing and medicine, environmental education, early childhood education, teacher education, and education standards. These queering orientations to theory, research, and practice will interest STEM teacher educators, teachers and professors, undergraduate and graduate students, scholars, policy makers, and academic libraries. Contributors are: Jesse Bazzul, Charlotte Boulay, Francis S. Broadway, Erin A. Cech, Steve Fifield, blake m. r. flessas, Andrew Gilbert, Helene Götschel, Emily M. Gray, Kristin L. Gunckel, Joe E. Heimlich, Tommye Hutson, Kathryn L. Kirchgasler, Michelle L. Knaier, Sheri Leafgren, Will Letts, Anna MacDermut, Michael J. Reiss, Donna M. Riley, Cecilia Rodéhn, Scott Sander, Nicholas Santavicca, James Sheldon, Amy E. Slaton, Stephen Witzig, Timothy D. Zimmerman, and Adrian Zongrone.Table of ContentsAcknowledgements Illyria  Charlotte Boulay Prolegomenon: Queer Theories and STEM Education  Steve Fifield and Will Letts 1. I : Snow Queen :: “Nigger” : (School) Science  Francis S. Broadway 2. Queering Science Education without Making Too Much Sense  Steve Fifield and Will Letts 3. Beyond Nature Talk: Transforming Environmental Education with Critical and Queer Theories  Blake M. R. Flessas and Timothy D. Zimmerman 4. Wonder in the Science Classroom  Andrew Gilbert and Emily M. Gray 5. Teaching Queering Physics: An Agenda for Research and Practice  Helene Götschel 6. What Does Queer Theory Have to Do with Teaching Science in Elementary Schools?  Kristin L. Gunckel 7. Queering STEM Learningscapes  Joe E. Heimlich 8. What’s in a Name? Reflections on Learning and Teaching in Central Texas  Tommye Hutson 9. Strange Precipitate: How Interest in Science Produces Different Kinds of Students  Kathryn L. Kirchgasler 10. What Makes Girls and Boys So Desirable? STEM Education beyond Gender Binaries  Michelle L. Knaier 11. Children, Nomads, and Queering: Desire and Surprise in a Wiggly World  Sheri Leafgren and Scott Sander 12. Inviting the Mess: A Children’s Museum’s Transgressive Tactics for Unleashing Play  Anna MacDermut and Adrian Zongrone 13. Thinking Like a Fox: Queering the Science Classroom When Teaching about Sex and Sexuality  Michael J. Reiss 14. Exhibiting Doctors and Nurses: Queering Professional Education in a Medical Museum  Cecilia Rodéhn 15. Camping Science Education: A Trip to Camp Wilde and the Queer Nature of Nature  Nicholas Santavicca, Jesse Bazzul and Stephen Witzig 16. Towards a Queer Curriculum of Infinity  James Sheldon 17. Yearning, Learning, and Earning: The Gritty Ontologies of American Engineering Education  Amy E. Slaton, Erin A. Cech and Donna M. Riley 18. The Bargain  Charlotte Boulay

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Book SynopsisIn Internationalizing Education: Local to Global Connections for the 21st Century, the author offers a unique perspective in addressing issues in global, international, and comparative education. Specific case studies addressing such topics as globalization, teacher education, global citizenship, study abroad, and specific regions are included in the text. Additionally, educational themes such as culturally responsive pedagogy, social justice education, critical pedagogy, curriculum and instruction, and constructivism are also addressed.Table of ContentsPreface: A Rationale for Internationalizing Education Challenging Traditional Research Assumptions Internationalizing Critical Qualitative Case Studies Global Education in the 21st Century Internationalizing Social Studies and History Education Culturally Responsive Pedagogy Linking Present and Past Local to Global Citizenship Education Global Classrooms Global Commmunity and Social Education Asia Pop Internationalizing Teacher Education A US/Vietnam Case Study in Internationalizing A China Narrative for Internationalizing Education Internationalizing an Executive/Professional EdD Transitioning from an EdD to a PhD Building International Connections through Music Local to Global Latin Americanizing the Curriculum

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Book SynopsisIn Research Concepts for the Practitioner of Educational Leadership, the author acquaints the reader with principles of educational research that are most applicable to today’s educational leaders. Educational leaders are facing increasing demands to analyze data and use research to make instructional decisions. School-based educational leaders are facing these demands as well as those in educational leadership at other levels such as school districts and foundations. Instructional leaders are finding it increasingly difficult to lead without having a firm grasp of using data to make informed instructional decisions. This book helps to bridge the gap between the complex world of data analysis with the ever-changing dynamics of education leadership.Table of Contents1 Introduction 2 Overview of Research  1 How Do We Know What We Know?  2 What Are the Categories of Research?  3 Overview of the Research Process 3 Beginning the Research Project Topic, Problem Statement, Purpose Statement, and Research Questions  1 Developing the Topic  2 The Problem Statement  3 The Purpose Statement  4 Research Questions  5 Def?inition of Terms 4 Finding and Reviewing Literature for Credible Research 5 Populations and Samples  1 Identifying the Population  2 Obtaining the Population  3 Types of Random Samples  4 Non-Random Sampling  5 Sample Size 6 Measurement of Variables 7 Internal and External Validity and Threats to Validity  1 Threats to Internal Validity 8 Research Designs and Their Limitations  1 Experimental Research Designs  2 Correlational Research  3 Causal-Comparative Research  4 Survey Research  5 Action Research  6 Single Subject Designs 9 Qualitative Research  1 Types of Purposive Sampling  2 Validity in Analyzing Data  3 Combining Methods and Mixed-Methods Research Designs 10 Analysis of Data  1 Categories of Data  2 Types of Data Analysis 11 Research Results Conclusions, Decisions, and Actions  1 Sections of a Research Report  2 Writing the Research Report  3 Presenting Results of a Research Study  4 Key Factors in Presenting Research References Index

