Educational strategies and policy Books

Book SynopsisThis multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here—in Solomon Islands and Tonga—were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program’s acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity. Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in ‘education for development’ in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the ‘global’ imperatives shaped by dominant development discourses.Table of ContentsForeword  Kabini Sanga Acknowledgements Abbreviations Notes on Contributors 1 Introduction: Education for ‘Development’ in Oceania  Eve CoxonSugawara PART 1: Contextual and Methodological Framings 2 Education for Development in Context: Solomon Islands and Tonga  Eve Coxon, Jack Maebuta and Seu’ula Johansson-Fua 3 Motutapu: A Relational Space for Collaborative Research-Practice in Oceanic Education  Seu’ula Johansson-Fua 4 Design-Based Research as Intervention Methodology  Rebecca Jesson and Stuart McNaughton PART 2: Learning for Human Development 5 Literacy Learning  Rebecca Jesson 6 Adjusting Language-in-Education Practices in Multilingual Societies: A Solomon Islands Case Study  Robert Early 7 Pedagogy and Relationality: Weaving the Approaches  Ana Heti Veikune, Jacinta Oldehaver, Seu’ula Johansson-Fua and Rebecca Jesson 8 The Tail Wagging the Dog or Assessment for Learning?  Rebecca Spratt and Ritesh Shah PART 3: Learning for International Development 9 When Evaluation and Learning Are the Intervention  Irene Paulsen and Rebecca Spratt 10 What Does Relationality Mean for Effective Aid?  Rebecca Spratt Afterword  Konai Helu Thaman Glossary Index

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Book SynopsisRecognizing the vast numbers of old and young people alike that interact, socialize, and learn through gameplay, this book explores research approaches to games, their literacies, and the pedagogical possibilities of play. Consequentially, this volume is rooted in the idea that powerful forms of learning, communication, and multimodal production occur through and because of gaming. These profound literacy practices can mirror traditional literacies but the educational field’s approach to engaging in a pedagogy of playful literacies has been largely scattershot. By bringing together diverse voices, contexts, and research designs, the chapters in this volume present a snapshot of 21st century literacy practices at work and at play. Organized into two parts, Studying Gaming Literacies explores the rich methodological approaches to gaming literacies scholarship as well as the possibilities of engaging in research in both classrooms and informal learning settings. With a robust set of context-specific approaches, this book acts less as a how-to manual for equity-driven scholarship than as a companion to support and undergird other research and pedagogical approaches to play and gaming in literacy-rich learning environments. Focused on presenting scholarly approaches to gaming research, this volume, too, presents pedagogical takeaways for educators, for students, and for game designers and curators. Across the seven case studies presented in this volume, we call for intentional playful practices in educational research. The literacies of play are myriad and complex and – particularly in the name of educational equity – they demand to be studied, uplifted, and leveraged for academic achievement. Contributors are: Jolynn Asato, Ali Carr-Chellman, Sebastián Castaño, Laura D’Aveta, Jennifer S. Dail, Jason Engerman, James Paul Gee, Robert Hein, Michael Hernandez, Ellen Middaugh, Raúl Alberto Mora , Shannon Mortimore-Smith, Tyrone Steven Orrego, Daniel Ramírez, Nate Turcotte, Shelbie Witte, and Jennifer Wyld.Table of ContentsForeword  Donna E. Alvermann List of Figures Notes on Contributors Introduction: Gaming Literacies and the Boundaries of Play  Antero Garcia, Jennifer S. Dail and Shelbie Witte PART 1: Methodological Investigations in Literacies Research Introduction to Part 1: Methodological Investigations in Literacies Research  Antero Garcia, Jennifer S. Dail and Shelbie Witte 1 Inform, Perform, Transform: Modeling In-School Youth Participatory Action Research through Gameplay  Antero Garcia 2 How Youth Can Use Gaming as an Act of Creation  Jennifer Wyld 3 Digital Literacy Practices for a Gaming Generation: Commercial Gaming Lessons from Adolescent Gamers  Jason A. Engerman, Robert Hein, Nate Turcotte and Alison Carr-Chellman 4 Literacies of Play: Blazing the Trail, Unchartered Territories, and Hurrying Up – #TeamLaV’s Interview with James Paul Gee  Raúl Alberto Mora, James Paul Gee, Michael Hernandez, Sebastián Castaño, Tyrone Steven Orrego and Daniel Ramírez PART 2: Playful Explorations Introduction to Part 2: Playful Explorations  Antero Garcia, Jennifer S. Dail and Shelbie Witte 5 Building Civic Literacy in the English Language Arts through Geospatial Play  Ellen Middaugh and Jolynn A. Asato 6 Projective Worlds: Minecraft and Mcalagaësia  Laura D’Aveta 7 Literacy Practice and Play: Participatory Culture in the MMORPG, FFXIV: A Realm Reborn  Shannon R. Mortimore-Smith Index

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Book SynopsisRecognizing the vast numbers of old and young people alike that interact, socialize, and learn through gameplay, this book explores research approaches to games, their literacies, and the pedagogical possibilities of play. Consequentially, this volume is rooted in the idea that powerful forms of learning, communication, and multimodal production occur through and because of gaming. These profound literacy practices can mirror traditional literacies but the educational field’s approach to engaging in a pedagogy of playful literacies has been largely scattershot. By bringing together diverse voices, contexts, and research designs, the chapters in this volume present a snapshot of 21st century literacy practices at work and at play. Organized into two parts, Studying Gaming Literacies explores the rich methodological approaches to gaming literacies scholarship as well as the possibilities of engaging in research in both classrooms and informal learning settings. With a robust set of context-specific approaches, this book acts less as a how-to manual for equity-driven scholarship than as a companion to support and undergird other research and pedagogical approaches to play and gaming in literacy-rich learning environments. Focused on presenting scholarly approaches to gaming research, this volume, too, presents pedagogical takeaways for educators, for students, and for game designers and curators. Across the seven case studies presented in this volume, we call for intentional playful practices in educational research. The literacies of play are myriad and complex and – particularly in the name of educational equity – they demand to be studied, uplifted, and leveraged for academic achievement. Contributors are: Jolynn Asato, Ali Carr-Chellman, Sebastián Castaño, Laura D’Aveta, Jennifer S. Dail, Jason Engerman, James Paul Gee, Robert Hein, Michael Hernandez, Ellen Middaugh, Raúl Alberto Mora , Shannon Mortimore-Smith, Tyrone Steven Orrego, Daniel Ramírez, Nate Turcotte, Shelbie Witte, and Jennifer Wyld.Table of ContentsForeword  Donna E. Alvermann List of Figures Notes on Contributors Introduction: Gaming Literacies and the Boundaries of Play  Antero Garcia, Jennifer S. Dail and Shelbie Witte PART 1: Methodological Investigations in Literacies Research Introduction to Part 1: Methodological Investigations in Literacies Research  Antero Garcia, Jennifer S. Dail and Shelbie Witte 1 Inform, Perform, Transform: Modeling In-School Youth Participatory Action Research through Gameplay  Antero Garcia 2 How Youth Can Use Gaming as an Act of Creation  Jennifer Wyld 3 Digital Literacy Practices for a Gaming Generation: Commercial Gaming Lessons from Adolescent Gamers  Jason A. Engerman, Robert Hein, Nate Turcotte and Alison Carr-Chellman 4 Literacies of Play: Blazing the Trail, Unchartered Territories, and Hurrying Up – #TeamLaV’s Interview with James Paul Gee  Raúl Alberto Mora, James Paul Gee, Michael Hernandez, Sebastián Castaño, Tyrone Steven Orrego and Daniel Ramírez PART 2: Playful Explorations Introduction to Part 2: Playful Explorations  Antero Garcia, Jennifer S. Dail and Shelbie Witte 5 Building Civic Literacy in the English Language Arts through Geospatial Play  Ellen Middaugh and Jolynn A. Asato 6 Projective Worlds: Minecraft and Mcalagaësia  Laura D’Aveta 7 Literacy Practice and Play: Participatory Culture in the MMORPG, FFXIV: A Realm Reborn  Shannon R. Mortimore-Smith Index

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Book SynopsisFor the third time in three decades world leaders reaffirmed their promise of "Education For All" when adopting Sustainable Development Goal 4 in 2015. It is the most far-reaching commitment to quality and equity in education so far, yet, there is no consensus on what the agenda means in practice. With a decade left until the 2030 deadline, Grading Goal Four calls upon the education community to engage more thoughtfully and critically with SDG 4 and related efforts. As an ever-growing number of actors and initiatives claim to contribute to its achievement, it is becoming clear that the ambitious but broad priorities within the goal are vulnerable to cherry-picking and misrepresentation, placing it at the heart of tensions between instrumentalist and rights-based approaches to education. This text, a critical analysis of SDG 4, provides a framework for examining trends and developments in education globally. As the first volume that examines early implementation efforts under SDG 4, Grading Goal Four formulates a critique along with strategies for moving forward. By scrutinising the challenges, tensions and power dynamics shaping SDG 4, it advances rights-based perspectives and strategies for effective implementation and builds capacity for strengthened monitoring and analysis of the goal.Trade Review"Even in these troubling times, the Sustainable Development Goal for education will be the guide for education policy around the world between now and 2030. Grading Goal Four is a tour de force, critically examining the past and future of SDG4. Antonia Wullf has gathered a brilliant array of scholars and activists who put the right to education at the forefront in understanding the challenges, tensions, and possibilities SDG4 offers. This is must reading for anyone concerned with education today!" - Steven Klees, Professor of International Education Policy, University of Maryland, and Former President, Comparative and International Education SocietyTable of ContentsForeword Preliminary Remarks and Acknowledgments List of Tables Abbreviations Table of Cases Notes on Contributors Introduction to the Commentary part 1 The Charter System 1 The Drafting of the 1961 European Social Charter   Anna Panarella 2 The Reform of the European Social Charter   Stefano Angeleri and Róisín Dunbar 3 Perspectives on the Evolution of the European Social Charter System   Victor Guset 4 The General Structure of the European Social Charter   Barbara Kresal part 2 European and National Guarantees Regarding the Application of the Charter 5 The Follow-Up to the Decisions of the European Committee of Social Rights   Benoît Petit 6 The Implementation of the European Social Charter by National Authorities   Giovanni Cavaggion 7 The European Social Charter’s Applicability by National Courts   Manuel Fontaine Campos, Catarina Santos Botelho and Bruno Mestre part 3 The Spirit of the Charter 8 The European Social Charter and the Theory of Human Rights Law   Marta-Claudia Cliza, Carole Nivard, Laura-Cristiana Spătaru-Negură 9 The Methods for Interpreting the European Social Charter   Csilla Kollonay-Lehoczky 10 The Values Underlying the European Social Charter   Bige Açımuz and Olgun Akbulut 11 Economic Policies and the European Social Charter   Berrin Ceylan Ataman and Gözde Atasayan 12 The Protection of Vulnerable People in the Charter System   Katarzyna Dunaj and Joanna Ryszka part 4 The European Social Charter and Other Sources of International and European Human Rights Law 13 The European Social Charter and the European Convention on Human Rights   Christina Deliyanni-Dimitrakou 14 The European Social Charter and the European Union   Marco Rocca 15 The European Social Charter and the Standards of the International Labour Organization   E. Murat Engin and Gaye Burcu Yıldız 16 The European Social Charter and the International Covenant on Economic, Social and Cultural Rights   Effrosyni Bakirtzi Selected Bibliography

