Teaching of a specific subject Books

Book SynopsisThis manual contains 15 carefully tested practical exercises designed to encourage students to explore the different methods of psychological investigation. All exercises can be carried out with minimum equipment and students are also able to replicate and modify exercises for themselves.Table of ContentsIntroduction and Acknowledgements. The Experimental Method. Preface to the Experimental Method. Experimenter Bias Effects: unintentional versus intentional factors. Data Gathering for Parapsychological Research. Hand preference and Hand Skill. Estimating I.Q. Evaluating a Technique to Aid the Learning of People's Names. The Observational Method. Preface to the Observational Method. Sex Role Stereotyping in British Television. An Investigation of Attributional Bias in a Real World Setting. An Investigation of Attributional Bias in a Real World Setting. Observational Studies of Pedestrian Behaviour. A Survey of Conservatism. Gender Differences in the Aggressive Behaviour of Schoolchildren. The Correlational Method. Preface to the Correlational Method. The Basis of People's Fear of Animals. Assessing the Relationship between Adults' Attitudes towards Mental Health. Liking for, and Familiarity with, Male Forenames: A Partial Replication of Colman, Hargreaves and Sluckin. Locus of Control and Stress: An Investigation into the Relationship between Perceptions of Controllability of Events and Levels of Reported Stress. Approaches to Study and Academic Performance. Appendix 1: Ethical Considerations in Carrying Out Psychological Research. Appendix 2: Writing up Reports in Psychology.

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Book SynopsisThis second volume of essays in honour of Bernard Corry and Maurice Peston focuses on labour economics, the history of economic thought and the development of the economics profession, specifically addressing teaching and policy advice issues. The authors discuss areas Bernard Corry and Maurice Peston have been particularly influential in. They address issues including labour markets, Malthus's methodology, the relationship between Alfred Marshall and Adam Smith, the eighteenth century origins of modern economics, monetary policy and education.Table of ContentsContents: Introduction Part I: Contemporary Labour Markets 1. Changes Over Time in Union Relative Wage Effects in Great Britain and the United States 2. Unemployment and Wages in Europe and North America Part II: Contributions to the History of Economic Thought 3. Malthus and Method 4. Adam Smith and Alfred Marshall 5. On the Open Economy Quantity Theory 6. Monetary Unions in Nineteenth-Century Europe 7. The Invisible Hand of God Part III: Explorations of the Economics Profession 8. QMC’s Terrible Two 9. CNAA Economics 10. Educational Reform, Reaction and Resources Twenty-Five Years On 11. The Renaissance of LSE Economics 12. ‘Cambridge Didactic Style?’ 13. When is a Test a Good Test?

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Book SynopsisThis book demonstrates alternatives to the lecture and chalkboard approach that dominates the teaching of economics, providing a range of innovative teaching techniques and examples aimed at engaging undergraduates in the learning of economics.The editors provide a brief history of the teaching of economics in higher education, as well as a review of current undergraduate teaching practices. Some of the field's leading educators then demonstrate alternative practices in three main sections: 'Active and Cooperative Learning', 'Writing, the Internet, and Discovery Through Sampling', and 'Examples from the World Around Us'. The topics in the twelve chapters of the book have been carefully selected based on their high potential for adoption by other instructors. Detailed, 'hands-on' examples are included within each chapter, illustrating how suggested approaches can be used in different courses and classroom situations at the undergraduate level. Also included are lists of 'Dos' and 'Dont's' to guide instructors through the successful implementation of activities.This book will be of great practical value to teachers of economics as well as administrators responsible for undergraduate instruction.Trade Review'Teaching Economics to Undergraduates deserves a prominent spot on the bookshelves of all economists who are interested in improving the effectiveness of their teaching, especially those with important undergraduate teaching responsibilities. Following an introductory essay, 11 chapters provide very specific ideas of new ways to structure one's teaching. Each chapter also contains a useful list of 'dos and don'ts' that add to their effectiveness.' -- Craig Swan, Journal of Economic Education'It should prove most helpful and beneficial to anyone who has a desire to be more innovative in the way he or she teaches economics to undergraduates, for this reason I give this book an enthusiastic thumbs up! . . . I wholeheartedly recommend this book to anyone contemplating changing his or her style of teaching undergraduate economics.' -- Richard J. Torz, Eastern Economic Journal'Almost every instructor reading this book will gain some valuable, low-cost, new ideas to supplement their courses.' -- R.M. Whaples, Choice'The editors and authors are outstanding teachers who have thought a great deal about how to make economics accessible to students with a wide range of learning styles. This systematic treatment of the subject will be extremely valuable for those who want to make their classrooms creative learning laboratories and for those who are trying to develop effective teaching and learning tools. I heartily recommend this work to all serious teachers of economics.' -- Michael Parkin, University of Western Ontario, Canada'The volume will provide two types of assistance to the teachers of economics to undergraduates. First, it will offer novel approaches that can enliven the process and increase the effectiveness with which knowledge and analytic skills can be imparted to the student. Second, it can stimulate the thought of the instructors themselves about the logic that should guide their teaching process. . . . It is a substantial contribution to the teaching of economics as well as to the pertinent research.' -- From the foreword by William J. Baumol'Recent years have witnessed a decline in the numbers of students studying economics in colleges and universities, not just in the USA but all over Europe. Some say that this is the result of the kind of subject economics has become: excessively technical, ever more mathematical. Perhaps so but in that case, it is even more important than ever to teach economics better, more effectively, more interestingly. Here is a book that looks critically at different ways of achieving that. It represents a substantial contribution to economics education.' -- The late Mark Blaug, formerly of the University of London and University of Buckingham, UKTable of ContentsContents: Foreword by William J. Baumol 1. Teaching Economics: What Was, Is, and Could Be Part I: Active and Cooperative Learning 2. Making Cooperative Learning Work in Economics Classes 3. Gender and Active Learning 4. Student Decision Making as Active Learning Part II: Writing, the Internet, and Discovery Through Sampling 5. Integrating the Practice of Writing Into Economics Instruction 6. Using the Internet and Computer Technology to Teach Economics 7. Using Monte Carlo Studies for Teaching Econometrics Part III: Examples from the World Around Us 8. Using Sports to Teach Economics 9. Using Literature and Drama in Undergraduate Economics Courses 10. Acceptance Speeches by the Nobel Laureates in Economics 11. Using Cases as an Effective Active Learning Technique 12. Engaging Students in Quantitative Analysis with the Academic and Popular Press