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Book SynopsisCommunicating Effectively and Meaningfully with Diverse Families: An Action Oriented Approach for Early Childhood Educators provides readers with opportunities to critically reflect upon the impact of culturally responsive practices and intercultural communication when communicating and collaborating with families. With a special focus on inclusive practices and ways to effectively develop partnerships with families, pedagogical strategies are provided highlighting specific case studies. The impact of critical reflection is also explored in this valuable monograph.Table of ContentsPreface ix 1 Effective Communication Matters A Reflective Plan of Action 1 1 Introduction 1 2 Snapshot 7 3 Conclusion 8 4 Case Study: Families and Educators Creating Goals Together 9 2 What Does Your Curriculum Communicate? And What Do You Communicate about Your Curriculum? 12 1 Families, Teachers, and Students as Partners in Curriculum Planning 12 2 Snapshot 17 3 Conclusion 18 4 Case Study: Discussion Circles for Empowering Families – Ensuring that Everyone Has a Voice 18 5 Discussion Circles in Action 20 3 Community Assets as a Gateway for Teacher-Family Partnerships 24 1 Introduction 24 2 Snapshot 36 3 Conclusion 37 4 Case Study: Nature Walk Right in Our Own Backyard 38 4 Storytelling as a Form of Communication 42 1 Telling Stories: Its Impact on Early Childhood 42 2 Approaches to Storytelling 43 3 Storytelling to Foster Academic Skills in Children 45 4 Family Participation in Storytelling at Home: Teachers Providing Suggestion 46 5 Storytelling from Wordless Videos 47 6 Snapshot 47 7 Conclusion 48 8 Case Study: What Is in a Shoe? 48 5 The Joy of Books Communicating Ways to Select Culturally Responsive Readings 51 1 Ways to Select Books: Teachers and Families Working Together 52 2 Families and Children as Reading Partners 55 3 Snapshot 56 4 Conclusion 56 5 Case Study: Teacher Models Practice for Book Selection, Questioning, and Discussion 57 6 Communicating about Diversity Important Reflections 60 1 Meeting the Needs of Diverse Families in Schools 61 2 Snapshot 64 3 Conclusion 66 4 Case Study of Empowerment 66 7 Reflecting on Intercultural Communication and Cross-Cultural Partnerships 71 1 How Critical Reflection Helps When Working with Diverse Families 71 2 Frameworks for Reflection: Opportunities for Action 72 3 Snapshot 76 4 Conclusion 77 5 Case Study: Reflecting on Multiple Perspectives 77 Appendix Case Studies: Culturally Responsive Practices and Intentional Intercultural Connections/Exchanges 81 Index 113

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Book SynopsisIn Navigating Uncertainty: Sensemaking for Educational Leaders, the authors introduce a 5-step sensemaking approach for managing the kinds of challenging problems, dilemmas, and crises that occur daily in educational systems. Drawing on complexity theory, social capital, and sensemaking, they make the case that educational leaders can no longer rely on traditional scientific principles or their own instincts to manage complex problems but need a new way to think about their certainties and their relationships. The authors illustrate their approach with scenarios, based on the real-life experiences of principals, superintendents, and deans and provide several innovative tools to help educational leaders better understand and navigate the uncertainties they face every day in their jobs.

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Book SynopsisIn Navigating Uncertainty: Sensemaking for Educational Leaders, the authors introduce a 5-step sensemaking approach for managing the kinds of challenging problems, dilemmas and crises that occur daily in educational systems. Drawing on complexity theory, social capital, and sensemaking, they make the case that educational leaders can no longer rely on traditional scientific principles or their own instincts to manage complex problems but need a new way to think about their certainties and their relationships. The authors illustrate their approach with scenarios, based on the real-life experiences of principals, superintendents and deans and provide several innovative tools to help educational leaders better understand and navigate the uncertainties they face every day in their jobs.Table of ContentsList of Figures and Tables Introduction 1 Exploring Uncertainty  1 Complex Adaptive Systems  2 Equilibrium, Disequilibrium, and the Edge of Chaos  3 Certainty Matrix  4 Pulling the Plug 2 Understanding Uncertainty  1 Complexity Leadership Theory  2 Social Capital  3 Norms  4 Networks  5 Bonding  6 Bridging  7 Trust  8 Puppet on a String 3 Making Sense of Uncertainty  1 Sensemaking  2 Properties of Sensemaking  3 Triggers for Sensemaking  4 Tools for Sensemaking  5 The Revolving Door  6 Travis’s 5-Step Sensemaking Approach 4 Grappling with Uncertainty  1 Modeling the 5-Step Sensemaking Approach  2 Benefijit of the Doubt  3 No Easy Answers  4 Dropping Enrolments 5 Responding to Cases of Uncertainty  1 Walking into a Minefijield  2 Under the Bus  3 No Winners  4 Who’s at Risk?  5 All Fired Up  6 Who Stands to Benefijit?  7 Jumping the Gun  8 Going Rogue  9 The Great Professor Index