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Book SynopsisFor the third time in three decades world leaders reaffirmed their promise of "Education For All" when adopting Sustainable Development Goal 4 in 2015. It is the most far-reaching commitment to quality and equity in education so far, yet, there is no consensus on what the agenda means in practice. With a decade left until the 2030 deadline, Grading Goal Four calls upon the education community to engage more thoughtfully and critically with SDG 4 and related efforts. As an ever-growing number of actors and initiatives claim to contribute to its achievement, it is becoming clear that the ambitious but broad priorities within the goal are vulnerable to cherry-picking and misrepresentation, placing it at the heart of tensions between instrumentalist and rights-based approaches to education. This text, a critical analysis of SDG 4, provides a framework for examining trends and developments in education globally. As the first volume that examines early implementation efforts under SDG 4, Grading Goal Four formulates a critique along with strategies for moving forward. By scrutinising the challenges, tensions and power dynamics shaping SDG 4, it advances rights-based perspectives and strategies for effective implementation and builds capacity for strengthened monitoring and analysis of the goal.Trade Review"Even in these troubling times, the Sustainable Development Goal for education will be the guide for education policy around the world between now and 2030. Grading Goal Four is a tour de force, critically examining the past and future of SDG4. Antonia Wullf has gathered a brilliant array of scholars and activists who put the right to education at the forefront in understanding the challenges, tensions, and possibilities SDG4 offers. This is must reading for anyone concerned with education today!" - Steven Klees, Professor of International Education Policy, University of Maryland, and Former President, Comparative and International Education SocietyTable of ContentsForeword Preliminary Remarks and Acknowledgments List of Tables Abbreviations Table of Cases Notes on Contributors Introduction to the Commentary part 1 The Charter System 1 The Drafting of the 1961 European Social Charter   Anna Panarella 2 The Reform of the European Social Charter   Stefano Angeleri and Róisín Dunbar 3 Perspectives on the Evolution of the European Social Charter System   Victor Guset 4 The General Structure of the European Social Charter   Barbara Kresal part 2 European and National Guarantees Regarding the Application of the Charter 5 The Follow-Up to the Decisions of the European Committee of Social Rights   Benoît Petit 6 The Implementation of the European Social Charter by National Authorities   Giovanni Cavaggion 7 The European Social Charter’s Applicability by National Courts   Manuel Fontaine Campos, Catarina Santos Botelho and Bruno Mestre part 3 The Spirit of the Charter 8 The European Social Charter and the Theory of Human Rights Law   Marta-Claudia Cliza, Carole Nivard, Laura-Cristiana Spătaru-Negură 9 The Methods for Interpreting the European Social Charter   Csilla Kollonay-Lehoczky 10 The Values Underlying the European Social Charter   Bige Açımuz and Olgun Akbulut 11 Economic Policies and the European Social Charter   Berrin Ceylan Ataman and Gözde Atasayan 12 The Protection of Vulnerable People in the Charter System   Katarzyna Dunaj and Joanna Ryszka part 4 The European Social Charter and Other Sources of International and European Human Rights Law 13 The European Social Charter and the European Convention on Human Rights   Christina Deliyanni-Dimitrakou 14 The European Social Charter and the European Union   Marco Rocca 15 The European Social Charter and the Standards of the International Labour Organization   E. Murat Engin and Gaye Burcu Yıldız 16 The European Social Charter and the International Covenant on Economic, Social and Cultural Rights   Effrosyni Bakirtzi Selected Bibliography

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Book SynopsisInYou Can’t Make This Up! the author invites both emerging educational leaders and practicing school administrators to read a series of short stories recounted by principals and vice principals employed in schools across the United States, in Germany and Cyprus. This collection of present-day stories highlights the types of challenges school leaders encounter on a daily basis, all of which demand informed decisions, but none of which are easily resolved. Each story is presented in a case study format, and aligned with selected elements within one of the ten Professional Standards for Educational Leadership (PSEL). At a critical juncture in each case, a series of “questions to ponder” is presented, followed by a segment describing “what actually occurred?”Trade ReviewAdvance Praise "Professor Markert has created an outstanding collection of real-life professional experiences that can serve as actual simulations for both prospective and current school administrators. Such diversified, descriptive testimonials shared by school leaders gives resonance to the challenges and variety of leadership skills needed in today's educational environments. Just to have the chance to view a multitude of dilemmas touching so many different competencies is an excellent leadership training tool that truly encompasses reflective practice." Cheryl A. McElhany, President Extended Day Child Care Center, Dublin, CA "The case studies in this well-written book provide the perfect foundation for fruitful consideration of complex situations that face building leaders every day. It is one thing to be able to name the standards of professional leadership but quite another to be able to apply them from day to day. These case studies will inspire deep and authentic discussions about what did and what could have happened in each case presented. Emerging leaders will find this book a valuable resource for preparing themselves to respond to challenging situations. Current leaders will want to use the case studies as a way to explore with colleagues situations similar to those they have faced, thinking about what they did right and what they might want to change in their future responses." Susan Coultrap-McQuin, Ph.D. Professor Emeritus & Former Provost State University of New York at Oswego "In my years as an education attorney, many school leaders have stated they eventually wanted to write a book about their many you can't make this up experiences, and now Linda Rae Markert has done it! These multinational tales from the field provoke informed inquiry, critical analysis, and self-assessment, all in the format of a really good read." Donald E. Budmen, ESQ. Education Law Attorney Ferrara Fiorenza PC, East Syracuse, NY "Gather a group of school principals together and you will hear a common refrain; you can't make this up! Ethical decision making, crucial conversations, and dealing with challenging situations are simply part of the job. Where this book really shines is in Markert's deft storytelling and thought-provoking questions to ponder. Veteran and novice school leaders alike will see their own experiences come alive in the cases making self-reflection possible. Readers will gain new perspectives as they lead in these unique times." Beth Anne Lozier, Principal Camillus Middle School, West Genesee Central School DistrictTable of ContentsAbout the Author 1 Overview of This Conversation  1 Beginning an International Conversation among School Leaders  2 A Context for Using Case Studies  3 Ethical Decision-Making & Interview Template  4 Alignment of Case Studies with Professional Standards for Educational Leaders 2 Mission, Vision and Core Values  1 Are We Doing Enough?  2 I Am Your Child’s Advocate  3 #Enough 3 Ethics and Professional Norms  1 Do I Blow the Whistle?  2 He Just Showed up Unexpectedly  3 Where Have You Been?  4 We Can’t Find the Error 4 Equity and Cultural Responsiveness  1 Your Son Has Great Potential  2 I Never Said Any of Those Things  3 I Don’t Want To – You Can’t Make Me  4 My Wedding Plans 5 Curriculum, Instruction and Assessment  1 I Never Thought I Was Cheating  2 Silent Night  3 How Did They Override the System? 6 Community of Care and Support for Students  1 Not Mine, Smoking Stinks!  2 This Girl Hit My Daughter  3 Please Don’t Kick Him out of School  4 You Must Show Me That Tape 7 Professional Capacity of School Personnel  1 But I’m a Good Teacher  2 Measure Twice, Cut Once  3 She’s So Disorganized  4 Do Summative Reviews Ever Make a Diffference? 8 Professional Community for Teachers and Staff  1 Just Joking Around  2 My Course Requirements Apply to Everyone  3 I Can Show You My Uber Receipts  4 All Boys Talk That Way 9 Meaningful Engagement of Families and Community  1 I Love My Kids  2 Don’t Make Me Get on the Bus  3 Our Son Must Have Mr. Thorwall  4 Mom Wants the Checkbook 10 Operations and Management  1 We Are Not Welcome  2 Standards Uphold the Status Quo  3 Mathematically Speaking, It Was Beautiful 11 School Improvement  1 Is This a Credible Threat?  2 It’s Always about the Money 12 Final Reflections  1 Ethical School Leadership Index

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Book SynopsisInYou Can’t Make This Up! the author invites both emerging educational leaders and practicing school administrators to read a series of short stories recounted by principals and vice principals employed in schools across the United States, in Germany and Cyprus. This collection of present-day stories highlights the types of challenges school leaders encounter on a daily basis, all of which demand informed decisions, but none of which are easily resolved. Each story is presented in a case study format, and aligned with selected elements within one of the ten Professional Standards for Educational Leadership (PSEL). At a critical juncture in each case, a series of “questions to ponder” is presented, followed by a segment describing “what actually occurred?”Trade ReviewAdvance Praise "Professor Markert has created an outstanding collection of real-life professional experiences that can serve as actual simulations for both prospective and current school administrators. Such diversified, descriptive testimonials shared by school leaders gives resonance to the challenges and variety of leadership skills needed in today's educational environments. Just to have the chance to view a multitude of dilemmas touching so many different competencies is an excellent leadership training tool that truly encompasses reflective practice." Cheryl A. McElhany, President Extended Day Child Care Center, Dublin, CA "The case studies in this well-written book provide the perfect foundation for fruitful consideration of complex situations that face building leaders every day. It is one thing to be able to name the standards of professional leadership but quite another to be able to apply them from day to day. These case studies will inspire deep and authentic discussions about what did and what could have happened in each case presented. Emerging leaders will find this book a valuable resource for preparing themselves to respond to challenging situations. Current leaders will want to use the case studies as a way to explore with colleagues situations similar to those they have faced, thinking about what they did right and what they might want to change in their future responses." Susan Coultrap-McQuin, Ph.D. Professor Emeritus & Former Provost State University of New York at Oswego "In my years as an education attorney, many school leaders have stated they eventually wanted to write a book about their many you can't make this up experiences, and now Linda Rae Markert has done it! These multinational tales from the field provoke informed inquiry, critical analysis, and self-assessment, all in the format of a really good read." Donald E. Budmen, ESQ. Education Law Attorney Ferrara Fiorenza PC, East Syracuse, NY "Gather a group of school principals together and you will hear a common refrain; you can't make this up! Ethical decision making, crucial conversations, and dealing with challenging situations are simply part of the job. Where this book really shines is in Markert's deft storytelling and thought-provoking questions to ponder. Veteran and novice school leaders alike will see their own experiences come alive in the cases making self-reflection possible. Readers will gain new perspectives as they lead in these unique times." Beth Anne Lozier, Principal Camillus Middle School, West Genesee Central School DistrictTable of ContentsAbout the Author 1 Overview of This Conversation  1 Beginning an International Conversation among School Leaders  2 A Context for Using Case Studies  3 Ethical Decision-Making & Interview Template  4 Alignment of Case Studies with Professional Standards for Educational Leaders 2 Mission, Vision and Core Values  1 Are We Doing Enough?  2 I Am Your Child’s Advocate  3 #Enough 3 Ethics and Professional Norms  1 Do I Blow the Whistle?  2 He Just Showed up Unexpectedly  3 Where Have You Been?  4 We Can’t Find the Error 4 Equity and Cultural Responsiveness  1 Your Son Has Great Potential  2 I Never Said Any of Those Things  3 I Don’t Want To – You Can’t Make Me  4 My Wedding Plans 5 Curriculum, Instruction and Assessment  1 I Never Thought I Was Cheating  2 Silent Night  3 How Did They Override the System? 6 Community of Care and Support for Students  1 Not Mine, Smoking Stinks!  2 This Girl Hit My Daughter  3 Please Don’t Kick Him out of School  4 You Must Show Me That Tape 7 Professional Capacity of School Personnel  1 But I’m a Good Teacher  2 Measure Twice, Cut Once  3 She’s So Disorganized  4 Do Summative Reviews Ever Make a Diffference? 8 Professional Community for Teachers and Staff  1 Just Joking Around  2 My Course Requirements Apply to Everyone  3 I Can Show You My Uber Receipts  4 All Boys Talk That Way 9 Meaningful Engagement of Families and Community  1 I Love My Kids  2 Don’t Make Me Get on the Bus  3 Our Son Must Have Mr. Thorwall  4 Mom Wants the Checkbook 10 Operations and Management  1 We Are Not Welcome  2 Standards Uphold the Status Quo  3 Mathematically Speaking, It Was Beautiful 11 School Improvement  1 Is This a Credible Threat?  2 It’s Always about the Money 12 Final Reflections  1 Ethical School Leadership Index

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Book SynopsisTracing Behind the Image: An Interdisciplinary Exploration of Visual Literacy, discusses how our relationship to images, collectively and individually, is constantly shifting, as we adapt to the evolving image economy of our increasingly screen-based world. This volume offers pedagogies, analyses and strategies for developing visual literacy across education and industry. The language of images embodies highly complex and nuanced statements and readings, the ability to invent and reinvent, it is bursting with opportunities to be lyrical, satirical, rhetorical, to unravel meanings, and to pose as many questions as it answers. It is a language of investigation and experimentation, it both constructs and shatters cultural expectations, and is constantly and rapidly transforming as forced by current social and political climates.Table of Contents List of Figures  Notes on Contributors  Introduction: The Visual Envelope  Julia Lane Part 1: Visual Literacy, Pedagogy, and Research  Introduction to Part 1 1 Understanding the Adolescent I and Eye: The Reading, Writing, Visualizing Nexus   Phil Fitzsimmons and Edie Lanphar 2 Imaging Pedagogical Processes in Art Education   Marie Fulková and Zuzana Svatošová 3 Virtual Visuals: Exploring the Use of Pinterest as a Tool for Designing in Relation to Ideation   Lee Wright 4 Reimagining Research: Visual Literacies and Visual Pedagogy  Ted Hovet Part 2: Analysis, Interpretation, and Abstraction  Introduction to Part 2 5 Visual Rhetoric: Interdisciplinary Literacy and Graphic Design  Julia Lane 6 Peppa Pig is Gangsta: China’s Challenging Memes  Kay Hearn 7 Experiencing in Images and Thinking in Pictures  Terryl Atkins 8 The Picture-Sign in the Era of Picture Elements Proliferation  Jaroslav Vančát and Daniel Říha Part 3: Application, Adaptation, and Evolution  Introduction to Part 3 9 Visuality (Visual Literacy) Changes in the City Space  Pavla Gajdošíková and Jan Pfeiffer 10 Disadvantaged Children’s Creative Visualisation of Possible Futures  Lelia Green, Kylie J. Stevenson, and Panizza Allmark 11 Instagram and the Transmission of Drag Culture: The Effects of RuPaul’s Drag Race and Image Sharing in the Perth Drag Community  Claire Alexander 12 Virtual Reality Training for Workers in High-Risk Occupations  Kelly Jaunzems, Lelia Green, and David Leith  Index