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Book SynopsisThree questions provide the structure of the book: What are the specific learning characteristics of children with language difficulties? What are the critical points where such characteristics lead to difficulties in the mathematical syllabus? What can be done about them?The book is in two parts. Part One raises the problems, looks at research and suggests methods. Part Two picks up some of the methods and describes them in detail for the practitioner wanting to try them.Table of ContentsPart One: Features of Children with Language Difficulties: Consequences for Learning and Teaching Elementrary Mathematics. Chapter 1 Weakness in Symbolic Understanding. Introducing the feature. Critical points in the elementary mathematical syllabus. Summary Chapter 2 Weakness in Organizational Skills. Introducing the feature. Critical points in the elemtary mathematical syllabus. Summary. Chapter 3 Memory Weakness. Introducing the feature. Critical points in the elemtary mathematical syllabus. Summary. Chapter 4 Additional Weaknesses. Summary Chapter 5 A Social Dimension. Part Two: Practical Work: Additional Suggestions. Unit 1 Non-Count Work. Unit 2 Early Number Work. Unit 3 Understanding Sums and Symbols. Unit 4 Understanding the Decimal System. Unit 5 Money and Time. Unit 6 Improving Spatial Ability. Unit 7 Miscellaneous Exercises. References. Appendix (materials).

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Book SynopsisChildren who have difficulty with handling a pen or pencil or who have problems with organising movements at a cerebral level are at a great disadvantage in school no matter what their intellectual and academic levels may be. Personal computers and electronic keyboards can revolutionise the lives of children with these types of difficulties enabling them to perform in the classroom with their peers. However, since such equipment is costly, it is essential that an accurate assessment is made of the child's needs and abilities to ensure that appropriate equipment is chosen. It is equally important when teaching keyboarding skills to select methods and techniques which are appropriate to each child's strengths and weaknesses.Table of ContentsIntroduction. Children who will benefit from learning keyboarding skills. Assessing the need for learning keyboarding skills. Choosing the most suitable equipment. Methods of teaching keyboarding skills.

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Book SynopsisThe aim of this book is to offer some help to teachers who are not very confident of their own understanding of mathematics, but want to give some basic help to dyslexics and others in the particular areas needed by them. To that end the chapters give separate topics with clear explanations for the teacher of the content to be taught, suggestions about how to teach it, exercises with answers, and in the Appendix a list of helpful materials and software. Teachers can pick out a topic without necessarily following the order in the book.Table of Contents1 - General Advice on Teaching. 2 - Estimation. 3 - Understanding number. 4 - The Four Operational Rules. 5 - Addition, Magic Squares. 6 - subtraction. 7 - Multiplication, Multiplication Tables. 8 - Division. 9 - The 'equals' Concept and Sign. 10 - Summary of Four Operational Rules. 11 - Calculators. 12 - Money. 13 - Time. 14 - Fractions. 15 - Decimals. 16 - Correction to Significant Figures and Changing Fractions to Decimals and Vice Versa. 17 - Percentages. 18 - Probability. 19 - Ratio and Proportion. 20 - A Useful Procedure for Tackling Maths Problems. Appendix. The National Numeracy Strategy. 100 number Square and Number Grids. Tables Practice Sheets-find The Right Answer. East Court Table Sums-graded Card Lists for Pupils' Individual Learning. Coinage. Clock Faces. Fraction Diagrams. Answers to Practice Sheets at Ends of Sections. More General Practice Sums Together With Answers. List of materials. Books and Computer Software, Together With Addresses.