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Book SynopsisSTEM of Desire: Queer Theories and Science Education locates, creates, and investigates intersections of science, technology, engineering, and mathematics (STEM) education and queer theorizing. Manifold desires—personal, political, cultural—produce and animate STEM education. Queer theories instigate and explore (im)possibilities for knowing and being through desires normal and strange. The provocative original manuscripts in this collection draw on queer theories and allied perspectives to trace entanglements of STEM education, sex, sexuality, gender, and desire and to advance constructive critique, creative world-making, and (com)passionate advocacy. Not just another call for inclusion, this volume turns to what and how STEM education and diverse, desiring subjects might be(come) in relation to each other and the world. STEM of Desire is the first book-length project on queering STEM education. Eighteen chapters and two poems by 27 contributors consider STEM education in schools and universities, museums and other informal learning environments, and everyday life. Subject areas include physical and life sciences, engineering, mathematics, nursing and medicine, environmental education, early childhood education, teacher education, and education standards. These queering orientations to theory, research, and practice will interest STEM teacher educators, teachers and professors, undergraduate and graduate students, scholars, policy makers, and academic libraries. Contributors are: Jesse Bazzul, Charlotte Boulay, Francis S. Broadway, Erin A. Cech, Steve Fifield, blake m. r. flessas, Andrew Gilbert, Helene Götschel, Emily M. Gray, Kristin L. Gunckel, Joe E. Heimlich, Tommye Hutson, Kathryn L. Kirchgasler, Michelle L. Knaier, Sheri Leafgren, Will Letts, Anna MacDermut, Michael J. Reiss, Donna M. Riley, Cecilia Rodéhn, Scott Sander, Nicholas Santavicca, James Sheldon, Amy E. Slaton, Stephen Witzig, Timothy D. Zimmerman, and Adrian Zongrone.Table of ContentsAcknowledgements Illyria  Charlotte Boulay Prolegomenon: Queer Theories and STEM Education  Steve Fifield and Will Letts 1. I : Snow Queen :: “Nigger” : (School) Science  Francis S. Broadway 2. Queering Science Education without Making Too Much Sense  Steve Fifield and Will Letts 3. Beyond Nature Talk: Transforming Environmental Education with Critical and Queer Theories  Blake M. R. Flessas and Timothy D. Zimmerman 4. Wonder in the Science Classroom  Andrew Gilbert and Emily M. Gray 5. Teaching Queering Physics: An Agenda for Research and Practice  Helene Götschel 6. What Does Queer Theory Have to Do with Teaching Science in Elementary Schools?  Kristin L. Gunckel 7. Queering STEM Learningscapes  Joe E. Heimlich 8. What’s in a Name? Reflections on Learning and Teaching in Central Texas  Tommye Hutson 9. Strange Precipitate: How Interest in Science Produces Different Kinds of Students  Kathryn L. Kirchgasler 10. What Makes Girls and Boys So Desirable? STEM Education beyond Gender Binaries  Michelle L. Knaier 11. Children, Nomads, and Queering: Desire and Surprise in a Wiggly World  Sheri Leafgren and Scott Sander 12. Inviting the Mess: A Children’s Museum’s Transgressive Tactics for Unleashing Play  Anna MacDermut and Adrian Zongrone 13. Thinking Like a Fox: Queering the Science Classroom When Teaching about Sex and Sexuality  Michael J. Reiss 14. Exhibiting Doctors and Nurses: Queering Professional Education in a Medical Museum  Cecilia Rodéhn 15. Camping Science Education: A Trip to Camp Wilde and the Queer Nature of Nature  Nicholas Santavicca, Jesse Bazzul and Stephen Witzig 16. Towards a Queer Curriculum of Infinity  James Sheldon 17. Yearning, Learning, and Earning: The Gritty Ontologies of American Engineering Education  Amy E. Slaton, Erin A. Cech and Donna M. Riley 18. The Bargain  Charlotte Boulay

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Book SynopsisA Man Comes from Someplace is a story of a lost world, a story in history of a multi-generational Jewish family from a shtetl in Ukraine before WWI. As cultural study, the narrative draws upon the oral stories of the author’s father, family letters, eyewitness accounts, immigration papers, etc., and cultural research. The narrative becomes a transformative space to re-present story as performance, a meta-narrative, and an auto-ethnography for the author to reflect upon the effects of the stories on her own life, as daughter of a survivor, and as teacher/scholar. Summerfield raises questions about immigration, survival, resilience, place and identity, how story functions as antidote to trauma, a means of making sense of the world, and as resistance, the refusal to be silenced or erased, the insistence we know the past and remember those who came before. In 2011, she found her way back to the place her family came from in Ukraine. The book is now being read by students in their ESL classes in Novokoonstantinov, Ukraine.Table of ContentsForeword: Finding Our Papers by Shirley R. Steinberg xiii Acknowledgments xv Prologue: Ukraine 2011 xix Introduction: So, Here's the Story xxi 1 Time and Place 1 2 Family 11 3 End of a World 33 4 Going to America 59 5 A Brother's Keeper 77 6 A Man without Papers 91 7 Immigrant Life 109 8 Finding a Place 123 9 Holding onto the Past 143 10 Return to the Old Country 155 11 The Place Itself 173 12 Stories to Grow on 203 Afterword: A Storyteller Comes from Someplace 221 Index 267

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Book SynopsisThreshold Concepts in Problem-based Learning provides a critical discussion and guidance for educational researchers, teachers, innovators and policy makers wanting to explore the interrelationship of PBL and threshold concepts. Beginning with an introduction to both areas and offering an overview of the current issues, this volume delivers 11 innovative, research-based chapters from around the world. It outlines the major threshold concepts faced by those disciplines that have adopted PBL, and then examines the impact of threshold concepts on student learning. What is unique about this text is the way it examines PBL as a pedagogy in which students get stuck in the learning process and the thresholds they encounter as they learn to adapt.Table of ContentsForeword  Ray Land Introduction  Maggi Savin-Baden and Gemma Tombs Part 1: Threshold Concepts in PBL Curricula 1. Threshold Concepts and Problem-based Learning  Maggi Savin-Baden and Gemma Tombs 2. The Liminal Tunnel  Angelica Fredholm and Charlotte Silén 3. Critical Thinking Threshold Concepts in PBL  Wdai-Ling Chen and Julie Rattray 4. PBL as Learning Vehicle, Threshold Concept or Capability? Audio-Diary Research in Medical Education  Hilary Neve, Kerry Gilbert and Helen Lloyd Part 2: Threshold Concepts in the Professions 5. Defined and Enacted Threshold Concepts in Engineering Education: Applied Competencies within Multi-Level Systems  Andrea Gomoll, Krista Glazewski, Cindy E. Hmelo-Silver, Thomas Brush and Jiyoon Jung 6. Threshold Concepts in Chemical Engineering Design  Ashleigh Fletcher and Stuart Boon 7. Helping University Teachers Embrace Threshold Concepts in Scholarly Teaching Using a Problem-based Learning Approach  Sarah L. Bunnell and Daniel J. Bernstein 8. PBL Revisited – Expectations and Experiences: A Threshold Concept Perspective on the Facilitator Role in PBL  Leif M. Hokstad and Børge Lillebo Part 3: Exploring and Conceptualizing Threshold Concepts in PBL 9. Empathy and Problem-based Learning  Jayne Lewis 10. Threshold Concepts in Leadership Development  Ruth Pearce 11. Troublesome and Transformative: Exploring Conceptual Threshold Crossings in Doctoral Projects Engaged with Real World Problems in Professional Practice  Gina Wisker Conclusion  Maggi Savin-Baden and Gemma Tombs About the Contributors