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Book SynopsisThis book presents an international perspective of the influence of cultural issues on STEM reform. Effective STEM education is of considerable importance internationally because there is increase pressure by governments to produce technically skilled people from the compulsory education sectors; people capable of participating actively in the so-called’ knowledge economy’ or knowledge society. An important and distinguishing feature of the book is that it draws upon the empirical experiences and research of the local experts from an extremely diverse cohort across the world. Contributors are: Nayif Awad, David Barlex, Alexandra Bazdar, Saouma BouJaoude, Heba EL-Deghaidy, Marwa Eltanahy, Sibel Erduran, Sufian Forawi, Clare Gartland, Lilia Halim, Ying-Shao Hsu, Zanaton Haji Iksan, Deena Khalil, Meredith Kier, Nasser Mansour, Mohamad Sattar Rasul, Seema Rivera, Dalene Swanson, Paige Teamey, Tuan Mastura Tuan Soh, Russell Tytler, Noël Williams and Yi-Fen Yeh.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: STEM in Science Education and S in STEM Heba EL-Deghaidy and Nasser Mansour PART 1: Current Practices and Challenges in STEM Education in Different Educational Settings and Cultures 1 STEM and Pedagogical Content Knowledge: Case Studies of Teachers in a Girls’ School in Taiwan Ying-Shao Hsu, Sibel Erduran and Yi-Fen Yeh 2 STEM Graduate Teaching Assistants (GTAs) and the Development of STEM Pedagogy Seema Rivera 3 The Pivots of a Research-Practice Partnership When Centering Learning in Culturally Responsive Engineering Tasks Meredith W. Kier, Noël G. Williams, Alexandra C. Bazdar, Deena Khalil and Paige Teamey 4 Promotion of STEM Education in Schools through Partnerships Nasser Mansour and Heba EL-Deghaidy PART 2: STEM Educational Reforms and Innovations That Are Being Implemented from an International Perspective 5 Science and Design & Technology: An Exploration of Their Relationship in the Secondary School Curriculum David Barlex 6 Pedagogical Content Knowledge of Young Scientists in Promoting STEM Learning in an Informal Context Lilia Halim, Zanaton H. Iksan, Mohamad Sattar Rasul and Tuan Mastura Tuan Soh 7 Integrating the Learning of Science, Technology, Engineering, and Mathematics through a Sound, Waves and Communication Systems Course: Exploring Cognitive and Affective Aspects Nayif Awad 8 The Diffusion of Entrepreneurial Practices at Schools through STEM Education Marwa Eltanahy, Sufian Forawi and Nasser Mansour PART 3: Sociocultural Issues That Have an Impact on Shaping and Reshaping Stem Education 9 Stem Education in the Arab Countries: Rationale, Significance, and Future Prospects Saouma BouJaoude 10 Unpacking the Purposes and Potential of Interdisciplinary STEM Russell Tytler and Dalene Swanson 11 UK and USA University Outreach Practices: The Need to Develop STEM Learning Pedagogies for Student Ambassador Activity Clare Gartland 12 Localising STE2AM Education: A Transdisciplinary Response to Local and Global Challenges Heba EL-Deghaidy Index

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Book SynopsisThis book presents an international perspective of the influence of cultural issues on STEM reform. Effective STEM education is of considerable importance internationally because there is increase pressure by governments to produce technically skilled people from the compulsory education sectors; people capable of participating actively in the so-called’ knowledge economy’ or knowledge society. An important and distinguishing feature of the book is that it draws upon the empirical experiences and research of the local experts from an extremely diverse cohort across the world. Contributors are: Nayif Awad, David Barlex, Alexandra Bazdar, Saouma BouJaoude, Heba EL-Deghaidy, Marwa Eltanahy, Sibel Erduran, Sufian Forawi, Clare Gartland, Lilia Halim, Ying-Shao Hsu, Zanaton Haji Iksan, Deena Khalil, Meredith Kier, Nasser Mansour, Mohamad Sattar Rasul, Seema Rivera, Dalene Swanson, Paige Teamey, Tuan Mastura Tuan Soh, Russell Tytler, Noël Williams and Yi-Fen Yeh.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: STEM in Science Education and S in STEM Heba EL-Deghaidy and Nasser Mansour PART 1: Current Practices and Challenges in STEM Education in Different Educational Settings and Cultures 1 STEM and Pedagogical Content Knowledge: Case Studies of Teachers in a Girls’ School in Taiwan Ying-Shao Hsu, Sibel Erduran and Yi-Fen Yeh 2 STEM Graduate Teaching Assistants (GTAs) and the Development of STEM Pedagogy Seema Rivera 3 The Pivots of a Research-Practice Partnership When Centering Learning in Culturally Responsive Engineering Tasks Meredith W. Kier, Noël G. Williams, Alexandra C. Bazdar, Deena Khalil and Paige Teamey 4 Promotion of STEM Education in Schools through Partnerships Nasser Mansour and Heba EL-Deghaidy PART 2: STEM Educational Reforms and Innovations That Are Being Implemented from an International Perspective 5 Science and Design & Technology: An Exploration of Their Relationship in the Secondary School Curriculum David Barlex 6 Pedagogical Content Knowledge of Young Scientists in Promoting STEM Learning in an Informal Context Lilia Halim, Zanaton H. Iksan, Mohamad Sattar Rasul and Tuan Mastura Tuan Soh 7 Integrating the Learning of Science, Technology, Engineering, and Mathematics through a Sound, Waves and Communication Systems Course: Exploring Cognitive and Affective Aspects Nayif Awad 8 The Diffusion of Entrepreneurial Practices at Schools through STEM Education Marwa Eltanahy, Sufian Forawi and Nasser Mansour PART 3: Sociocultural Issues That Have an Impact on Shaping and Reshaping Stem Education 9 Stem Education in the Arab Countries: Rationale, Significance, and Future Prospects Saouma BouJaoude 10 Unpacking the Purposes and Potential of Interdisciplinary STEM Russell Tytler and Dalene Swanson 11 UK and USA University Outreach Practices: The Need to Develop STEM Learning Pedagogies for Student Ambassador Activity Clare Gartland 12 Localising STE2AM Education: A Transdisciplinary Response to Local and Global Challenges Heba EL-Deghaidy Index

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Book SynopsisIn this book, 23 contributors offer new insights on key issues in mathematics education in early childhood. The chapters cover all mathematics curriculum-related issues in early childhood (number, geometry, patterns and structures and mathematics in daily life). Special attention is given to teachers knowledge and innovative research issues such as quantifiers among young children. Contributors are: Abraham Arcavi, Ruthi Barkai, Douglas H. Clements, Bat-Sheva Eylon, Dina Hassidov, Rina Hershkowitz, Leah Ilani, Bat-Sheva Ilany, Candace Joswick, Esther Levenson, Zvia Markovits, Zemira Mevarech, Joanne Mulligan, Sherman Rosenfeld, Flavia Santamaria, Julie Sarama, Juhaina Awawdeh Shahbari, Amal Sharif-Rasslan, Tal Sharir, Nora Scheuer, Pessia Tsamir, Dina Tirosh and Ana Clara Ventura.Table of ContentsPreface List of Figures and Tables Notes on Contributors Introduction Amal Sharif-Rasslan and Dina Hassidov PART 1: The Number Concept Development in Early Childhood: Cognition, Metacognition and More 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children: Does One Reflect the Other?  Amal Sharif-Rasslan 2 Young Children’s Metacognitive Processes in a Variety of Challenging Number Tasks  Ana Clara Ventura, Flavia Santamaria and Nora Scheuer 3 Playing with Counting ‘Games’ on the Tablet  Ruthi Barkai, Esther Levenson, Pessia Tsamir and Dina Tirosh PART 2: Geometry: Teaching Learning and Thinking 4 Learning and Teaching Geometry in Early Childhood  Douglas H. Clements, Julie Sarama and Candace Joswick 5 Visual Thinking and a Visual Language for Young Children: The Agam Program  Zvia Markovits, Rina Hershkowitz, Sherman Rosenfeld, Lea Ilani and Bat-Sheva Eylon PART 3: Patterns and Structure 6 Pathways to Early Mathematical Thinking in Kindergarten: The Pattern and Structure Mathematics Awareness Program  Joanne Mulligan 7 Young Children’s Recognition of Mathematical Structures and Its Relations to Mathematical Skills  Tal Sharir and Zemira Mevarech PART 4: Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier “For All”  Amal Sharif-Rasslan 9 On Explaining, Explanations and Second Graders  Rina Hershkowitz and Abraham Arcavi PART 5: Early Childhood Mathematics Teachers’ Knowledge and Professional Development 10 Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers’ Perspective of “Numbers” and “Quantity”  Bat-Sheva Ilany and Dina Hassidov 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers  Juhaina Awawdeh Shahbari 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise  Dina Hassidov and Bat-Sheva Ilany PART 6: Conclusion 13 Special Issues in Early Childhood Mathematics Education: A Wrap-Up of Topics in the Book  Amal Sharif-Rasslan Index

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Book SynopsisIn this book, 23 contributors offer new insights on key issues in mathematics education in early childhood. The chapters cover all mathematics curriculum-related issues in early childhood (number, geometry, patterns and structures and mathematics in daily life). Special attention is given to teachers knowledge and innovative research issues such as quantifiers among young children. Contributors are: Abraham Arcavi, Ruthi Barkai, Douglas H. Clements, Bat-Sheva Eylon, Dina Hassidov, Rina Hershkowitz, Leah Ilani, Bat-Sheva Ilany, Candace Joswick, Esther Levenson, Zvia Markovits, Zemira Mevarech, Joanne Mulligan, Sherman Rosenfeld, Flavia Santamaria, Julie Sarama, Juhaina Awawdeh Shahbari, Amal Sharif-Rasslan, Tal Sharir, Nora Scheuer, Pessia Tsamir, Dina Tirosh and Ana Clara Ventura.Table of ContentsPreface List of Figures and Tables Notes on Contributors Introduction Amal Sharif-Rasslan and Dina Hassidov PART 1: The Number Concept Development in Early Childhood: Cognition, Metacognition and More 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children: Does One Reflect the Other?  Amal Sharif-Rasslan 2 Young Children’s Metacognitive Processes in a Variety of Challenging Number Tasks  Ana Clara Ventura, Flavia Santamaria and Nora Scheuer 3 Playing with Counting ‘Games’ on the Tablet  Ruthi Barkai, Esther Levenson, Pessia Tsamir and Dina Tirosh PART 2: Geometry: Teaching Learning and Thinking 4 Learning and Teaching Geometry in Early Childhood  Douglas H. Clements, Julie Sarama and Candace Joswick 5 Visual Thinking and a Visual Language for Young Children: The Agam Program  Zvia Markovits, Rina Hershkowitz, Sherman Rosenfeld, Lea Ilani and Bat-Sheva Eylon PART 3: Patterns and Structure 6 Pathways to Early Mathematical Thinking in Kindergarten: The Pattern and Structure Mathematics Awareness Program  Joanne Mulligan 7 Young Children’s Recognition of Mathematical Structures and Its Relations to Mathematical Skills  Tal Sharir and Zemira Mevarech PART 4: Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier “For All”  Amal Sharif-Rasslan 9 On Explaining, Explanations and Second Graders  Rina Hershkowitz and Abraham Arcavi PART 5: Early Childhood Mathematics Teachers’ Knowledge and Professional Development 10 Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers’ Perspective of “Numbers” and “Quantity”  Bat-Sheva Ilany and Dina Hassidov 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers  Juhaina Awawdeh Shahbari 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise  Dina Hassidov and Bat-Sheva Ilany PART 6: Conclusion 13 Special Issues in Early Childhood Mathematics Education: A Wrap-Up of Topics in the Book  Amal Sharif-Rasslan Index