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Book SynopsisFrom an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes. This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration. The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time. This work was made possible through the generous support of The Nuffield Foundation.Trade Review"...this book gives a comprehensive account of the mathematical tests and assessments used with both deaf and hearing children..." (British Association of Community Doctors in Audiology Newsletter, April 2005)Table of ContentsPreface. Acknowledgements. Conventions used for descriptions of interviews. Chapter 1 Introduction. Chapter 2 Counting and its creative uses. Chapter 3 Additive reasoning: connecting addition and subtraction. Chapter 4 Reading and writing numbers. Chapter 5 Multiplicative reasoning: connecting multiplication, division and many other mathematical ideas. Chapter 6 Teaching mathematics to deaf children: how the story began and the happy ending. References. Index.

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Book SynopsisEnglish has one of the most complex orthographic systems of all the alphabetic languages. This text is a comprehensive resource for teachers of spelling across the age range, for general use in the teaching of spelling, for teachers of learners with dyslexia and for teachers of English as a foreign or additional language. It enables teachers to plan intervention to meet the individual needs of learners through structured testing and provides them with groups of related words for use in teaching. The manual, which is introduced by a chapter on the teaching of spelling, is divided into five sections: "Testing" - graded lists of words for testing spelling knowledge, with parallel lists for monitoring consolidation of learning; "Vowels" - word lists for use in teaching, covering all the vowel sounds of English and their related spelling patterns; "Consonants" - a similiar section covering all the consonant sounds and their related spelling patterns; "Homophones and Silent Letters"; and "Word Structure" - a section covering the more complex orthographic rules with lists of words for use in teaching. There are page references throughout the manual and a complete word index at the end of the book, so teachers should have no difficulty in finding individual words.Trade Review"...provides a detailed framework...I would strongly recommend that this book is included in the resource library of both primary and secondary schools." (Child Language Teaching and Therapy Journal, August 2005; Issue 21)Table of ContentsIntroduction. Assessment Lists. Word Lists Section. Vowels. Vowel reference List. Spelling Alternatives. Consonants. Consonant Reference List. Spelling Alternatives. Consonants Clusters. Morphology. Spelling rules/guidelines. Common Letter Sequences. Index.

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Book SynopsisThe Level 3 Student Workbook (Grades 2-4) for First Language Lessons, used alongside the teacher's Level 3 Instructor Guide, gives teachers everything they need to spend more time teaching their students—and less time preparing lessons, making copies, or gathering supplies. It's all right here: inside this book, you'll find poems for memorization, empty sentence diagram frames, and blank lines perfectly sized for young students' copywork, dictation, and narration. First Language Lessons, Level 3 is a complete grammar and writing text that covers a wide range of topics—including parts of speech, sentence diagrams, and skills in beginning writing, storytelling, and narration. This Level 3 Student Workbook is the perfect complement to the lessons. Grade Recommendation: Grades 2-4.

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Book SynopsisDeveloped by highly respected experts through nearly two decades of research, this book shows bilingual educators how to use the Literacy Squared model to design effective writing instruction that places Spanish and English side by side. Focusing on emerging bilinguals in Grades K–5, this research-based guide supports educators through every step of planning and implementing biliterate writing instruction and monitoring student progress. Educators will learn proven strategies for teaching writing in tandem with other language arts skills, and they’ll get an invaluable Literacy Squared Writing Rubric to help them assess children’s developing writing in both Spanish and English.A must for teachers, administrators, and leadership teams, this book prepares readers to deliver high-quality bilingual writing instruction—starting from the earliest years of school.BILINGUAL EDUCATORS WILL: Discover how an asset-based approach to biliterate writing helps students’ skills flourish in both languages Make cross-language connections to help students connect what they know in one language with what they’re learning in another Learn how and why explicit teaching of oracy enhances writing development in both Spanish and English Learn about a highly effective strategy for helping students develop cross-language metalinguistic awareness Get practical, grade-specific guidance for nurturing biliterate writing in kindergarten, Grades 1–2, and Grades 3–5 Link writing standards to Social Justice Standards to help students problem solve, think critically, and advocate for positive change PRACTICAL MATERIALS: In each chapter, Key Terms, Guiding Questions, and Reflection and Action Questions help readers retain important points and put their new knowledge into practice. Educators will also get sample biliteracy units, student work examples, and lessons from real classrooms to guide their writing instruction.Table of Contents About the Download About the Authors Foreword Allison BriceÑo, Ed.D. Acknowledgments Chapter 1: Literacy Squared, and Why We Need to Focus on Biliterate Writing Chapter 2: The Role of Oracy and Writing in Teaching Foundational Skills Chapter 3: TheDictado Method for Writing Instruction Chapter 4: Nurturing Biliteracy in Emerging Writers in Kindergarten Chapter 5: Cultivating Biliterate Writing in Grades 1 and 2 Chapter 6: Developing Biliteracy via Genre Studies in Grades 3–5: Biography Chapter 7: Furthering Biliteracy via Genre Studies in Grades 3–5: Social Justice Questions for Reflection and Action Glossary References Index

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Book SynopsisAre you ready for even more letter love?! Practice is the key to beautiful lettering, and this gold spiral-bound book lays flat and provides plenty of space for practice. Bestselling author, Instagram sensation, and lettering extraordinaire Chalkfulloflove presents Hand Lettering 201, diving deeper into the fine points of creating exquisite hand lettering: - New alphabets styles - Advanced color and design techniques - A series of six projects to hone your skills - Tips and tricks to take your lettering to the next level Pssst! Christmas is right around the corner, and this makes a perfect gift!