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Book SynopsisThreshold Concepts in Problem-based Learning provides a critical discussion and guidance for educational researchers, teachers, innovators and policy makers wanting to explore the interrelationship of PBL and threshold concepts. Beginning with an introduction to both areas and offering an overview of the current issues, this volume delivers 11 innovative, research-based chapters from around the world. It outlines the major threshold concepts faced by those disciplines that have adopted PBL, and then examines the impact of threshold concepts on student learning. What is unique about this text is the way it examines PBL as a pedagogy in which students get stuck in the learning process and the thresholds they encounter as they learn to adapt.Table of ContentsForeword  Ray Land Introduction  Maggi Savin-Baden and Gemma Tombs Part 1: Threshold Concepts in PBL Curricula 1. Threshold Concepts and Problem-based Learning  Maggi Savin-Baden and Gemma Tombs 2. The Liminal Tunnel  Angelica Fredholm and Charlotte Silén 3. Critical Thinking Threshold Concepts in PBL  Wdai-Ling Chen and Julie Rattray 4. PBL as Learning Vehicle, Threshold Concept or Capability? Audio-Diary Research in Medical Education  Hilary Neve, Kerry Gilbert and Helen Lloyd Part 2: Threshold Concepts in the Professions 5. Defined and Enacted Threshold Concepts in Engineering Education: Applied Competencies within Multi-Level Systems  Andrea Gomoll, Krista Glazewski, Cindy E. Hmelo-Silver, Thomas Brush and Jiyoon Jung 6. Threshold Concepts in Chemical Engineering Design  Ashleigh Fletcher and Stuart Boon 7. Helping University Teachers Embrace Threshold Concepts in Scholarly Teaching Using a Problem-based Learning Approach  Sarah L. Bunnell and Daniel J. Bernstein 8. PBL Revisited – Expectations and Experiences: A Threshold Concept Perspective on the Facilitator Role in PBL  Leif M. Hokstad and Børge Lillebo Part 3: Exploring and Conceptualizing Threshold Concepts in PBL 9. Empathy and Problem-based Learning  Jayne Lewis 10. Threshold Concepts in Leadership Development  Ruth Pearce 11. Troublesome and Transformative: Exploring Conceptual Threshold Crossings in Doctoral Projects Engaged with Real World Problems in Professional Practice  Gina Wisker Conclusion  Maggi Savin-Baden and Gemma Tombs About the Contributors

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Book SynopsisThis book presents an innovative Multidimensional Curriculum Model (MdCM) that develops future thinking literacy among all ages and levels of school students. It combines theory and practice and is highly applicable for policy makers, curriculum coordinators, lecturers at colleges of education, graduate students, and teachers, who are challenged daily to provide meaningful and up-to-date learning. It will aid teachers to prepare learners for the fast-changing world and equip them with skills that will help them control their futures. It combines latest teaching strategies of transdisciplinarity, phenomenon-based, project based, and problem-based learning, in a unique manner so as to develop 21st century skills. More specifically, it aims at developing higher order thinking skills and processes referred to as scientific, creative, and future thinking. It covers core and non-core-curriculum domains, multi and transdisciplinary teaching, as well as designing curricula for the gifted, the able and students at risk. It applies the latest theories on constructivism and carefully selected tools authentically and relevantly to create interest and challenge, addressing learning from personal, global, and time perspectives. Each chapter highlights a strategy or thinking tool, commencing with theory, followed by a unit description and lesson plans. The chapters each end with a final product named the future scenario. This scenario, written by students projecting themselves into the future, is based on accumulated knowledge, summarizes their learning, and illustrates future thinking literacy.Table of ContentsForeword Preface Acknowledgements Notes on Contributor Part 1: Future Thinking Literacy: The Multidimensional Curriculum Model 1 Dynamic Curricula Promoting Future Thinking Literacy: The Multidimensional Curriculum Model  1 Meaningful Learning and Developing 21st Century Skills  2 Conceptual Framework for Curriculum Model Development  3 Developing Thinking Skills  4 The Construction and Components of the Multidimensional Curriculum Model (MdCM)  5 21st Century Thinking Processes Developed by MdCM  6 Efffectiveness Data  7 Learning in Future Thinking Societies (LIFTS) Center 2 Teaching Future Thinking Literacy: Curriculum Design and Development  1 Principles  2 Content and Process  3 Products  4 Designing a Multidimensional Curriculum  5 Additional Key Components  6 Putting It All Together: Developing Future Thinking Literacy  7 Developing a Unit of Study Part 2: Updating the Curriculum in Core Domains 3 Science and Technology: Genetics  1 Science and Technology  2 Example Unit and Lessons  3 Unit Description  4 Lesson Plans  5 Lesson 1–2  6 Lesson 3  7 Lesson 4–5  8 Lesson 6  9 Lesson 7  10 Lesson 8–9  11 Lesson 10–11  12 Lesson 12  13 Future Scenario 4 Mathematics: Consumerism and the Percentages  1 Teaching Math  2 The Percentage  3 Consumerism  4 Example Unit and Lessons  5 Unit Description  6 Lesson Plans  7 Lesson 1  8 Lessons 2–3  9 Lessons 4–5  10 Lessons 6–7  11 Lessons 8–9  12 Lesson 10  13 Future Scenario 5 Language Arts: English as a Foreign Language  1 Teaching English as a Foreign Language in the Arab Sector in Israel  2 Thinking Maps  3 Guinness World Records  4 Example Unit and Lesson Plans  5 Lesson Plans  6 Lesson 1  7 Lessons 2–3  8 Lessons 4–5  9 Lessons 6–7  10 Lessons 8–9  11 Lessons 10–11  12 Future Scenario  Appendix 1: Thinking Maps Templates  Appendix 2: Worksheet (Lessons 4–5) 6 Social Studies: Community Settlements  1 Social Studies  2 Thinking Hats  3 Three-Stage Application of Six Thinking Hats in MdCM  4 Example Unit and Lesson Plans  5 Lesson Plans  6 Lessons 1–2  7 Lessons 3–4  8 Lessons 5–7  9 Lessons 8–10  10 Lessons 11–12  11 Lessons 13–14  12 Future Scenario Part 3: Multidimensional Curriculum for Non-Core Domains 7 The Bible: Leaders and Leadership  1 Leadership, Creative Thinking, and Problem Solving  2 Leadership in the Bible  3 Example Unit and Lesson Plans  4 Lesson Plans  5 Lesson 1  6 Lesson 2  7 Lessons 3–4  8 Lessons 5–6  9 Lessons 7–8  10 Lessons 9–12  11 Lesson 13  12 Future Scenario  Appendix: Problem Solving Process 8 Music: The Beatles  1 Music Education  2 Cognitive Contribution  3 Personal and Social Contribution  4 The Beatles  5 Example Unit and Lessons  6 Lesson Plans  7 Lesson 1  8 Lesson 2  9 Lesson 3  10 Lesson 4–5  11 Lesson 6  12 Lesson 7  13 Lesson 8  14 Future Scenario 9 Life Skills: Me Myself and I  1 Life Skills  2 Life Skills in 1st Grade on the Topic of Self  3 Example Unit and Lessons  4 Lesson Plans  5 Lesson 1  6 Lessons 2–3  7 Lesson 4  8 Lesson 5  9 Lesson 6  10 Lessons 7–8  11 Lessons 9–10  12 Lesson 11  13 Lesson 12  14 Future Scenario  15 Additional Products and Units  16 Unit on Accepting Others  17 Unit on Violence  18 Future Scenario Part 4: Multidimensional Curriculum Integrating Domains 10 Energy: The Phenomenon-Based Approach  1 Phenomenon-Based Learning  2 Energy  3 Example Unit and Lesson Plans  4 Lesson Plans  5 Lesson 1  6 Lessons 2–7  7 Lessons 8–9  8 Lessons 10–11  9 Lessons 12–13  10 Lesson 14  Enrichment Activity  Appendix 11 Jerusalem: The Transdisciplinary Perspective  1 Interdisciplinarity and Transdisiplinarity Teaching and Learning  2 Israel’s Culture and Heritage and the City of Jerusalem  3 Example Unit and Lessons  4 Lesson Plans  5 Lessons 1–2