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Book SynopsisThis second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field and calls attention to innovations described throughout. The chapters examine language-in-education policy change, describe implementational activities, and present strategic frameworks for research and advocacy.Trade Review“This book is an important contribution to research on a topic that has been neglected in the academic field of comparative education and sidelined in the EFA/SDG policy discourse. A balanced combination of context-specific and comparative analyses, it opens nuanced perspectives on the issues of multilingual education policy and practice in their wider socio-cultural contexts, complemented with suggestions for needed further research.” – Tuomas Takala, Professor Emeritus of Comparative Education, University of Tampere “First language-based multilingual education is one of the most formidable strategies for inclusion. The lessons in this book will help policy makers in governments improve their own basic education systems to ensure that the learner is in the center of education implementation.” – Dina Ocampo, Professor, College of Education, University of the Philippines “This volume contributes a timely, authoritative argument for the use of non-dominant languages in education as an essential component of achieving the United Nations Sustainable Development Goals for education. The chapters in this volume demonstrate that the keys to linguistic sustainability are language-in-education policies and teaching practices that recognize children’s first languages as valued resources for their communities, their nations, and the world.” – Jessica Ball, Professor, School of Child and Youth Care, University of Victoria “At a time when most of the news is bad–pandemic, unemployment, climate change, 40% of children cannot understand their teachers—it is very cheerful to have an account of serious efforts to correct one of these problems. This collection reports a number of efforts to provide education in the home language of pupils, describing promising cases to provide mother language education. It deserves to be widely read.” – Bernard Spolsky, Professor Emeritus of English, Bar-Ilan UniversityTable of ContentsForeword Jessica Ball Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The State of Research on Multilingual Education in the Context of Educational Development Carol Benson and Kimmo Kosonen PART 1: Language-In-Education Policy Change from above, from below, and from the Side 1 Bringing Non-Dominant Languages into Education Systems: Change from above, from below, from the Side—or a Combination? Kimmo Kosonen and Carol Benson 2 MLE Implementation in Ethiopia and Mozambique: How the Above-Below-Side Framework Shakes out in Two Multilingual Contexts Carol Benson 3 Jumping, Sliding, and Creating Shared Spaces “From the Side”: Reflections on Võro Language Education in Estonia Kara Brown 4 Language-in-Education Policy Reform in the Philippines: Who Influences Policy Change from Above? Diane Dekker PART 2: Non-Dominant Languages in Implementational Spaces Policies and Practices 5 Implementing Kenya’s Language of Instruction Policy among Maa-Speaking Communities of Laikipia North Roderick Hicks and Lucy Maina 6 Stakeholder Perspectives on Medium of Instruction Policy in Ethiopia Zoe James 7 Cultural Heritage and Displacement: Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad Eunice Kua 8 Contextualizing Pre-Service Teacher Education Materials and Instruction in Multilingual Ethiopia Shannon Hall-Mills, Adrienne Barnes, Dawit MeKonnen, Marion Fesmire and Flavia Ramos-Mattoussi 9 Refugee Education and Medium of Instruction: Tensions in Theory, Policy, and Practice Celia Reddick and Sarah Dryden-Peterson 10 Trilingual Rajbanshi-Nepali-English Education in Southeastern Nepal: Improving Educational Quality for Rajbanshi Speakers and Others Carol Benson (with Members of the Project Support Team) PART 3: Supporting Education in Non-Dominant Languages Research Methods and Strategies 11 Getting the Right Language Information for Education: Insights from a Language Mapping Project in the Democratic Republic of Congo Maik Gibson 12 Language-in-Education Policies: An Analytical Framework Applied to Kenya and Uganda Pierre de Galbert 13 Policy, Advocacy and Programs for Multilingual Education: Kick-Starting Change at Scale Dhir Jhingran Index

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Book SynopsisThis second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field and calls attention to innovations described throughout. The chapters examine language-in-education policy change, describe implementational activities, and present strategic frameworks for research and advocacy.Trade Review“This book is an important contribution to research on a topic that has been neglected in the academic field of comparative education and sidelined in the EFA/SDG policy discourse. A balanced combination of context-specific and comparative analyses, it opens nuanced perspectives on the issues of multilingual education policy and practice in their wider socio-cultural contexts, complemented with suggestions for needed further research.” – Tuomas Takala, Professor Emeritus of Comparative Education, University of Tampere “First language-based multilingual education is one of the most formidable strategies for inclusion. The lessons in this book will help policy makers in governments improve their own basic education systems to ensure that the learner is in the center of education implementation.” – Dina Ocampo, Professor, College of Education, University of the Philippines “This volume contributes a timely, authoritative argument for the use of non-dominant languages in education as an essential component of achieving the United Nations Sustainable Development Goals for education. The chapters in this volume demonstrate that the keys to linguistic sustainability are language-in-education policies and teaching practices that recognize children’s first languages as valued resources for their communities, their nations, and the world.” – Jessica Ball, Professor, School of Child and Youth Care, University of Victoria “At a time when most of the news is bad–pandemic, unemployment, climate change, 40% of children cannot understand their teachers—it is very cheerful to have an account of serious efforts to correct one of these problems. This collection reports a number of efforts to provide education in the home language of pupils, describing promising cases to provide mother language education. It deserves to be widely read.” – Bernard Spolsky, Professor Emeritus of English, Bar-Ilan UniversityTable of ContentsForeword Jessica Ball Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The State of Research on Multilingual Education in the Context of Educational Development Carol Benson and Kimmo Kosonen PART 1: Language-In-Education Policy Change from above, from below, and from the Side 1 Bringing Non-Dominant Languages into Education Systems: Change from above, from below, from the Side—or a Combination? Kimmo Kosonen and Carol Benson 2 MLE Implementation in Ethiopia and Mozambique: How the Above-Below-Side Framework Shakes out in Two Multilingual Contexts Carol Benson 3 Jumping, Sliding, and Creating Shared Spaces “From the Side”: Reflections on Võro Language Education in Estonia Kara Brown 4 Language-in-Education Policy Reform in the Philippines: Who Influences Policy Change from Above? Diane Dekker PART 2: Non-Dominant Languages in Implementational Spaces Policies and Practices 5 Implementing Kenya’s Language of Instruction Policy among Maa-Speaking Communities of Laikipia North Roderick Hicks and Lucy Maina 6 Stakeholder Perspectives on Medium of Instruction Policy in Ethiopia Zoe James 7 Cultural Heritage and Displacement: Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad Eunice Kua 8 Contextualizing Pre-Service Teacher Education Materials and Instruction in Multilingual Ethiopia Shannon Hall-Mills, Adrienne Barnes, Dawit MeKonnen, Marion Fesmire and Flavia Ramos-Mattoussi 9 Refugee Education and Medium of Instruction: Tensions in Theory, Policy, and Practice Celia Reddick and Sarah Dryden-Peterson 10 Trilingual Rajbanshi-Nepali-English Education in Southeastern Nepal: Improving Educational Quality for Rajbanshi Speakers and Others Carol Benson (with Members of the Project Support Team) PART 3: Supporting Education in Non-Dominant Languages Research Methods and Strategies 11 Getting the Right Language Information for Education: Insights from a Language Mapping Project in the Democratic Republic of Congo Maik Gibson 12 Language-in-Education Policies: An Analytical Framework Applied to Kenya and Uganda Pierre de Galbert 13 Policy, Advocacy and Programs for Multilingual Education: Kick-Starting Change at Scale Dhir Jhingran Index

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Book SynopsisThis edited volume focuses on the cultural situatedness of educational leadership in countries in the Mediterranean basin (Malta, Israel, Spain, Algeria, Portugal, Italy, Cyprus) featuring chapters that explore the reception of the leadership concept and its enactment in education settings within one or more countries of the Mediterranean; consider how both local and global policy discourses work on education leaders who translate this in a distinct school context; focus on the interplay of leaders, followers and context as a complex and ambiguous social construction within the Mediterranean context; study leadership via a combination of a theoretical definition and a consideration of what a particular group means by ‘leadership’, with a specific openness to local meanings; explore the unfolding of education reform as either a top-down or bottom-up process; consider the various cultural, religious, social and local factors that ‘dictate’ both leadership enactment, in addition to the power flow among leaders and followers; argue how the territorial, political and religious conflicts affect educational leadership, and thus the implementation of education reform to either conform to or converge from globalized discourses. This book is targeted for post-graduate and doctoral students, as well as scholars, interested in the study of educational leadership, policy and politics of education, Mediterranean studies, and sociology of education. It is also of interest to those who feel the need to address the ‘missing-what’ of educational leadership in the Mediterranean region, an area of study that is largely dominated by Western models.Table of ContentsNotes on Contributors 1 Problematizing the Dominant Discourses and Policies of Educational Leadership within the Mediterranean Basin  Denise Mifsud and Paolo Landri 2 Social Justice and Education in the Maltese State School System: Some Political and Practical Issues  Denise Mifsud 3 Challenges to Educational Leadership in Israel  Devorah Kalekin-Fishman 4 The New Public Governance: Corporate Leadership in Spain’s Public Education System  Enrique-Javier Díez-Gutiérrez 5 School Leadership within a Centralized Education System: A Success Story from Cyprus through a Decade of Research  Petros Pashiardis and Antonios Kafa 6 Educational Leadership in Algeria: A Decisive Factor in the 2004 Higher Education Reform  Mohamed Miliani 7 Digitally Equipped: Reshaping Educational Leadership and Management in Italy  Paolo Landri and Danilo Taglietti 8 How Do Portuguese Principals Deal with Competing Demands? Issues of Bureaucracy, Performativity and Democracy  Maria Assunção Flores and Fernando Ilídio Ferreira Index

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Book SynopsisThis edited volume focuses on the cultural situatedness of educational leadership in countries in the Mediterranean basin (Malta, Israel, Spain, Algeria, Portugal, Italy, Cyprus) featuring chapters that explore the reception of the leadership concept and its enactment in education settings within one or more countries of the Mediterranean; consider how both local and global policy discourses work on education leaders who translate this in a distinct school context; focus on the interplay of leaders, followers and context as a complex and ambiguous social construction within the Mediterranean context; study leadership via a combination of a theoretical definition and a consideration of what a particular group means by ‘leadership’, with a specific openness to local meanings; explore the unfolding of education reform as either a top-down or bottom-up process; consider the various cultural, religious, social and local factors that ‘dictate’ both leadership enactment, in addition to the power flow among leaders and followers; argue how the territorial, political and religious conflicts affect educational leadership, and thus the implementation of education reform to either conform to or converge from globalized discourses. This book is targeted for post-graduate and doctoral students, as well as scholars, interested in the study of educational leadership, policy and politics of education, Mediterranean studies, and sociology of education. It is also of interest to those who feel the need to address the ‘missing-what’ of educational leadership in the Mediterranean region, an area of study that is largely dominated by Western models.Table of ContentsNotes on Contributors 1 Problematizing the Dominant Discourses and Policies of Educational Leadership within the Mediterranean Basin  Denise Mifsud and Paolo Landri 2 Social Justice and Education in the Maltese State School System: Some Political and Practical Issues  Denise Mifsud 3 Challenges to Educational Leadership in Israel  Devorah Kalekin-Fishman 4 The New Public Governance: Corporate Leadership in Spain’s Public Education System  Enrique-Javier Díez-Gutiérrez 5 School Leadership within a Centralized Education System: A Success Story from Cyprus through a Decade of Research  Petros Pashiardis and Antonios Kafa 6 Educational Leadership in Algeria: A Decisive Factor in the 2004 Higher Education Reform  Mohamed Miliani 7 Digitally Equipped: Reshaping Educational Leadership and Management in Italy  Paolo Landri and Danilo Taglietti 8 How Do Portuguese Principals Deal with Competing Demands? Issues of Bureaucracy, Performativity and Democracy  Maria Assunção Flores and Fernando Ilídio Ferreira Index

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Book Synopsis“I just cannot write” or “I am not a good writer” are familiar complaints from students in academia. Many of them claim they cannot express themselves clearly in written text, and their lack of this skill impedes them in their academic career. In this book, Nancy A. Wasser argues that teachers can help solve this when they start viewing writing not as secondary to reading, but as the equally important side of the same coin. Those who cannot read, will not be able to write. Wasser explains how teaching and regular practicing of writing skills from an early age onwards helps children grow into students who are self-aware of their voices. By employing narrative as a process of learning to write and a way to read, teachers can teach children the art of writing, while also making children more aware of their own constructions of narrative. Combining the focus on individual and group expression in writing lessons, students can trace and reflect on their own life transformations through their writing process. Good writers are not born that way, but made through effort and practice. Changes in curriculum may not only lead to better-expressed citizens, but also to more balance between teacher and children voices.Trade Review"Wasser convincingly argues that skills can be taught as part of the learning process while situating writing in the context of children’s lives and culture. She develops a strong theoretical framework throughout her discussion of student writing samples, preservice teacher reflections, and her own experiences as an elementary school teacher and a professor ofteacher education." - A. L. Hsu, State University of New York College at Old WestburyTable of ContentsPreface Acknowledgments Introduction 1 Purpose of This Book as a Conceptual Bridge PART 1: Critical School Writing as a Place for Transformation 1 Transformative Literacy: Narrative as Retrospective Meaning Making  1 A Word about Definitions  2 Conclusion 2 A Framework for Writing to Transform Our World  1 Through the Lens of Writing — An Historical Journey: A Rationale  2 Transforming Writing from a Secondary to a Primary Discourse  3 Whole Language: Literacy Learning from Whole to Part  4 Personal Narrative as Literacy Pedagogy  5 Pushing back against Current School Writing Policies 3 Teacher Candidates Critical Work and a Critical Discourse Analysis  1 How It Worked: The Documentation  2 How It Worked: My Teacher Research Classroom Methods  3 An Example of a Narrative Lesson in Progress  4 Data Analysis Method  5 CDA Theoretical Tools  6 Conclusion 4 Language and Power: Emergent Themes  1 Theme of Writing for Meaning and Purpose  2 Theme of Building Community through Narrative Writing Pedagogy  3 Theme of Narrative Writing as a Tool for Healing  4 Language and Power; Language Empowers  5 Conclusions PART 2: Teacher Action Research 5 Teacher Action Research: Schools as Knowledge Democracies  1 TAR as a Research Paradigm  2 TAR as Knowledge Democracy 6 Using Teacher Action Research to Support Narrative as Writing Pedagogy  1 Funds of Knowledge as Fodder for Narrative Writing Pedagogy  2 Pioneering Support for the Methodology  3 Studies Treating Teaching Writing through Teacher Research  4 Research Studies Employing Personal Narrative as a Source of Scholarly Writing  5 Conclusion PART 3: Teachers as Change Agents 7 Challenging the Practice of Testing and Grades as Proof of Good Teaching and Learning: Challenging Writing as Merely a Skill  1 Why Narrative as Writing Pedagogy?  2 A Critical Discourse Approach to Analyzing the Narratives  3 What Worked Well  4 Preservice Teachers Challenge the Pedagogy: Testing and Grades as Proof of Good Teaching and Learning  5 Preservice Teachers’ Thinking about Writing Begins to Change 8 Narrative to Promote “School” Writing while Writing for Meaning and Purpose  1 Incorporating Skill-Based Literacy Instruction and Narrative Genre in Pedagogy Based on Personal Stories: How It Worked  2 Language and Power  3 Conclusion 9 General Discussion and Conclusions: Changing the Dominant Literacy Pedagogy One Story at a Time  1 Open-Ended Planning  2 A Place of Transformation  3 Preservice Teachers Push back against Writing as Primary Literacy Pedagogy: The “What Do We Do about Grades?” Discourse  4 Places of Transformation from “What Do We Do about Grades,” to “How Can We Assess Students’ Writing along the Road to Learning to Write?”  5 Pushing back against Issues of Language and Power  6 Transformative Actions to Address Issues of Language and Power  7 The Tradition of Teaching/Not Teaching Writing in School  8 A Look at My Teacher Discourse and Discourse  9 In Conclusion Appendices Appendix 1: Johnson Elementary Charter School Demographics Appendix 2: Methods for Teaching Elementary Language Appendix 3: Reading Log Appendix 4: Lesson Plan 4-16-2014 Appendix 5: I Know What It’s Like… Appendix 6: I Know What It’s Like… Appendix 7: Class Poem #2 Appendix 8: Class Poem #3 Appendix 9: Questions on Unit 1 Reading, EDUC 453/553 February 12, 2014 Appendix 10: Journal Guidelines References