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Book SynopsisGrammar for the Well-Trained Mind: Red Workbook, along with the accompanying Key and the Core Instructor Text, make up a full year of Grammar for the Well-Trained Mind: a complete course that takes students from basic definitions (“A noun is the name of a person, place, thing, or idea”) through advanced sentence structure and analysis—all the grammar skills needed to write and speak with eloquence and confidence. This innovative program combines the three essential elements of language learning: understanding and memorizing rules (prescriptive teaching), repeated exposure to examples of how those rules are used (descriptive instruction), and practice using those rules in exercises and in writing (practical experience). Each year, parents and teachers go through the dialogue, rules, and examples in the Core Instructor Text; students follow along in the Workbook. This repetition solidifies the concepts, definitions, and examples in the student’s mind. There are four non-sequential Workbooks. Students can pick up any of the Workbooks and follow along. Each Workbook contains the same rules and examples—but four completely different sets of exercises and assignments, allowing students to develop a wide-ranging knowledge of how the rules and examples are put to use in writing. The Red Workbook comes with its own Key, providing not only answers, but also explanations for the parent/instructor, and guidance as to when the answers might be ambiguous (as, in English, they often are). All of the rules covered, along with the repeated examples for each, are assembled for ongoing reference in the Comprehensive Handbook of Rules. This will become the student’s indispensable guide to writing through high school, into college and beyond. Step-by-step instruction takes students from the most basic concepts through advanced grammatical concepts such as modal and hortative verbs and multiple functions of noun clauses. Extensive diagramming exercises reinforce the rules and help technical and visual learners to understand and use the English language effectively. Each step of the diagramming process is illustrated and thoroughly explained to the student. Text for examples and exercises are drawn from great works of literature, as well as from well-written nonfiction texts in science, mathematics, and the social sciences. Regular review is built into each year of work. The first of four non-sequential workbooks, each containing new exercises that allow students to practice and apply the grammar principles under study.

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Book SynopsisSimplify your life with an extra set of consumable Student Pages! Ideal for classroom teachers or homeschoolers teaching multiple students, these Student Pages will save you both time and printer-toner. Note: Writing With Ease, Level 1 already contains one set and is a required resource for using these student pages.

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Book SynopsisIn the Revised 2nd Edition of The Original S.T.A.R.S Guidebook, added information is incorporated about sexual orientation, gender identity, cultural diversity, cyber security and new resources.Otherwise, both editions have the same focus and goals for teaching sexuality education. Specially designed for teaching adolescents and adults with a broad range of disabilities, the STARS model in both editions has a focus on four areas: Understanding Relationships, Social Interaction, Sexual Awareness and Assertiveness. The goals of the guidebooks are to promote positive sexuality and preventing sexual abuse. Assessment tools in the guidebooks can be used to identify the strengths and needs of each individual and the activities can be catered to address specific needs.Trade ReviewA consumable textbook on human sexuality, this newly revised and updated edition of "The Original S.T.A.R.S. Guidebook for Older Teens and Adults: A Social Skills Training Guide for Teaching Assertiveness, Relationship Skills and Sexual Awareness" by the team of Susan Heighway and Susan Kidd Webster is especially and unreservedly recommended as a high school and college Human Sexuality curriculum textbook."—Midwest Book ReviewTable of Contents Section 1: Introduction How to Use This Book Why Sexuality Education? Misbeliefs and Facts about Sexuality and Youth with Developmental Disabilities Section 2: STARS Model Content Areas and Goals Assessing the Needs of the Child, or “Figuring Out What To Teach Guidelines for Parents and Support Providers Guidelines for Training Section 3: Understanding Relationships Section 4: Social Interaction Section 5: Sexual Awareness Section 6: Assertiveness Section 7: Appendix Sample Letters to Parent or Guardian Glossary Resources Expressions (Faces) Male and Female Drawings Me and My World Scrapbook

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Book SynopsisThe Relevance of the Humanities to the 21st Century Workplace provides a blueprint for higher education faculty, boards, presidents, senior leaders, parents, students, recent graduates, and other stakeholders.Blueprints are quintessential to any construction project. Also considered a set of vital communication tools, blueprints ensure that anyone involved in the project will understand what is required of the finished project. In the world of service organizations, blueprints can support innovation and diagnose problems in operational efficiency highlighting disconnects between what is offered and what people experience.

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Book SynopsisNew to the Revised Edition, this Student Book contains all the text your child will need for the lessons in The Ordinary Parent’s Guide to Teaching Reading, Revised Edition. Created and designed based on feedback from parents and teachers over the past 20 years, the Student Book allows children to focus only on the material they are using, without being distracted by additional text in the Instructor Book. From “a” to “supercalifragilisticexpialidocious,” these pages are the doorway to a whole lifetime of reading.