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Book SynopsisThis book presents an innovative Multidimensional Curriculum Model (MdCM) that develops future thinking literacy among all ages and levels of school students. It combines theory and practice and is highly applicable for policy makers, curriculum coordinators, lecturers at colleges of education, graduate students, and teachers, who are challenged daily to provide meaningful and up-to-date learning. It will aid teachers to prepare learners for the fast-changing world and equip them with skills that will help them control their futures. It combines latest teaching strategies of transdisciplinarity, phenomenon-based, project based, and problem-based learning, in a unique manner so as to develop 21st century skills. More specifically, it aims at developing higher order thinking skills and processes referred to as scientific, creative, and future thinking. It covers core and non-core-curriculum domains, multi and transdisciplinary teaching, as well as designing curricula for the gifted, the able and students at risk. It applies the latest theories on constructivism and carefully selected tools authentically and relevantly to create interest and challenge, addressing learning from personal, global, and time perspectives. Each chapter highlights a strategy or thinking tool, commencing with theory, followed by a unit description and lesson plans. The chapters each end with a final product named the future scenario. This scenario, written by students projecting themselves into the future, is based on accumulated knowledge, summarizes their learning, and illustrates future thinking literacy.Table of ContentsForeword Preface Acknowledgements Notes on Contributor Part 1: Future Thinking Literacy: The Multidimensional Curriculum Model 1 Dynamic Curricula Promoting Future Thinking Literacy: The Multidimensional Curriculum Model  1 Meaningful Learning and Developing 21st Century Skills  2 Conceptual Framework for Curriculum Model Development  3 Developing Thinking Skills  4 The Construction and Components of the Multidimensional Curriculum Model (MdCM)  5 21st Century Thinking Processes Developed by MdCM  6 Efffectiveness Data  7 Learning in Future Thinking Societies (LIFTS) Center 2 Teaching Future Thinking Literacy: Curriculum Design and Development  1 Principles  2 Content and Process  3 Products  4 Designing a Multidimensional Curriculum  5 Additional Key Components  6 Putting It All Together: Developing Future Thinking Literacy  7 Developing a Unit of Study Part 2: Updating the Curriculum in Core Domains 3 Science and Technology: Genetics  1 Science and Technology  2 Example Unit and Lessons  3 Unit Description  4 Lesson Plans  5 Lesson 1–2  6 Lesson 3  7 Lesson 4–5  8 Lesson 6  9 Lesson 7  10 Lesson 8–9  11 Lesson 10–11  12 Lesson 12  13 Future Scenario 4 Mathematics: Consumerism and the Percentages  1 Teaching Math  2 The Percentage  3 Consumerism  4 Example Unit and Lessons  5 Unit Description  6 Lesson Plans  7 Lesson 1  8 Lessons 2–3  9 Lessons 4–5  10 Lessons 6–7  11 Lessons 8–9  12 Lesson 10  13 Future Scenario 5 Language Arts: English as a Foreign Language  1 Teaching English as a Foreign Language in the Arab Sector in Israel  2 Thinking Maps  3 Guinness World Records  4 Example Unit and Lesson Plans  5 Lesson Plans  6 Lesson 1  7 Lessons 2–3  8 Lessons 4–5  9 Lessons 6–7  10 Lessons 8–9  11 Lessons 10–11  12 Future Scenario  Appendix 1: Thinking Maps Templates  Appendix 2: Worksheet (Lessons 4–5) 6 Social Studies: Community Settlements  1 Social Studies  2 Thinking Hats  3 Three-Stage Application of Six Thinking Hats in MdCM  4 Example Unit and Lesson Plans  5 Lesson Plans  6 Lessons 1–2  7 Lessons 3–4  8 Lessons 5–7  9 Lessons 8–10  10 Lessons 11–12  11 Lessons 13–14  12 Future Scenario Part 3: Multidimensional Curriculum for Non-Core Domains 7 The Bible: Leaders and Leadership  1 Leadership, Creative Thinking, and Problem Solving  2 Leadership in the Bible  3 Example Unit and Lesson Plans  4 Lesson Plans  5 Lesson 1  6 Lesson 2  7 Lessons 3–4  8 Lessons 5–6  9 Lessons 7–8  10 Lessons 9–12  11 Lesson 13  12 Future Scenario  Appendix: Problem Solving Process 8 Music: The Beatles  1 Music Education  2 Cognitive Contribution  3 Personal and Social Contribution  4 The Beatles  5 Example Unit and Lessons  6 Lesson Plans  7 Lesson 1  8 Lesson 2  9 Lesson 3  10 Lesson 4–5  11 Lesson 6  12 Lesson 7  13 Lesson 8  14 Future Scenario 9 Life Skills: Me Myself and I  1 Life Skills  2 Life Skills in 1st Grade on the Topic of Self  3 Example Unit and Lessons  4 Lesson Plans  5 Lesson 1  6 Lessons 2–3  7 Lesson 4  8 Lesson 5  9 Lesson 6  10 Lessons 7–8  11 Lessons 9–10  12 Lesson 11  13 Lesson 12  14 Future Scenario  15 Additional Products and Units  16 Unit on Accepting Others  17 Unit on Violence  18 Future Scenario Part 4: Multidimensional Curriculum Integrating Domains 10 Energy: The Phenomenon-Based Approach  1 Phenomenon-Based Learning  2 Energy  3 Example Unit and Lesson Plans  4 Lesson Plans  5 Lesson 1  6 Lessons 2–7  7 Lessons 8–9  8 Lessons 10–11  9 Lessons 12–13  10 Lesson 14  Enrichment Activity  Appendix 11 Jerusalem: The Transdisciplinary Perspective  1 Interdisciplinarity and Transdisiplinarity Teaching and Learning  2 Israel’s Culture and Heritage and the City of Jerusalem  3 Example Unit and Lessons  4 Lesson Plans  5 Lessons 1–2