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Book SynopsisListen to the podcast! The world is on a track to true climate catastrophe, with unprecedented heat, floods, wildfires, and storms setting new records almost weekly. To avoid a climate disaster, we need rapid, transformative, and sustained action as well as a major shift in our thinking—a shift strong enough to make the climate crisis a center of our social, political, economic, personal, and educational life. Curriculum and Learning for Climate Action is one of the best scorecards in comparative education for keeping track of this drama as it unfolds, shedding light on the global climate crisis like no other education writing today. This book turns to our curricula, our education systems, and our communities for a response on how to effectively achieve Target 4.7 of the UN Sustainable Development Goals (SDGs), Universal Education for Sustainable Development (ESD), and Global Citizenship Education (GCED). The message from key stakeholders, including students, educators, and leaders of civil society, is driven home with passion and uncommon clarity: We can and must stave off the worst of climate change by building climate action into the world’s pandemic recovery.Table of ContentsForeword: Towards a Sustainable Future: Integrating Climate Change into Curriculum  Yao Ydo Foreword: Climate Action: Transformative Change to Build Forward Better  Jeffrey D. Sachs Notes on the Contributors Introduction: From Roadblocks to a Roadmap: Transformative Education Pathways to Radical Change in the Midst of Climate Breakdown  Christina Kwauk and Radhika Iyengar PART 1: Toward Education for Climate Action as the Priority 1 A Student Reflects on Her US Environmental Education  Alyssa Dougherty 2 Implementing a School-Wide Ban on Single-Use Plastic Cutlery in a New Jersey Elementary School: A Case Study on the Scope and Limitations of the Role of School Leadership in Incorporating Sustainable Development Practices into a School Agenda  Nidhi Thakur 3 A Whole Institution Approach to Climate Change Education: Preparing School Systems to Be Climate Proactive  Kristen Hargis, Marcia McKenzie, and Isabelle LeVert-Chiasson 4 Radical Transformation of Universities to Prepare the Next Generation of Climate Champions  Irena F. Creed, Meghna Ramaswamy, Matthew Wolsfeld, Stryker Calvez, Murray Fulton, Karsten Liber, Darcy Marciniuk, Jacqueline Ottman, Nancy Turner, Laura Zink, Erin Akins, Kevin Hudson, Jamie Bell, Autumn LaRose-Smith, and Jory McKay PART 2: Toward a More Radical Vision of Education for Climate Action 5 UNESCO’s Framework “ESD for 2030”: An Ambitious New Initiative for Massive Transformation  Alexander Leicht and Won Jung Byun 6 Climate Change as Quality Education: Global Citizenship Education as a Pathway to Meaningful Change  Ricardo Roemhild and William Gaudelli 7 The Elephant in the Room: Why Transformative Education Must Address the Problem of Endless Exponential Economic Growth  Chirag Dhara and Vandana Singh 8 Learning to Recycle Isn’t Enough: Youth-Led Climate Activism and Climate Change Education in the UK  Richa Sharma PART 3: Toward (E)quality in Education for Climate Action 9 Toward a Transdisciplinary, Justice-Centered Pedagogy of Climate Change  Vandana Singh 10 A Call for Transformative Learning in Southern Africa: Using Ubuntu Pedagogy to Inspire Sustainability Thinking and Climate Action  Yovita N. Gwekwerere and Overson Shumba 11 Ecology-Based Curriculum Design for Transformative Times: An Integrated, Context-Responsive Approach  Elisa A. Hartwig 12 Eco-Conscious Community Development in Non-Formal Education  Tara Stafford Ocansey and Emmanuel Nuetey Siakwa PART 4: Toward Greater Accountability in Education for Climate Action 13 Perspectives from a Young Voice on Making Schools and Individuals Agents of Change  Kiana Carlisle 14 The “Ecosystem” of Education, Engagement, and Environmental Action in Higher Education  Isabelle Seckler 15 A Path to a Green Future  Ishaan Bharadwaj PART 5: Toward Empowering Teachers as Agents of Climate Action 16 ESD in Malaysia: Challenges and Strategies  Pravindharan Balakrishnan 17 Educators’ Perspectives on Environmental Education in India: A Case Study in School and Informal Education Settings  Haein Shin and Srinivas Akula 18 Toward Education for Sustainable Development: Lessons from Asia and the Americas  Estefanía Pihen González 19 Empowerment, Resilience, and Stewardship as Learning Outcomes: Recalibrating Education to Nurture a New Generation of Climate Activists  William Bertolotti PART 6: Conclusion 20 Roadmap to Transformative Change and the Achievement of SDG 4.7  Radhika Iyengar and Christina Kwauk Index

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Book SynopsisListen to the podcast! The world is on a track to true climate catastrophe, with unprecedented heat, floods, wildfires, and storms setting new records almost weekly. To avoid a climate disaster, we need rapid, transformative, and sustained action as well as a major shift in our thinking—a shift strong enough to make the climate crisis a center of our social, political, economic, personal, and educational life. Curriculum and Learning for Climate Action is one of the best scorecards in comparative education for keeping track of this drama as it unfolds, shedding light on the global climate crisis like no other education writing today. This book turns to our curricula, our education systems, and our communities for a response on how to effectively achieve Target 4.7 of the UN Sustainable Development Goals (SDGs), Universal Education for Sustainable Development (ESD), and Global Citizenship Education (GCED). The message from key stakeholders, including students, educators, and leaders of civil society, is driven home with passion and uncommon clarity: We can and must stave off the worst of climate change by building climate action into the world’s pandemic recovery.Table of ContentsForeword: Towards a Sustainable Future: Integrating Climate Change into Curriculum  Yao Ydo Foreword: Climate Action: Transformative Change to Build Forward Better  Jeffrey D. Sachs Notes on the Contributors Introduction: From Roadblocks to a Roadmap: Transformative Education Pathways to Radical Change in the Midst of Climate Breakdown  Christina Kwauk and Radhika Iyengar PART 1: Toward Education for Climate Action as the Priority 1 A Student Reflects on Her US Environmental Education  Alyssa Dougherty 2 Implementing a School-Wide Ban on Single-Use Plastic Cutlery in a New Jersey Elementary School: A Case Study on the Scope and Limitations of the Role of School Leadership in Incorporating Sustainable Development Practices into a School Agenda  Nidhi Thakur 3 A Whole Institution Approach to Climate Change Education: Preparing School Systems to Be Climate Proactive  Kristen Hargis, Marcia McKenzie, and Isabelle LeVert-Chiasson 4 Radical Transformation of Universities to Prepare the Next Generation of Climate Champions  Irena F. Creed, Meghna Ramaswamy, Matthew Wolsfeld, Stryker Calvez, Murray Fulton, Karsten Liber, Darcy Marciniuk, Jacqueline Ottman, Nancy Turner, Laura Zink, Erin Akins, Kevin Hudson, Jamie Bell, Autumn LaRose-Smith, and Jory McKay PART 2: Toward a More Radical Vision of Education for Climate Action 5 UNESCO’s Framework “ESD for 2030”: An Ambitious New Initiative for Massive Transformation  Alexander Leicht and Won Jung Byun 6 Climate Change as Quality Education: Global Citizenship Education as a Pathway to Meaningful Change  Ricardo Roemhild and William Gaudelli 7 The Elephant in the Room: Why Transformative Education Must Address the Problem of Endless Exponential Economic Growth  Chirag Dhara and Vandana Singh 8 Learning to Recycle Isn’t Enough: Youth-Led Climate Activism and Climate Change Education in the UK  Richa Sharma PART 3: Toward (E)quality in Education for Climate Action 9 Toward a Transdisciplinary, Justice-Centered Pedagogy of Climate Change  Vandana Singh 10 A Call for Transformative Learning in Southern Africa: Using Ubuntu Pedagogy to Inspire Sustainability Thinking and Climate Action  Yovita N. Gwekwerere and Overson Shumba 11 Ecology-Based Curriculum Design for Transformative Times: An Integrated, Context-Responsive Approach  Elisa A. Hartwig 12 Eco-Conscious Community Development in Non-Formal Education  Tara Stafford Ocansey and Emmanuel Nuetey Siakwa PART 4: Toward Greater Accountability in Education for Climate Action 13 Perspectives from a Young Voice on Making Schools and Individuals Agents of Change  Kiana Carlisle 14 The “Ecosystem” of Education, Engagement, and Environmental Action in Higher Education  Isabelle Seckler 15 A Path to a Green Future  Ishaan Bharadwaj PART 5: Toward Empowering Teachers as Agents of Climate Action 16 ESD in Malaysia: Challenges and Strategies  Pravindharan Balakrishnan 17 Educators’ Perspectives on Environmental Education in India: A Case Study in School and Informal Education Settings  Haein Shin and Srinivas Akula 18 Toward Education for Sustainable Development: Lessons from Asia and the Americas  Estefanía Pihen González 19 Empowerment, Resilience, and Stewardship as Learning Outcomes: Recalibrating Education to Nurture a New Generation of Climate Activists  William Bertolotti PART 6: Conclusion 20 Roadmap to Transformative Change and the Achievement of SDG 4.7  Radhika Iyengar and Christina Kwauk Index

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Book SynopsisThese essays draw on recent and versatile work by museum staff, science educators, and teachers, showing what can be done with historical scientific instruments or replicas. Varied audiences - with members just like you - can be made aware of exciting aspects of history, observation, problem-solving, restoration, and scientific understanding, by the projects outlined here by professional practitioners. These interdisciplinary case studies, ranging from the cinematic to the hands-on, show how inspiration concerning science and the past can give intellectual pleasure as well as authentic learning to new participants, who might include people like you: students, teachers, curators, and the interested and engaged public. Contributors are Dominique Bernard, Paolo Brenni, Roland Carchon, Elizabeth Cavicchi, Stéphane Fischer, Peter Heering, J.W. Huisman, Françoise Khantine-Langlois, Alistair M. Kwan, Janet Laidla, Pierre Lauginie, Panagiotis Lazos, Pietro Milici, Flora Paparou, Frédérique Plantevin, Julie Priser, Alfonso San-Miguel, Danny Segers, Constantine (Kostas) Skordoulis, Trienke M. van der Spek, Constantina Stefanidou, and Giorgio Strano.    Table of ContentsList of Figures Contributors Foreword Introduction: Using Historical Scientific Instruments in Contemporary Education – Experiences and Perspectives   Elizabeth Cavicchi and Peter Heering 1. Reading Instruments for Historical Scientific Practice: An Experiential Pedagogy for Material Culture   Alistair Kwan 2. Filming Nineteenth Century Physics Demonstrations with Historical Instruments   Paolo Brenni 3. Making It about the Objects: A Reboot of a History of Science Course   Janet Laidla 4. Using Original Instruments from a Museum Collection in Demonstrations   Jan Waling Huisman 5. The Collections of Scientific Instruments of the Faculty of Sciences of Rennes: A Tool for School Education and for the Training of Students and Teachers   Julie Priser and Dominique Bernard 6. The Collection of Scientific Instruments from the Maraslean Teaching Center and Experimental Science Education: Then and Now   Panagiotis Lazos, Constantina Stefanidou and Constantine Skordoulis 7. Examples of the Use in Education of Historical Physics Instruments at Secondary School and University Level in France supported by ASEISTE   Françoise Khantine-Langlois, Alfonso San-Miguel and Pierre Lauginie 8. The Use of the Museum Collection for Educational Purposes   Roland Carchon and Danny Segers 9. Historical Scientific Instruments in Exploratory Teaching and Learning   Elizabeth Cavicchi 10. “What Is Happening in the Lab?” Transforming the School Laboratory into a Contextual Science Teaching Environment   Flora Paparou 11. Historical Instruments, Education, and Do-It-Yourself in the Cabinet of Curiosity of Brest, France: University Experiences in Mathematics   Frédérique Plantevin and Pietro Milici 12. Educational Experiences in Re-Enacting Historical Experimental Procedures   Peter Heering > 13. The Lorentz Lab: Reviving the Scientific History of Teylers Museum with Working Replicas   Trienke M. van der Spek 14. The Fall of Bodies According to Galileo: A Free Adaptation from the Geneva Museum of the History of Science   Stéphane Fischer Index