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Book SynopsisThis bundle gives parents everything they need to teach their children to read, from the simplest letter sounds up to a fourth grade level. The Instructor Book, featuring a new introduction by Dr. Susan Wise Bauer, guides parents step by step through each lesson, with easy-to-follow, scripted text. The Student Book gives students clear examples of each letter, word, and sentence in their own book, building their confidence from the very beginning. This classic phonics program has taught millions of children to read, and now it’s even easier to use. The Ordinary Parent’s Guide to Teaching Reading lets any parent give their children the gift of lifelong literacy. The program is easily expandable to include multiple students in a home or school setting.

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Book SynopsisFor as long as there have been buildings, architecture has been a major subject of public discussion, considered and argued about not just by architects or residents, but also by critics, theoreticians, historians, and writers. This book offers an overview of these discussions in the Western world by means of four thematic trajectories, focused on housing, society, history, and art. Each of these four chronological paths starts in the nineteenth century, traverses the twentieth century, and ends as closely as possible to the contemporary moment. The stepping stones that Christophe Van Gerreway uses are historical documents—texts, books, essays, and articles—that are analyzed, interpreted, criticized, and compared. The aim of the book is to show that architecture remains a vital subject matter for anyone interested in our contemporary world and its recent history. Reading, inquiring, and thinking are essential for making substantiated choices, and, Van Gerreway shows, architecture can be a useful starting point. Table of ContentsIntroduction: Abandon Your Pencils / Part 1 Housing / Part 2 Society / Part 3 History / Part 4 Art

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Book SynopsisThis volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of “research to practice” is critical to validating how effectively PCK works within the clinic and how it can be used to improve STEM learning. ​As the need for more effective educational approaches in STEM grows, the importance of developing, identifying, and validating effective practices and practitioner competencies are needed. This book covers a wide range of topics in PCK in different school levels (middle school, college teacher training, teacher professional development), and different environments (museums, rural). The contributors believe that vital to successful STEM education practice is recognition that STEM domains require both specialized domain knowledge as well as specialized pedagogical approaches. The authors of this work were chosen because of their extensive fieldwork in PCK research and practice, making this volume valuable to furthering how PCK is used to enlighten the understanding of learning, as well as providing practical instruction. This text helps STEM practitioners, researchers, and decision-makers further their interest in more effective STEM education practice, and raises new questions about STEM learning.Table of ContentsSection 1: PCK Research in Formal Teaching Practice1. Analysis of Practice and Teacher PCK: Inferences from Professional Development Research.2. The intertwined roles of teacher content knowledge and knowledge of scientific practices in support of a science learning community3. Personal and Canonical PCK: A Synergistic Relationship?4. From Budgets to Bus Schedules: Contextual Barriers and Supports for Science Instruction in Elementary Schools.5. Teacher Knowledge and Visual Access to Mathematics.Section 2: PCK in Formal Pre-Service Teacher Learning6. Teacher Inquiry as a Vehicle for Developing Pedagogical Content Knowledge in Pre-service Teachers.7. Biology Teacher Preparation and PCK: Perspectives from the discipline.8. Pedagogical Content Knowledge in a Mathematics Adolescent Education Master of Arts Program: A Case Study.9. Evaluation of PCK in STEM Residency Programs: Challenges and Opportunities.Section 3: PCK in Informal Learning10. Pre-Service Teachers Developing PCK in a Natural History Museum.11. Engineering STEM Teacher Learning: Using Design-Make-Play to develop disciplinary teaching knowledge.12. Collaborative PCK in Practice: Bringing Together Secondary, Tertiary and Informal Learning in a STEM Residency Program.13. Developing Educative Materials to Support Middle School Science Teachers' PCK for Argumentation: Comparing Multimedia to Text-based Supports.14. Teacher Education for Maker Education: Helping teachers develop appropriate PCK for engaging children in educative making.Index