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Book SynopsisIn a world of constant change, the ongoing education and empowerment of women is a transformation of profound significance. In the UAE, and in Dubai in particular, the emergence of women into positions of leadership has accelerated over the past thirty years and continues to gather pace, reflecting a worldwide trend. Emirati women's entry into leadership positions in all fields has resulted in social and economic benefits across education, health, commerce and community services – all of which have strengthened the role of women at the grassroots level. As the world grows smaller, the global circle of opportunity for women grows wider. Throughout the UAE and all across the globe women are assuming their rightful place as leaders in education and in society. The authors conducted a ten-year collaborative narrative research project culminating in a book of jointly constructed stories of five exceptional female Emirati educational leaders. The five women from Dubai are Raja Al Gurg, Raya Rashid, Fatima Al Marri, Rafia Abbas, and Rashida Badri. Through stories of lived experience, this book recognizes the expertise and contributions of these women to the fields of education and leadership; provides exemplars for educators; demonstrates to younger generations what successes and challenges this generation of women faced in order to achieve recognition as successful women and members of the local, regional, and global community; and makes their leadership perspectives and experiences accessible and engaging for all types of audiences.Table of ContentsAcknowledgements Introduction About the Authors 1 Narrative Inquiry as Critical Social Research  1 Considerations and Challenges in Narrative Inquiry 2 Contextual Background of the United Arab Emirates (UAE)  1 The Educational Context  2 The Family Context  3 Women’s Leadership in the UAE  4 Leadership in Business  5 Leadership in Politics  6 Conclusion 3 Perspectives on Leadership  1 Introduction  2 Situational Leadership  3 Transformational Leadership  4 Servant Leadership  5 Shared Leadership  6 Positive Leadership  7 Leading Learning and Teaching  8 Educational Leadership from an Islamic Perspective  9 Gender and Leadership  10 Conclusion 4 Raya Rashid (Um Dalmook)  1 Raya’s Story 5 Raja Al Gurg  1 Raja’s Story 6 Rafia Abbas  1 Rafijia’s Story 7 Rashida Badri  1 Rashida’s Story  2 Facing up to the Challenges  3 The Golden Days  4 Head of Department, Dubai Zone  5 Assistant Director for Private Education  6 Greenwood School, Dubai 8 Fatma Al Marri  1 Fatma’s Story 9 Family, Realizing Potential and Relationships  1 Family Relationships and Encouragement  2 Realizing Their Own Leadership Potential and That of Others  3 The Use of Relational Leadership Practices  4 Conclusion Glossary of Terms References

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Book SynopsisAutomatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers’ and students’ spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent—an epistemic blindness and privilege.Trade Review“The Pinocchio Effect takes decolonial work squarely into the next step of empirical qualitative research by focusing on situated feminist decoloniality both in her lived experience as a teacher and the classroom. All this comes together in her critical and decolonial autoethnography, showing how crucial it is the Itinerant Curriculum Theory (ICT) in the classroom, as a decolonial turn. It is impossible to overstate the importance of Janson’s thinking documented in her first book, as she starts to answer the questions: What does decolonial teaching in public schools mean, look like, feel like? What does feeling, doing, and thinking decolonial teaching and learning look like?” – James Jupp University of Texas Rio Grande Valley "Janson's study is an awesome composition of erudite, touching, moving, humorous, playful, artistic, tragic, in sum a heroic tribute to the teacher and teaching profession in our neoliberal times. The Pinocchio Effect redefines, intensifies and creatively mingles the borders of an internationalization of curriculum studies beyond geographical maps toward a novel intellectual itinerant curriculum theory cartography by introducing the elements of Curriculum of the South at the heart of neoliberal education and curriculum practices, in the United States.” - Tero Autio, Tallinn University, EstoniaTable of ContentsSeries Introduction On (De)Coloniality: Curriculum Within and Beyond the West Acknowledgements List of Figures 1 Colonial Heart and Silenced Spiritualities 2 Need for Decolonial Autoethnography in Education 3 Colonialism, Colonialities, and Imperialism within and beyond U.S. Education 4 Canary in the Mind: Colonialities, Biopolitics, and Body-Politics 5 The Pinocchio Effect: Biopolitics and Coloniality 6 Colonialities and Spiritualities: Voices, Silences, and Experiences in the Classroom 7 Decolonial Manifesto for Public Education References Index