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Book SynopsisOver the past 50 years the Department of Science Teaching at the Weizmann Institute of Science in Israel was actively involved in all the components related to curriculum development, implementation, and research in science, mathematics, and computer science education: both learning and teaching. These initiatives are well designed and effective examples of long-term developmental and comprehensive models of reforms in the way science and mathematics are learned and taught. The 16 chapters of the book are divided into two key parts. The first part is on curriculum development in the sciences and mathematics. The second describes the implementation of these areas and its related professional development. Following these chapters, two commentaries are written by two imminent researchers in science and mathematics teaching and learning: Professor Alan Schonfeld from UC Berkeley, USA, and Professor Ilka Parchman from IPN at the University of Kiel, Germany. The book as a whole, as well as its individual chapters, are intended for a wide audience of curriculum developers, teacher educators, researchers on learning and teaching of science and mathematics and policy makers at the university level interested in advancing models of academic departments working under a common philosophy, yet under full academic freedom. Contributors are: Abraham Arcavi, Michal Armoni, Ron Blonder, Miriam Carmeli, Jason Cooper, Rachel Rosanne Eidelman, Ruhama Even, Bat-Sheva Eylon, Alex Friedlander, Nurit Hadas, Rina Hershkowitz, Avi Hofstein, Ronnie Karsenty, Boris Koichu, Dorothy Langley, Ohad Levkovich, Smadar Levy, Rachel Mamlok-Naaman, Nir Orion, Zahava Scherz, Alan Schoenfeld, Yael Shwartz, Michal Tabach, Anat Yarden and Edit Yerushalmi.Trade Review“The Department of Science Teaching is one of the longest and, one could argue, boldest enterprise at the Weizmann Institute of Science in Israel. Deeply embedded within a globally leading hub of exact and life sciences research and, at the same time, tightly connected with educators and teachers, the Department is a rare case of scientific rigor tested continuously on the classroom floor. This unique combination has led to the insights generously revealed in this book, summarizing what has been learnt in over 50 years of ever-evolving research efforts and innovations at the leading science education research center of the Start-up Nation.” – Ron Milo, Dean of Education, Weizmann Institute of Science

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Book SynopsisOver the past 50 years the Department of Science Teaching at the Weizmann Institute of Science in Israel was actively involved in all the components related to curriculum development, implementation, and research in science, mathematics, and computer science education: both learning and teaching. These initiatives are well designed and effective examples of long-term developmental and comprehensive models of reforms in the way science and mathematics are learned and taught. The 16 chapters of the book are divided into two key parts. The first part is on curriculum development in the sciences and mathematics. The second describes the implementation of these areas and its related professional development. Following these chapters, two commentaries are written by two imminent researchers in science and mathematics teaching and learning: Professor Alan Schonfeld from UC Berkeley, USA, and Professor Ilka Parchman from IPN at the University of Kiel, Germany. The book as a whole, as well as its individual chapters, are intended for a wide audience of curriculum developers, teacher educators, researchers on learning and teaching of science and mathematics and policy makers at the university level interested in advancing models of academic departments working under a common philosophy, yet under full academic freedom. Contributors are: Abraham Arcavi, Michal Armoni, Ron Blonder, Miriam Carmeli, Jason Cooper, Rachel Rosanne Eidelman, Ruhama Even, Bat-Sheva Eylon, Alex Friedlander, Nurit Hadas, Rina Hershkowitz, Avi Hofstein, Ronnie Karsenty, Boris Koichu, Dorothy Langley, Ohad Levkovich, Smadar Levy, Rachel Mamlok-Naaman, Nir Orion, Zahava Scherz, Alan Schoenfeld, Yael Shwartz, Michal Tabach, Anat Yarden and Edit Yerushalmi.Trade Review“The Department of Science Teaching is one of the longest and, one could argue, boldest enterprise at the Weizmann Institute of Science in Israel. Deeply embedded within a globally leading hub of exact and life sciences research and, at the same time, tightly connected with educators and teachers, the Department is a rare case of scientific rigor tested continuously on the classroom floor. This unique combination has led to the insights generously revealed in this book, summarizing what has been learnt in over 50 years of ever-evolving research efforts and innovations at the leading science education research center of the Start-up Nation.” – Ron Milo, Dean of Education, Weizmann Institute of Science

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Book Synopsis

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Book Synopsis

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Book SynopsisThis book supports the formal education of all Indigenous children who live in different circumstances in different countries. It takes Indigenous philosophy as its starting point, while recognising that in many colonial and post-colonial circumstances, Indigenous knowledge, culture and language may not be valued. For this reason, Indigenous and non-Indigenous theorists and authors are included to demonstrate the recognised links between Indigenous and non-Indigenous understandings and practices of culture, knowledge and learning and therefore common approaches to formal education. Chapters are arranged in an integrated fashion to discuss contextual issues regarding global political and economic influences and the notion of what it means to participate fully in society.Trade Review"Overall, this book is a challenge to many of the normative assumptions about curriculum, pedagogy and identity that frequently sideline, marginalise and ‘other’ Indigenous peoples. This is a book that will be of value to any teacher who cares about making a difference and wants to see what other people have achieved. (…) There are clear lessons for those working in the field of ‘Indigenous education in the modern world’ but there are also lessons to support ‘education, knowledge and liberation for all citizens of the world’." - Meg Maguire, in: Journal of Education Policy, 2021Table of ContentsPreface Acknowledgements List of Figures and Tables About the Authors Terminology 1 Global Trends and the Struggle for Indigeneity  1 What It Means to Be Indigenous  2 Decolonising Education and Knowledge  3 Identity within Neoliberalism  4 Living between Worlds  5 Sovereignty and Self-Determination  6 Prospects for Indigenisation  7 Diversity and Harmony in Our Time  8 Uluru Statement from the Heart  9 Excursus 1: Sand and Sky 2 Case Study: Worawa Aboriginal College  1 Living and Learning Together  2 Commitment to Education, Culture, Language and Wellbeing  3 Community-Based Expansion of Student Leadership Development Opportunities  4 Culture Curriculum, Contemporary and Traditional  5 Curriculum, a Holistic Experience  6 Bringing Peoples and Ideas Together  7 Indigenous Knowledge as Cultural Practice  8 Knowledge Exemplars – Two-way Inquiry Learning  9 Excursus 2: Indigenous Science, or Not 3 Experience through the Arts  1 Picasso and Namatjira  2 School Education and the Arts  3 Praxis Philosophy of Arts  4 Excursus 3: Tower Hill 4 Redefining School Mathematics as Philosophy of Practice  1 Indigenous Approaches to School Mathematics  2 Ethnomathematics, a Cultural View of Mathematics  3 Wittgenstein and the Foundations of Mathematics  4 Excursus 4: Rock Pools 5 Language Connections with the World  1 Formations of Society, Language, Thought  2 Perspective of Indigenous Language  3 Language of Visual Thought and Expression  4 Reflective Interlude  5 Excursus 5: A Process of Eyes Opened Wide 6 Education as Philosophy of Pragmatism and Practice  1 Coming to Practice  2 Background to Pragmatism and Pragmatists  3 Practice, Praxis and Signature Pedagogies  4 Discursive Curriculum  5 Excursus 6: Meaning in Engines 7 Citizen Education  1 Education as Philosophy of Practice  2 Assessment, the ‘Hard Question’ of Education  3 Citizen Knowledge, Truth and Freedom  4 Excursus 7: International Friendship 8 The Invincible Spirit, Defining the Future References Index

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Book SynopsisThis book supports the formal education of all Indigenous children who live in different circumstances in different countries. It takes Indigenous philosophy as its starting point, while recognising that in many colonial and post-colonial circumstances, Indigenous knowledge, culture and language may not be valued. For this reason, Indigenous and non-Indigenous theorists and authors are included to demonstrate the recognised links between Indigenous and non-Indigenous understandings and practices of culture, knowledge and learning and therefore common approaches to formal education. Chapters are arranged in an integrated fashion to discuss contextual issues regarding global political and economic influences and the notion of what it means to participate fully in society.Trade Review"Overall, this book is a challenge to many of the normative assumptions about curriculum, pedagogy and identity that frequently sideline, marginalise and ‘other’ Indigenous peoples. This is a book that will be of value to any teacher who cares about making a difference and wants to see what other people have achieved. (…) There are clear lessons for those working in the field of ‘Indigenous education in the modern world’ but there are also lessons to support ‘education, knowledge and liberation for all citizens of the world’." - Meg Maguire, in: Journal of Education Policy, 2021Table of ContentsPreface Acknowledgements List of Figures and Tables About the Authors Terminology 1 Global Trends and the Struggle for Indigeneity  1 What It Means to Be Indigenous  2 Decolonising Education and Knowledge  3 Identity within Neoliberalism  4 Living between Worlds  5 Sovereignty and Self-Determination  6 Prospects for Indigenisation  7 Diversity and Harmony in Our Time  8 Uluru Statement from the Heart  9 Excursus 1: Sand and Sky 2 Case Study: Worawa Aboriginal College  1 Living and Learning Together  2 Commitment to Education, Culture, Language and Wellbeing  3 Community-Based Expansion of Student Leadership Development Opportunities  4 Culture Curriculum, Contemporary and Traditional  5 Curriculum, a Holistic Experience  6 Bringing Peoples and Ideas Together  7 Indigenous Knowledge as Cultural Practice  8 Knowledge Exemplars – Two-way Inquiry Learning  9 Excursus 2: Indigenous Science, or Not 3 Experience through the Arts  1 Picasso and Namatjira  2 School Education and the Arts  3 Praxis Philosophy of Arts  4 Excursus 3: Tower Hill 4 Redefining School Mathematics as Philosophy of Practice  1 Indigenous Approaches to School Mathematics  2 Ethnomathematics, a Cultural View of Mathematics  3 Wittgenstein and the Foundations of Mathematics  4 Excursus 4: Rock Pools 5 Language Connections with the World  1 Formations of Society, Language, Thought  2 Perspective of Indigenous Language  3 Language of Visual Thought and Expression  4 Reflective Interlude  5 Excursus 5: A Process of Eyes Opened Wide 6 Education as Philosophy of Pragmatism and Practice  1 Coming to Practice  2 Background to Pragmatism and Pragmatists  3 Practice, Praxis and Signature Pedagogies  4 Discursive Curriculum  5 Excursus 6: Meaning in Engines 7 Citizen Education  1 Education as Philosophy of Practice  2 Assessment, the ‘Hard Question’ of Education  3 Citizen Knowledge, Truth and Freedom  4 Excursus 7: International Friendship 8 The Invincible Spirit, Defining the Future References Index