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Book SynopsisThis book presents the parameters of Mastery Learning (ML), an especially stringent variety of competency-based education that guides students to acquire essential knowledge and skill, measured rigorously against a minimum passing standard (MPS). As both a scholarly resource and a teaching tool, this is a “how to” book that serves as a resource for a wide variety of health professions educators.A seminal source of information and practical advice about ML, this book divided into five parts: Clinical Education in the Health Professions, The Mastery Learning Model, Mastery Learning in Action, Transfer of Training from Mastery Learning and The Road Ahead. Complete with high-quality images and tables, chapters take an in-depth look into ML principles and practices across the health professions. Specific educational content instructs readers on how to build and present ML curricula, evaluate short and long-run results, conduct learner debriefing and give powerful feedback, set learner achievement standards, and prepare faculty for new educational roles.An invaluable addition to the Comprehensive Healthcare Simulation Series, Mastery Learning in Health Professions Education is written and edited by leaders in the field for practicing clinicians in a variety of health professions.Table of ContentsDedicationTable of ContentsContributing AuthorsForeword (S. Barry Issenberg, MD)PrefacePART ONEClinical Education in the Health ProfessionsChapter 1. Clinical Education: Origins, Problems, and Uneven OutcomesWilliam C. McGaghie, PhD, Jeffrey H. Barsuk, MD, MS, and Diane B. Wayne, MDPART TWOThe Mastery Learning ModelChapter 2. Mastery Learning Model: Origins, Description, Evidence that it Works in Health Professions EducationWilliam C. McGaghie, PhDChapter 3. Developing a Mastery Learning CurriculumJeffrey H. Barsuk, MD, MS, Elaine R. Cohen, MEd, Diane B. Wayne, MD,William C. McGaghie, PhD, and David Salzman, MD, MEdChapter 4. Evaluating Mastery Learning OutcomesCelia O’Brien, PhD and Mark Adler, MD, MAChapter 5. Standard Setting for Mastery LearningDiane B. Wayne, MD and Elaine R. Cohen, MEdChapter 6. Implementing and Managing a Mastery Learning ProgramElaine R. Cohen, MEd and Diane B. Wayne, MDChapter 7. Feedback and Debriefing for Mastery Learning : Faculty as Coaches and MentorsWalter Eppich, MD, MEd and Mark Adler, MD, MAPART THREETransfer of Training from Mastery LearningChapter 8. Translational Outcomes from Mastery LearningWilliam C. McGaghie, PhD, Jeffrey H. Barsuk, MD, MS, Diane B. Wayne, MD,and Elaine R. Cohen, MEdChapter 9. Dissemination and Maintenance of Mastery Learning Educational ProgramsWilliam C. McGaghie, PhD, Jeffrey H. Barsuk, MD, MS, Elaine R. Cohen, MEd,and Diane B. Wayne, MDPART FOURChallenges and OpportunitiesChapter 10. Faculty Development for Mastery LearningWalter Eppich, MD, MEd and David Salzman, MD, MEdChapter 11. A New Horizon: Mastery Learning, Continuing Professional Education (CPE) and Maintenance of Certification (MOC)Clara Schroedl, MD, Brian McMahon, MD, MMSc and William C. McGaghie, PhDPART FIVEMastery Learning in ActionChapter 12. Mastery Learning of Clinical Communication SkillsGordon Wood, MD and Julia Vermylen, MDChapter 13. Mastery Learning of Team SkillsAashish Didwania, MD, et. alChapter 14. Mastery Learning of Surgical SkillsEric Hungness, MD, Ezra Teitelbaum, MD, Ben Schwab, MD,and Katherine Barsness, MDChapter 15. Mastery Learning of Bedside Procedural SkillsJeffrey H. Barsuk, MD, MS, Anessa Mikolajczak BSN, RN, and Stephanie Seburn, BSN, RNChapter 16. Mastery Learning of Medical EmergenciesWalter Eppich, MD, Mark Adler, MD, Marcelo Malakooti, MD, and Mary McBride, MDChapter 17. Readiness for Residency: Mastery Learning of Essential Clinical SkillsDavid Salzman, MD, MEd, Timothy W. Caprio, MD, Kathryn K. Hufmeyer, MD,and Nabil M. Issa, MDPART SIXThe Road AheadChapter 18: Mastery Learning, Entrustable Professional Activities, and Postgraduate Milestones Eric Holmboe, MD, David Salzman, MD, MEd, Joshua Goldstein, MD, and William C. McGaghie, PhDChapter 19.: Mastery Learning: Research Opportunities and ChallengesWilliam C. McGaghie, PhD, Jeffrey H. Barsuk, MD MS, Diane B. Wayne,, MDGlossaryName IndexSubject IndexChapter features: Tables, Figures, Examples, Cases, Reprinted Material (with permission)Chapter organization: Introduction (including chapter structure), sections (in order), summary

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Book SynopsisThink - Plan - BuyThis is the first complete guide for creating a sustainable healthcare simulation program/center. It is created by experts in the field that are on the front lines of this emerging field. It is intended and written with all professions in mind, and should be a resource for all, be they healthcare educators, administrators, or executives. It covers specific elements of the entire process, from concept to execution, and identifies key decision points along the way. The book is organized around fundamental considerations in center and program development including governance, ​structural/facility and curricular design, business planning, to establishing policies and procedures. Chapters analyze the fundamental aspects of planning, such as budgeting, revenue streams, and philanthropy as well as the inclusion of educational resources within such programs.Comprehensive Healthcare Simulation: Program and Center Development is an invaluable addition to the Comprehensive Healthcare Simulation series, and features an authoritative authorship of experts in the field. Table of ContentsSection I: Business, Implementation, and Sustainability.- Chapter 1. Governance and Organizational Structure.- Chapter 2. Importance of Executive Buy-in.- Chapter 3. Establishing your Vision, Mission, and Strategy.- Chapter 4. Basic Business Planning .- Chapter 5. Implementation, Phases, and Project Management.- Chapter 6. Funding Sources and Fee Structures.- Chapter 7. Effective Budgeting: Putting it Together.- Section II: Facility Design, Supporting Equipment, and Technology.- Chapter 8. Facility Design Part I - Process Considerations.- Chapter 9. Facility Design Part II - Structure Considerations.- Chapter 10. Equipment Selection, Acquisition, and Maintenance.- Chapter 11. Simulation Audio Visual and Learning Management System Considerations.- Section III. Curriculum and Faculty Development.- Chapter 12. Curriculum Integration and Development.- Chapter 13. Faculty and Staff Development.- Section IV. Administration and Operations.- Chapter 14. Simulation Operations: An Overview.- Chapter 15. Effective Staffing, Recruitment, and HR Management.- Chapter 16. Policies and Procedures: Key Considerations.- Chapter 17. Evaluation, Metrics, and Measuring ROI/VOI.- Section V. Marketing & Partnerships.- Chapter 18. Communication, Marketing Plan, and Strategy.- Chapter 19. Collaborative Partnerships: Local, Regional, National, and Global.