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Book SynopsisIn this book, the author presents a major challenge to (social) constructivism, which has become an ideology that few dare to critique. Transgressing the boundaries of this ideology, the author develops an alternative epistemology that takes dwelling as the starting point and ground. Dwelling enables building and thinking (‘constructing’). It is an epistemology in which there is a primacy of social relations, which are the first instantiations of the higher psychological functions ascribed to humans. Starkly contrasting constructivism, the author shows how the commonness of the senses and the existence of social relations lead to common sense, which is the foundation of everything rational and scientific. Common sense, which comes from and with dwelling, is the ground in which all education is rooted. Any attempt to eradicate it literally uproots and thus alienates students from the life and world with which they are so familiar.Table of ContentsPreface 1 Toward Post-Constructivist Epistemology 2 Being is Dwelling 3 On Being Rooted 4 Cultivating Culture 5 Emergence of the Image 6 Becoming Aware 7 The Invisible Body 8 Disappearance of the Subject 9 The Subject*-in-the-Making 10 There is (a) Life after Constructivism Notes

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Book SynopsisIn this book, the author presents a major challenge to (social) constructivism, which has become an ideology that few dare to critique. Transgressing the boundaries of this ideology, the author develops an alternative epistemology that takes dwelling as the starting point and ground. Dwelling enables building and thinking (‘constructing’). It is an epistemology in which there is a primacy of social relations, which are the first instantiations of the higher psychological functions ascribed to humans. Starkly contrasting constructivism, the author shows how the commonness of the senses and the existence of social relations lead to common sense, which is the foundation of everything rational and scientific. Common sense, which comes from and with dwelling, is the ground in which all education is rooted. Any attempt to eradicate it literally uproots and thus alienates students from the life and world with which they are so familiar.Table of ContentsPreface 1 Toward Post-Constructivist Epistemology 2 Being is Dwelling 3 On Being Rooted 4 Cultivating Culture 5 Emergence of the Image 6 Becoming Aware 7 The Invisible Body 8 Disappearance of the Subject 9 The Subject*-in-the-Making 10 There is (a) Life after Constructivism Notes

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Book SynopsisPlaces of Privilege examines dynamics of privilege and power in the construction of place in a period of the rapid social transformation of places, borders and boundaries. Drawing on inter-disciplinary perspectives, the book examines place as a site for the making and re-making of privilege, while considering new meanings of community, and examining spaces for cultural identity and resistance. Chapters point to a range of conceptual resources that can be utilised to produce critical analyses of place-making. As the authors point out, power and privilege shape place but these dynamics are in turn shaped by the specific place based histories and social dynamics within which they are located. Contributors are: Lutfiye Ali, Alison M. Baker, Paola Bilbrough, Tony Birch, Jora Broerse, Sally Clark, Josephine Cornell, Yon Hsu, Lou Iaquinto, Karen Jackson, Shose Kessi, Rebecca Lyons, Chris McConville, Nicole Oke, Amy Quayle, Alexandra Ramirez, Kopano Ratele, Christopher C. Sonn, and Ramón Spaaij.Table of ContentsAcknowledgements List of Figures and Tables 1. Introduction to Places of Privilege  Nicole Oke, Christopher C. Sonn and Alison M. Baker Part 1: Place, Power and Boundary Making 2. Colombian Berraquera: Personal and Cultural Experiences on the Journey from Displacement to Belonging  Alexandra Ramírez 3. Reconstructing the Transit Experience: A Case Study of Community Development from Cisarua  Sally Clark 4. The Unlimited Refugee: The Politics of Race and Refugee-Ness in Two Screen Representations of Sudanese Australians  Paola Bilbrough 5. A Conversation between Normal & Abnormal  Lou Iaquinto Part 2: Place-Making – Privileges of Culture and Identity 6. Exploring Meanings and Practices of Indigenous Placemaking in Melbourne’s West  Christopher C. Sonn, Karen Jackson and Rebecca Lyons 7. Sport and the Politics of Belonging: The Experiences of Australian and Dutch Somalis  Ramón Spaaij and Jora Broerse 8. Gentrification: Power and Privilege in Footscray  Chris McConville and Nicole Oke 9. ‘We’ve Seen the End of the World and We Don’t Accept It’: Protection of Indigenous Country and Climate Justice  Tony Birch Part 3: Place, Privilege and Social Settings 10. Eating Chinese in White Suburbia: Palatable Exoticism for Home and Belonging  Yon Hsu 11. Dynamics of Privilege, Identity and Resistance at a Historically White University: A Photovoice Study of Exclusionary Institutional Culture  Josephine Cornell, Shose Kessi and Kopano Ratele 12. Reflexivities of Discomfort: Unsettling Subjectivities in and through Research  Alison M. Baker, Amy Quayle and Lutfiye Ali Notes on Contributors Index