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Book SynopsisThe Mediterranean has once again come into its own in global geo-politics, attracting international interest that goes well beyond the typical stereotypes propagated by the tourist industry. Popular movements clamouring for democracy, conflict zones that have a spill-over effect well beyond the region, efforts to engage with globalisation on its own terms—one and all play out in various sectors of society, education included. Educational Scholarship across the Mediterranean: A Celebratory Retrospective brings together in one volume a selection of the best articles that have appeared in the Mediterranean Journal of Educational Studies, whose first issue was published in 1996. Each chapter highlights challenges faced by education systems across the region, seen from the perspective of leading scholars who draw on original empirical data, a broad spectrum of theoretical frameworks, and personal experience to reflect on education-related topics. Among these we find critical considerations of the role of the economy, demography, gender, social stratification, religion, politics, culture and language in shaping educational systems and practices. Much has been achieved in the countries bordering on the Mediterranean over the past 25 years—and yet, a consideration of the continuities as much as of the ruptures is instructive, showing how education remains both a transformative and reproductive force in communities.Table of ContentsPreface: Back to the Future and the Politics of Hope List of Figures and Tables Notes on Contributors PART 1: Regional Focus 1 Socialisation, Learning and Basic Education in Koranic Schools  Abdel-Jalil Akkari 2 Is There a Semiperipheral Type of Schooling? State, Social Movements and Education in Spain, 1970–1994  Xavier Bonal and Xavier Rambla 3 Toward an Innovative University in the South? Institutionalising Euro-Mediterranean Co-operation in Research, Technology and Higher Education  Jorma Kuitunen 4 The Permanence of Distinctiveness: Performances and Changing Schooling Governance in the Southern European Welfare States  Paolo Landri 5 Gramsci, the Southern Question and the Mediterranean  Peter Mayo 6 Dis/Integrated Orders and the Politics of Recognition: Civil Upheavals, Militarism, and Educators’ Lives and Work  André Elias Mazawi 7 The North African Educational Challenge: From Colonisation to the Current Alleged Islamist Threat  Pierre Vermeren PART 2: Country Focus 8 The Circulation of European Educational Theories and Practices: The Algerian Experience  Mohamed Miliani 9 State, Society, and Higher Education in Cyprus: A Study in Conflict and Compromise  Anthony A. Koyzis 10 Global Discourses and Educational Reform in Egypt: The Case of Active-Learning Pedagogies  Mark B. Ginsburg and Nagwa M. Megahed 11 Values in Teaching and Teaching Values: A Review of Theory and Research, Including the Case of Greece  Evangelia Frydaki 12 Peace Education in Israel: Encounter and Dialogue  Dov Darom 13 The Birth of ‘Citizenship and Constitution’ in Italian Schools: A New Wall of Competences or Transition to Intercultural Education?  Sandra Chistolini 14 Private and Privatised Higher Educational Institutions in Jordan  Muhammad Raji Zughoul 15 The Implications of Lebanese Cultural Complexities for Education  Linda Akl 16 The Maltese Bilingual Classroom: A Microcosm of Local Society  Antoinette Camilleri Grima 17 Multiculturalism, Citizenship, and Education in Morocco  Moha Ennaji 18 Conflict and Democracy Education in Palestine  Maher Z. Hashweh 19 Navigating Religious Boundaries at School: From Legitimate to Specious Religious Questions  Maria Esther Fernández Mostaza, Gloria García-Romeral and Clara Fons I Duocastella 20 Human Rights Education: A Comparison of Mother Tongue Textbooks in Turkey and France  Canan Aslan and Yasemin Karaman-Kepenekci

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Book SynopsisThe Mediterranean has once again come into its own in global geo-politics, attracting international interest that goes well beyond the typical stereotypes propagated by the tourist industry. Popular movements clamouring for democracy, conflict zones that have a spill-over effect well beyond the region, efforts to engage with globalisation on its own terms—one and all play out in various sectors of society, education included. Educational Scholarship across the Mediterranean: A Celebratory Retrospective brings together in one volume a selection of the best articles that have appeared in the Mediterranean Journal of Educational Studies, whose first issue was published in 1996. Each chapter highlights challenges faced by education systems across the region, seen from the perspective of leading scholars who draw on original empirical data, a broad spectrum of theoretical frameworks, and personal experience to reflect on education-related topics. Among these we find critical considerations of the role of the economy, demography, gender, social stratification, religion, politics, culture and language in shaping educational systems and practices. Much has been achieved in the countries bordering on the Mediterranean over the past 25 years—and yet, a consideration of the continuities as much as of the ruptures is instructive, showing how education remains both a transformative and reproductive force in communities.Table of ContentsPreface: Back to the Future and the Politics of Hope List of Figures and Tables Notes on Contributors PART 1: Regional Focus 1 Socialisation, Learning and Basic Education in Koranic Schools  Abdel-Jalil Akkari 2 Is There a Semiperipheral Type of Schooling? State, Social Movements and Education in Spain, 1970–1994  Xavier Bonal and Xavier Rambla 3 Toward an Innovative University in the South? Institutionalising Euro-Mediterranean Co-operation in Research, Technology and Higher Education  Jorma Kuitunen 4 The Permanence of Distinctiveness: Performances and Changing Schooling Governance in the Southern European Welfare States  Paolo Landri 5 Gramsci, the Southern Question and the Mediterranean  Peter Mayo 6 Dis/Integrated Orders and the Politics of Recognition: Civil Upheavals, Militarism, and Educators’ Lives and Work  André Elias Mazawi 7 The North African Educational Challenge: From Colonisation to the Current Alleged Islamist Threat  Pierre Vermeren PART 2: Country Focus 8 The Circulation of European Educational Theories and Practices: The Algerian Experience  Mohamed Miliani 9 State, Society, and Higher Education in Cyprus: A Study in Conflict and Compromise  Anthony A. Koyzis 10 Global Discourses and Educational Reform in Egypt: The Case of Active-Learning Pedagogies  Mark B. Ginsburg and Nagwa M. Megahed 11 Values in Teaching and Teaching Values: A Review of Theory and Research, Including the Case of Greece  Evangelia Frydaki 12 Peace Education in Israel: Encounter and Dialogue  Dov Darom 13 The Birth of ‘Citizenship and Constitution’ in Italian Schools: A New Wall of Competences or Transition to Intercultural Education?  Sandra Chistolini 14 Private and Privatised Higher Educational Institutions in Jordan  Muhammad Raji Zughoul 15 The Implications of Lebanese Cultural Complexities for Education  Linda Akl 16 The Maltese Bilingual Classroom: A Microcosm of Local Society  Antoinette Camilleri Grima 17 Multiculturalism, Citizenship, and Education in Morocco  Moha Ennaji 18 Conflict and Democracy Education in Palestine  Maher Z. Hashweh 19 Navigating Religious Boundaries at School: From Legitimate to Specious Religious Questions  Maria Esther Fernández Mostaza, Gloria García-Romeral and Clara Fons I Duocastella 20 Human Rights Education: A Comparison of Mother Tongue Textbooks in Turkey and France  Canan Aslan and Yasemin Karaman-Kepenekci

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Book SynopsisThis edited volume offers an updated picture and state-of-the-art regarding the challenges faced by universities all over the world derived from the COVID-19 pandemic and discusses the strategies designed and put in play by the universities to move forward in times of confinement and prospects of new modes of functioning in the aftermath of this exceptional global situation.Table of ContentsForeword  Allan Pitman List of Figures and Tables Notes on Contributors Introduction: Pandemic, Disruption and Adjustment in Higher Education  Susana Gonçalves and Suzanne Majhanovich PART 1: New Modes of Teaching 2 Ramifications of COVID-19 for Higher Education Systems and Institutions  Pete Leihy, Brigid Freeman, Ian Teo and Dong Kwang Kim 3 Transformation of Universities during the COVID-19 Pandemic: Digitalization, New Formats, “Re-education of Educators”  Vadim Kozlov, Elena Levina and Tatiana Tregubova 4 Thoughts on Higher Education for Sustainable Development (HESD) amid the Pandemic  Weimin Delcroix-Tang 5 Digitalization of Higher Education in Turkey and COVID-19  Nilüfer Pembecioğlu 6 Switching to Online Teaching within a Teacher Training Programme during the COVID-19 Pandemic  Dana Crăciun and Monica Oprescu 7 The Pandemic and the End of the Lecture  Pete Woodcock 8 Facing Adversity at the University: A Case Study to Reflect on Pedagogical Challenges in Times of Pandemic Risk  Aurora Ricci and Elena Luppi PART 2: Teaching from Home: Teachers’ Wellbeing 9 ‘Overall It Was OK’: COVID-19 and the Wellbeing of University Teachers  Susan Beltman, Rachel Sheffield and Tina Hascher 10 Rethinking Academic Teaching at and beyond the Pandemic  Marta Ilardo and Morena Cuconato 11 Higher Education Academics’ Perspectives: Working from Home during COVID-19  Rashmi Watson, Upasana Singh and Chenicheri Sid Nair 12 Reconnecting Teaching Discourse in Higher Education: Establishing and Remodeling Interfaces  Beatrix Kreß 13 Afterword  Suzanne Majhanovich and Allan Pitman Index

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Book SynopsisThis edited volume offers an updated picture and state-of-the-art regarding the challenges faced by universities all over the world derived from the COVID-19 pandemic and discusses the strategies designed and put in play by the universities to move forward in times of confinement and prospects of new modes of functioning in the aftermath of this exceptional global situation.Table of ContentsForeword  Allan Pitman List of Figures and Tables Notes on Contributors Introduction: Pandemic, Disruption and Adjustment in Higher Education  Susana Gonçalves and Suzanne Majhanovich PART 1: New Modes of Teaching 2 Ramifications of COVID-19 for Higher Education Systems and Institutions  Pete Leihy, Brigid Freeman, Ian Teo and Dong Kwang Kim 3 Transformation of Universities during the COVID-19 Pandemic: Digitalization, New Formats, “Re-education of Educators”  Vadim Kozlov, Elena Levina and Tatiana Tregubova 4 Thoughts on Higher Education for Sustainable Development (HESD) amid the Pandemic  Weimin Delcroix-Tang 5 Digitalization of Higher Education in Turkey and COVID-19  Nilüfer Pembecioğlu 6 Switching to Online Teaching within a Teacher Training Programme during the COVID-19 Pandemic  Dana Crăciun and Monica Oprescu 7 The Pandemic and the End of the Lecture  Pete Woodcock 8 Facing Adversity at the University: A Case Study to Reflect on Pedagogical Challenges in Times of Pandemic Risk  Aurora Ricci and Elena Luppi PART 2: Teaching from Home: Teachers’ Wellbeing 9 ‘Overall It Was OK’: COVID-19 and the Wellbeing of University Teachers  Susan Beltman, Rachel Sheffield and Tina Hascher 10 Rethinking Academic Teaching at and beyond the Pandemic  Marta Ilardo and Morena Cuconato 11 Higher Education Academics’ Perspectives: Working from Home during COVID-19  Rashmi Watson, Upasana Singh and Chenicheri Sid Nair 12 Reconnecting Teaching Discourse in Higher Education: Establishing and Remodeling Interfaces  Beatrix Kreß 13 Afterword  Suzanne Majhanovich and Allan Pitman Index

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Book SynopsisEducational equity, inclusion, belonging, and justice are widely considered to be the most important civil rights challenge of the 21st century. Many HBCUs began in the 1800s as institutions to prepare Black teachers to teach in segregated America. Although their focus has expanded since their critical beginnings, HBCUs remain significant producers of African American teachers. Today, as the United States grapples with educational disparities, lack of diversity among education professionals, systemic racism, and the recent politically-inspired assaults on Critical Race Theory, we need HBCU leadership in pre-kindergarten through 12th grade education more than ever. Black College Leadership in PK–12 Education amplifies the research and perspectives of HBCU leaders, including four HBCU education deans, on how HBCUs help school districts optimize education for Black preschool, elementary and secondary students. Specific topics include HBCU teacher preparation, building HBCU and PK–12 partnerships, culturally responsive teaching, inclusive assessment practices, and HBCU leadership in STEM education. This book is ideal for school teachers and administrators who want to use HBCUs as a resource to improve education, as well as HBCU leaders who want to work more effectively with local school districts.Trade Review“Starring as Ron Johnson in the hit sitcom A Different World reinforced my love for HBCUs. After reading Black College Leadership in PK–12 Education, I’m convinced that HBCUs hold the key to improving diversity, equity, inclusion, belonging and justice in PK–12 education, and beyond. This book is a must read for every HBCU, every school district, and every person who cares about education in the United States.” – Darryl M. Bell, producer, actor, public speaker and HBCU advocateTable of ContentsList of Figures and Tables Notes on Contributors 1 Strategic Priorities for Historically Black Colleges and Universities with Teacher Preparation Programs  Ivory A. Toldson, Denise Person, and Nyla Rogers 2 Building Meaningful HBCU and K–20 Partnerships beyond the Ivory Tower  Allyson Watson 3 How Black Colleges Can Recruit, Prepare, and Support Black Male Teachers  Verjanis Peoples and Ivory A. Toldson 4 The Efficacy of Assessment Measures Used for Admission and Certification and Differential Impact on People of Color  Ivan W. Banks 5 Culturally Relevant Pedagogy: Decolonizing the Curriculum and Promoting Educational Equity  Anthony A. Pittman, Dywanna Smith, Delphia Smith and Kelly Demeturia 6 HBCUs as a Pathway to Becoming a Scientist: Institutional Characteristics of HBCUs That Are among the Top Baccalaureate Origins of Black Doctorate Recipients in STEM  Ivory A. Toldson, Mercy Mugo, Jennifer Hudson, Mahlet Megra and Cynthia Overton