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Book Synopsis Der Band stellt mathematikdidaktisches Basiswissen bereit, das für den Unterricht in der Sekundarstufe relevant ist. Im Fokus steht dabei ein schülerorientierter und kognitiv aktivierender Mathematikunterricht, der inhaltlich und konzeptionell auf den aktuell gültigen Bildungsstandards aufbaut. Einerseits werden theoretische Ideen und empirische Evidenz rund um das Lehren und Lernen beschrieben, andererseits steht die Auseinandersetzung mit dem Fach Mathematik im Vordergrund, die an exemplarischen Inhalten illustriert und mit geeigneten Aufgaben unterstützt wird. Die behandelten Themen umfassen beispielsweise Begründungen für die Bedeutung des Mathematikunterrichts, nationale Bildungsstandards und mathematische Kompetenz, Grundmuster des Fachs, die Rolle von Aufgaben und Fehlern im Unterricht oder die Entwicklung mathematischen Denkens. In der zweiten Auflage wurden die Beispiele noch einmal erweitert, um so den Bezug zur schulischen Praxis zu stärken. Adressaten sind Studentinnen und Studenten des Lehramts, aber auch Lehrkräfte an Schulen. Der Band kann ihnen sowohl als zusammenfassende Darstellung als auch als Handbuch zu einzelnen Fragen des Mathematikunterrichts dienen.Table of Contents1 Ziele des Mathematikunterrichts.- 2 Mathematik unterrichten.- 3 Die Entwicklung mathematischen Denkens.- 4 Individuelle Voraussetzungen des Lernens im schulischen Kontext.- 5 Grundmuster des Arbeitens in der Mathematik.- 6 Didaktische Prinzipien.- 7 Bildungsstandards und Kompetenzen.- 8 Aufgaben im Mathematikunterricht.- 9 Fehler und Fehlerdiagnose.- 10 Planung von Mathematikunterricht.- Literaturverzeichnis.- Namen- und Stichwortverzeichnis.

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Book SynopsisThis edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education. Table of Contents

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Book SynopsisThis book presents the important role of mathematics in the teaching of financial education. Through a conceptualization of financial numeracy as a social practice, it focuses on the teaching practices, resources, and needs of secondary mathematics teachers (grades 7-12) to incorporate financial concepts in their classes. The editors and authors bring forth a novel perspective regarding mathematics education in the digital era. By focusing on financial numeracy, a key component of skills required in the digital era, they discuss important issues related to the teaching and learning of mathematics and finance. In contrary to most research in the field of financial education coming from scholars in areas such as business, accounting, management and economics, this book introduces the contribution of researchers from the field of education to the debate. The book appeals to an international audience composed of researchers, stakeholders, policymakers, teachers, and teacher educators.Trade Review“This could also be used as a supplementary book for a graduate-level mathematics education student studying financial numeracy.” (Blain Patterson, MAA Reviews, December 12, 2021)Table of ContentsSection 1: Theoretical perspectives Introduction: Financial Education in the Digital Era (Annie & Alex).- Chapter 1. Financial Education and Mathematics from an epistemological point of view.- Chapter 2. Financial Education in the Mathematics curricula: Financial knowledge when teaching Mathematics.- Section 2: Research perspectives - a study on Secondary Mathematics teachers' needs.- Chapter 3. Background of the project (including how we collected the data).- Chapter 4. Building an instrument for research in Financial Education in schools (Quebec and Romania).- Chapter 5. Using tasks to elicit mathematics teachers' thinking in Financial Education.- Chapter 6. Mathematics Teachers’ representations of Financial Education.- Chapter 7. Making sense of mathematics: students questioning financial contexts when learning Mathematics.- Section 3: Financial Education and Mathematics: practice perspectives in K-12.- Chapter 8. Some situations to implement Financial Education in Mathematics classrooms.- Chapter 9. Training mathematics teachers to incorporate Financial Education.- Chapter 10. Mathematics teachers' needs in Financial Education: Implications for leadership.- Chapter 11. Ethical considerations on doing research on Financial Education in the Digital Era.- Chapter 12. Financial Education as an emerging field in Education: looking to the future.