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Book SynopsisPlaces of Privilege examines dynamics of privilege and power in the construction of place in a period of the rapid social transformation of places, borders and boundaries. Drawing on inter-disciplinary perspectives, the book examines place as a site for the making and re-making of privilege, while considering new meanings of community, and examining spaces for cultural identity and resistance. Chapters point to a range of conceptual resources that can be utilised to produce critical analyses of place-making. As the authors point out, power and privilege shape place but these dynamics are in turn shaped by the specific place based histories and social dynamics within which they are located. Contributors are: Lutfiye Ali, Alison M. Baker, Paola Bilbrough, Tony Birch, Jora Broerse, Sally Clark, Josephine Cornell, Yon Hsu, Lou Iaquinto, Karen Jackson, Shose Kessi, Rebecca Lyons, Chris McConville, Nicole Oke, Amy Quayle, Alexandra Ramirez, Kopano Ratele, Christopher C. Sonn, and Ramón Spaaij.Table of ContentsAcknowledgements List of Figures and Tables 1. Introduction to Places of Privilege  Nicole Oke, Christopher C. Sonn and Alison M. Baker Part 1: Place, Power and Boundary Making 2. Colombian Berraquera: Personal and Cultural Experiences on the Journey from Displacement to Belonging  Alexandra Ramírez 3. Reconstructing the Transit Experience: A Case Study of Community Development from Cisarua  Sally Clark 4. The Unlimited Refugee: The Politics of Race and Refugee-Ness in Two Screen Representations of Sudanese Australians  Paola Bilbrough 5. A Conversation between Normal & Abnormal  Lou Iaquinto Part 2: Place-Making – Privileges of Culture and Identity 6. Exploring Meanings and Practices of Indigenous Placemaking in Melbourne’s West  Christopher C. Sonn, Karen Jackson and Rebecca Lyons 7. Sport and the Politics of Belonging: The Experiences of Australian and Dutch Somalis  Ramón Spaaij and Jora Broerse 8. Gentrification: Power and Privilege in Footscray  Chris McConville and Nicole Oke 9. ‘We’ve Seen the End of the World and We Don’t Accept It’: Protection of Indigenous Country and Climate Justice  Tony Birch Part 3: Place, Privilege and Social Settings 10. Eating Chinese in White Suburbia: Palatable Exoticism for Home and Belonging  Yon Hsu 11. Dynamics of Privilege, Identity and Resistance at a Historically White University: A Photovoice Study of Exclusionary Institutional Culture  Josephine Cornell, Shose Kessi and Kopano Ratele 12. Reflexivities of Discomfort: Unsettling Subjectivities in and through Research  Alison M. Baker, Amy Quayle and Lutfiye Ali Notes on Contributors Index

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Book SynopsisThe concept behind the Creative University is about knowledge cultures, critical creative thinking and innovative learning processes, situating the university as flexible, open and responsive to contemporary educational ideologies. Its vision reflects world-wide interest in students’ engagement with diverse knowledges that challenge and break with habitual actions and thought and elevates creativity as central to the design of new and innovative pedagogies. In The Creative University: Contemporary Responses to the Changing Role of the University, leading authors position the university to inviting exploratory constructions and approaches that respond to past, present and future social and educational tensions and developments. This volume is a provocation for discovery, fostering and critiquing creativity, and advancing innovation.Table of ContentsForeword: Knowledge Cultures  Michael A. Peters Notes on Contributors 1. What Is a Creative University?  Birthe Lund and Sonja Arndt> 2. The Importance of Imagination in Educational Creativity When Fostering Democracy and Participation in Social Change  Birthe Lund 3. Artistic Makings as a Method of Inquiry in Higher Education  Rikke Platz Cortsen and Anne Mette W. Nielsen 4. ‘Back to Bildung’: A Holistic Competence-Based Approach to Student Engagement in Innovation Learning Processes in Higher Education  Tine Lynfort Jensen 5. Creative Knowledge Work and the Impact of Instruction  Susanne Dau 6. Constructivist Approach in Business Education with the Use of Virtual Simulations  Anna Wach 7. The Role of Education in Academic Ecosystems  Joakim Juhl and Anders Buch 8. Exploring Universities as ‘Organisations That May Learn’  Bente Elkjaer and Niels Christian Mossfeldt Nickelsen 9. Creative and Inclusive Universities in the Globalising Learning Economy  Bengt-Åke Lundvall 10. Peer Production and Collective Intelligence as the Basis for the Public Digital University  Michael A. Peters and Petar Jandrić 11. Logical Foundation of Inductive Meaning Constructing in Constructivist Interactions  Farshad Badie

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Book SynopsisThe concept behind the Creative University is about knowledge cultures, critical creative thinking and innovative learning processes, situating the university as flexible, open and responsive to contemporary educational ideologies. Its vision reflects world-wide interest in students’ engagement with diverse knowledges that challenge and break with habitual actions and thought and elevates creativity as central to the design of new and innovative pedagogies. In The Creative University: Contemporary Responses to the Changing Role of the University, leading authors position the university to inviting exploratory constructions and approaches that respond to past, present and future social and educational tensions and developments. This volume is a provocation for discovery, fostering and critiquing creativity, and advancing innovation.Table of ContentsForeword: Knowledge Cultures  Michael A. Peters Notes on Contributors 1. What Is a Creative University?  Birthe Lund and Sonja Arndt> 2. The Importance of Imagination in Educational Creativity When Fostering Democracy and Participation in Social Change  Birthe Lund 3. Artistic Makings as a Method of Inquiry in Higher Education  Rikke Platz Cortsen and Anne Mette W. Nielsen 4. ‘Back to Bildung’: A Holistic Competence-Based Approach to Student Engagement in Innovation Learning Processes in Higher Education  Tine Lynfort Jensen 5. Creative Knowledge Work and the Impact of Instruction  Susanne Dau 6. Constructivist Approach in Business Education with the Use of Virtual Simulations  Anna Wach 7. The Role of Education in Academic Ecosystems  Joakim Juhl and Anders Buch 8. Exploring Universities as ‘Organisations That May Learn’  Bente Elkjaer and Niels Christian Mossfeldt Nickelsen 9. Creative and Inclusive Universities in the Globalising Learning Economy  Bengt-Åke Lundvall 10. Peer Production and Collective Intelligence as the Basis for the Public Digital University  Michael A. Peters and Petar Jandrić 11. Logical Foundation of Inductive Meaning Constructing in Constructivist Interactions  Farshad Badie

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

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

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

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