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Book SynopsisEducational equity, inclusion, belonging, and justice are widely considered to be the most important civil rights challenge of the 21st century. Many HBCUs began in the 1800s as institutions to prepare Black teachers to teach in segregated America. Although their focus has expanded since their critical beginnings, HBCUs remain significant producers of African American teachers. Today, as the United States grapples with educational disparities, lack of diversity among education professionals, systemic racism, and the recent politically-inspired assaults on Critical Race Theory, we need HBCU leadership in pre-kindergarten through 12th grade education more than ever. Black College Leadership in PK–12 Education amplifies the research and perspectives of HBCU leaders, including four HBCU education deans, on how HBCUs help school districts optimize education for Black preschool, elementary and secondary students. Specific topics include HBCU teacher preparation, building HBCU and PK–12 partnerships, culturally responsive teaching, inclusive assessment practices, and HBCU leadership in STEM education. This book is ideal for school teachers and administrators who want to use HBCUs as a resource to improve education, as well as HBCU leaders who want to work more effectively with local school districts.Trade Review“Starring as Ron Johnson in the hit sitcom A Different World reinforced my love for HBCUs. After reading Black College Leadership in PK–12 Education, I’m convinced that HBCUs hold the key to improving diversity, equity, inclusion, belonging and justice in PK–12 education, and beyond. This book is a must read for every HBCU, every school district, and every person who cares about education in the United States.” – Darryl M. Bell, producer, actor, public speaker and HBCU advocateTable of ContentsList of Figures and Tables Notes on Contributors 1 Strategic Priorities for Historically Black Colleges and Universities with Teacher Preparation Programs  Ivory A. Toldson, Denise Person, and Nyla Rogers 2 Building Meaningful HBCU and K–20 Partnerships beyond the Ivory Tower  Allyson Watson 3 How Black Colleges Can Recruit, Prepare, and Support Black Male Teachers  Verjanis Peoples and Ivory A. Toldson 4 The Efficacy of Assessment Measures Used for Admission and Certification and Differential Impact on People of Color  Ivan W. Banks 5 Culturally Relevant Pedagogy: Decolonizing the Curriculum and Promoting Educational Equity  Anthony A. Pittman, Dywanna Smith, Delphia Smith and Kelly Demeturia 6 HBCUs as a Pathway to Becoming a Scientist: Institutional Characteristics of HBCUs That Are among the Top Baccalaureate Origins of Black Doctorate Recipients in STEM  Ivory A. Toldson, Mercy Mugo, Jennifer Hudson, Mahlet Megra and Cynthia Overton

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Book SynopsisThe COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hölzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, René Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O’Hara, Matt O’Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Täger, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Transformation Fast and Slow: Digitalisation, Quality and Trust in Higher Education  Bruno Broucker, Rosalind Pritchard, Clare Milsom and René Krempkow PART 1: Digitalisation 1 COVID-19: Challenges of the Virtual Classroom: Satisfaction, Motivation and Burnout in Online Teaching  Caterina Fox and Anne-Kristin Langner 2 Digital Competences of Students: How They Are Assessed and What They Can Contribute to Study Success  René Krempkow and Pascale Stephanie Petri 3 Digital Transformation in Higher Education Learning and Teaching: The Quality Digital Literacy We Need  Theodor Leiber 4 Challenges on the Digitalisation of the Universities in the European Higher Education Area: The Case of Germany  Uwe Cantner, Helge Dauchert, Katharina Hölzle and Christopher Stolz PART 2: Quality 5 ‘Positive Mind Monitor’: The Development of a Mental Compass to Enhance Student Wellbeing by Using Data-Feedback  Jessica Nooij, Lieke van Berlo and Lotte van Dijk 6 An Evidence-Based Framework for Transforming Higher Education Programs and Processes  Victor M. H. Borden and Seonmi Jin 7 Professional Development; Creating an Arena for Pedagogical Reflections among Academic Staff: A Hermeneutic Phenomenological Study among Learning Teachers at Nord University, Norway  Elisabeth Suzen, Oddlaug Lindgaard and Gunnar Grepperud 8 Performance Agreements in Denmark, Ontario and the Netherlands  Ben Jongbloed and Harry de Boer 9 Helping Students in the COVID Crisis: Drawing Conclusions Utilising Business Intelligence Data as a Quality Management Tool  Sara-I. Taeger, Stephanie Albrecht, Daniel Thiemann and Tilo Wendler PART 3: Trust 10 Trust during an Era of COVID-19: An Analysis of British Higher Education  Rosalind Pritchard 11 Innovative Higher Education Institution or Innovator in the Higher Education Institution? An Analysis of the Influence and Interplay of Frame Conditions and the Person-Specific Innovative Ability  Cindy Konen 12 Community-Based Professional Development of Higher Education Teachers in Times of Transformation  Silke Masson and Tamara Zajontz 13 Rethinking Quality and Excellence in Teaching and Learning in Higher Education  Matt O’Leary, Tony Armstrong, Victoria Birmingham, Amanda French, Alex Kendall, Mark O’Hara and Katy Vigurs

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Book SynopsisThe COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hölzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, René Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O’Hara, Matt O’Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Täger, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Transformation Fast and Slow: Digitalisation, Quality and Trust in Higher Education  Bruno Broucker, Rosalind Pritchard, Clare Milsom and René Krempkow PART 1: Digitalisation 1 COVID-19: Challenges of the Virtual Classroom: Satisfaction, Motivation and Burnout in Online Teaching  Caterina Fox and Anne-Kristin Langner 2 Digital Competences of Students: How They Are Assessed and What They Can Contribute to Study Success  René Krempkow and Pascale Stephanie Petri 3 Digital Transformation in Higher Education Learning and Teaching: The Quality Digital Literacy We Need  Theodor Leiber 4 Challenges on the Digitalisation of the Universities in the European Higher Education Area: The Case of Germany  Uwe Cantner, Helge Dauchert, Katharina Hölzle and Christopher Stolz PART 2: Quality 5 ‘Positive Mind Monitor’: The Development of a Mental Compass to Enhance Student Wellbeing by Using Data-Feedback  Jessica Nooij, Lieke van Berlo and Lotte van Dijk 6 An Evidence-Based Framework for Transforming Higher Education Programs and Processes  Victor M. H. Borden and Seonmi Jin 7 Professional Development; Creating an Arena for Pedagogical Reflections among Academic Staff: A Hermeneutic Phenomenological Study among Learning Teachers at Nord University, Norway  Elisabeth Suzen, Oddlaug Lindgaard and Gunnar Grepperud 8 Performance Agreements in Denmark, Ontario and the Netherlands  Ben Jongbloed and Harry de Boer 9 Helping Students in the COVID Crisis: Drawing Conclusions Utilising Business Intelligence Data as a Quality Management Tool  Sara-I. Taeger, Stephanie Albrecht, Daniel Thiemann and Tilo Wendler PART 3: Trust 10 Trust during an Era of COVID-19: An Analysis of British Higher Education  Rosalind Pritchard 11 Innovative Higher Education Institution or Innovator in the Higher Education Institution? An Analysis of the Influence and Interplay of Frame Conditions and the Person-Specific Innovative Ability  Cindy Konen 12 Community-Based Professional Development of Higher Education Teachers in Times of Transformation  Silke Masson and Tamara Zajontz 13 Rethinking Quality and Excellence in Teaching and Learning in Higher Education  Matt O’Leary, Tony Armstrong, Victoria Birmingham, Amanda French, Alex Kendall, Mark O’Hara and Katy Vigurs

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Book SynopsisInternational organizations play an important role in the development of education around the world. Some have a direct impact on the rights of children and parents in education, while others have an indirect impact by addressing such issues as health, welfare or finance. Prominent among the most influential international organizations are the members of the United Nations family of agencies, although regional development banks and trade union organisations also play important roles. And no mention of international organizations would be complete without reference to the PISA programme of the OECD, although the OECD does much more in the field of education. The Role of International Organizations in Education provides an introductory background to the operation of organisations that have had a direct and lasting impact on the implementation of educational policy in an international context. The accounts provided give researchers and practitioners to the field an initial account of the organizations, their development over the last seven decades, and their changing influence on the practice of education. By including voices from countries on the receiving end of international policies, the volume also introduces some of the debates that pervade in the field of international education.Table of ContentsList of Tables Notes on Contributors 1 International Organizations and Education  David A. Turner, Hüseyin Yolcu and Selda Polat Hüsrevşahi 2 United Nations International Children’s Emergency Fund and Its Effect on Education Equality  Birgül Ulutaş 3 International Monetary Fund and Its Effects on Education  Gülay Aslan 4 The Role of World Health Organization in Education  Selda Polat Hüsrevşahi 5 The Role of Multilateral Development Banks in Education  Hüseyin Yolcu 6 Women’s Rights, Gender Equality and Women’s Education in the Context of the United Nations  Dilşat Peker Ünal 7 Education Policies of International Education Unions  Hümeyra Toğan and Mehmet Toğan 8 The Organization for Economic Cooperation and Development and Education  Aynsley Kellow and Peter Carroll 9 The World Trade Organization and the Entrepreneurial University: The Global Competition for Students  Allan Pitman Index

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Book SynopsisThe events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Accelerating the Future of Higher Education  Bruno Broucker, Clare Milsom, James Calleja and Mark O’Hara 1 The Influence of Cognitive Abilities When Evaluating Information within an Information Problem Online  Alice Laufer and Christian Schemer 2 Higher Education Governance in Austria: A Comparative Analysis on Academics’ Perception of Institutional Governance and Management Practices at Public Universities and University Colleges of Teacher Education  Florian Reisky, Corinna Geppert and Attila Pausits 3 Engaging Students in Their Learning Journey: The Role of Social Integration in Higher Education  Pascale Stephanie Petri 4 A Mapping of Key Activity Areas for Development of Higher Education: Examples from Norwegian Centres for Excellence in Education  Torstein Nielsen Hole, Marit Ubbe and Ida Iselin Eriksson 5 To Innovate or Not to Innovate? Professors’ Motives and Withholding Reasons for Cooperative Innovations  Cindy Konen 6 Collaborative Policymaking: Bringing Together Evidence and Expertise in Policymaking towards Recommendations  Carmen Heidenwolf, Katharina Riesinger, Magdalena Fellner and Attila Pausits 7 Managerial Adjustments to Improve Strategic Alignment: The Case of a Chilean University  Mario Alarcón and Pablo Hormazábal Saavedra 8 What Competences We Need for HE Managers: Results from the German Mixed Methods Project KaWuM  Julia Rathke, René Krempkow and Kerstin Janson 9 Globalization of Higher Education: Short-Term Study Abroad Programs  Andrew S. Herridge, Lisa J. James and Hugo A. García 10 Lessons from the Student Learning Experience in the Pandemic Era: A South African University Perspective  Darlington Mutakwa and Denyse Webbstock 11 University Governance Reform in an Illiberal Democracy: Public Interest Trusts in Hungary  Gergely Kováts

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Book SynopsisThe events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Accelerating the Future of Higher Education  Bruno Broucker, Clare Milsom, James Calleja and Mark O’Hara 1 The Influence of Cognitive Abilities When Evaluating Information within an Information Problem Online  Alice Laufer and Christian Schemer 2 Higher Education Governance in Austria: A Comparative Analysis on Academics’ Perception of Institutional Governance and Management Practices at Public Universities and University Colleges of Teacher Education  Florian Reisky, Corinna Geppert and Attila Pausits 3 Engaging Students in Their Learning Journey: The Role of Social Integration in Higher Education  Pascale Stephanie Petri 4 A Mapping of Key Activity Areas for Development of Higher Education: Examples from Norwegian Centres for Excellence in Education  Torstein Nielsen Hole, Marit Ubbe and Ida Iselin Eriksson 5 To Innovate or Not to Innovate? Professors’ Motives and Withholding Reasons for Cooperative Innovations  Cindy Konen 6 Collaborative Policymaking: Bringing Together Evidence and Expertise in Policymaking towards Recommendations  Carmen Heidenwolf, Katharina Riesinger, Magdalena Fellner and Attila Pausits 7 Managerial Adjustments to Improve Strategic Alignment: The Case of a Chilean University  Mario Alarcón and Pablo Hormazábal Saavedra 8 What Competences We Need for HE Managers: Results from the German Mixed Methods Project KaWuM  Julia Rathke, René Krempkow and Kerstin Janson 9 Globalization of Higher Education: Short-Term Study Abroad Programs  Andrew S. Herridge, Lisa J. James and Hugo A. García 10 Lessons from the Student Learning Experience in the Pandemic Era: A South African University Perspective  Darlington Mutakwa and Denyse Webbstock 11 University Governance Reform in an Illiberal Democracy: Public Interest Trusts in Hungary  Gergely Kováts

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

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

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Book SynopsisKauwen, slikken en gezonde voeding.- Slikstoornissen en ziektegerelateerde ondervoeding.- Diagnostiek van slikstoornissen en voedingsproblemen.- Behandeling van kauw- en slikstoornissen.- Voeding bij kauw- en slikstoornissen.- Mondverzorging bij kauw- en slikstoornissen.- Ethische en juridische aspecten.- Interdisciplinaire samenwerking.

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