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Book SynopsisThis open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science education—the way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratories—is ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity.Table of Contents1. IntroductionPart I: Kinship, Magic, and the Unthinkable2. "Trees Don't Sing!... Eagle Feather Has No Power!" Be Wary of the Potential Numbing Effects of School Science3. Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times4. The Waring Worlds of H.G. Wells: The Entangled Histories of Education, Sociobiology, Post-Genomics, and Science Fiction5. Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World6. Fire as Unruly Kin: Curriculum Silences and Human ResponsesPart II: Decolonizing Anthropocene(s)7. Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity through Thinking with Kim Tallbear8. Decolonizing Healing through Indigenous Ways of Knowing9. Still Joy: A Call for Wonder(ing) in Science Education as Anti-Racist Vibrant Life-Living10. The Salt of the Earth (Inspired by Cherokee Creation Story)Part III: Politics and Political Reverberations11. The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene through a Spatial Justice Lens12. Science and Environment Education in the Times of the Anthropocene: Some Reflections from India13. Rethinking Historical Approaches for Science Education in the Anthropocene14. Reflections on Teaching and Learning Chemistry through Youth Participatory SciencePart IV: Science Education for a World-Yet-To-Come15. Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education16. Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity17. Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators18. Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-Conflict SocietiesPart V: Complicated Conversations19. A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing20. In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies21. In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene22. Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward23. Conclusion - Another Complicated Conversation

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Book SynopsisThis is an introductory text designed to provide medical teachers with a comprehensive introduction to the core concepts of effective teaching practice. It contains introductory-level information about innovations for curriculum design, delivery, and assessment, all in a singular text. The work offers brief, focused chapters with content that can be easily assimilated by the reader. The topics are relevant to basic science and clinical teachers, and the work does not presume readers possess prerequisite knowledge of education theory or instructional design.The book builds upon and extends the content of the second edition by incorporating additional content to reflect advances in cognitive science and by updating existing chapters to keep pace with modern educational trends and technologies. Table of Contents1. The Science of Learning.- 2. The Science of Instruction.- 3. Lectures.- 4. Flipped Classrooms.- 5. Team-Based Learning.- 6. Practicals and Labs.- 7. Case-Based Learning.- 8. Problem-Based Learning.- 9. Self-Regulated Learning.- 10. Asynchronous e-Learning.- 11. Teaching in a Clinical Setting.- 12. Teaching with Simulation.- 13. Assessment of Knowledge.- 14. Assessment of Skills.- 15. Assessment of Attitudes and Behaviors.- 16. Course Design.- 17. Distance Learning.- 18. Interprofessional Education (IPE).- 19. Teaching to Develop Scientific Engagement.- 20. Advancing the Field: The Scholarship of Medical Education.- 21. Documenting Educator Work: The Educator Portfolio.

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Book SynopsisThis book is a crucial resource for instructors interested in bringing the past alive for their students through hands-on, immersive educational experiences. While sharing a common historical field, the contributors hail from multiple disciplines, including art history, human biology, biological anthropology, and English literature. Ranging from assignments that involve students editing and annotating a primary work to producing an array of digital projects, and from participating in study-abroad programs to taking part in service-learning initiatives, the chapters will furnish readers with strategies for creating engaged and dynamic classrooms. Although the focus of the book is on Victorian Britain, the pedagogical approaches outlined in each chapter will be useful to instructors of any historical field. Table of ContentsSection I: FoundationsChapter 1. Introduction: Doing Victorian StudiesChapter 2. Victorian Experiential Learning: On Object Lessons and Learning from ExperienceSection II: Class-Based ActivitiesChapter 3. Bridging the Distance: Learning Victorian Literature through Creative ProjectsChapter 4. Working with Mayhew: Collaboration and Historical Empathy in Precarious TimesChapter 5. Cooking the Victorian RecipeSection III: Active Learning Out of DoorsChapter 6. Play, Craft, Design: Hands-On VictorianismChapter 7. Victorian Eugenics and Contemporary Service LearningChapter 8. Learning in Archives: Fevers, Romances, MethodologiesChapter 9. Mapping Feeling: Geography, Affect, and History on the London Streets through Study AbroadSection IV: The Application and Transformation of KnowledgeChapter 10. Experiential Education and the Liberal Arts Major

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Book SynopsisThis edited volume brings together international research that explores children’s creativity in STEM inquiry. It takes the position that creativity is relevant in all aspects of life and is essential for adaptable and innovative thinking. The research informed content of the book, highlights both challenges and opportunities for growing children’s creativity. The book focuses on fostering children’s creativity and natural curiosity in the world around them through STEM inquiry. Through STEM inquiry, children are learning through a cross- disciplinary approach where they apply concepts from multiple fields as they are thinking creatively, problem solving and constructing solutions. Educators play a critical role in encouraging children’s creativity by modelling creativity, providing creative projects for children and importantly, establishing rich culturally connected environments where children have the resources, conditions and opportunities for acting and thinking creatively. The book provides a lens for looking at children’s creativity in a range of different cultural settings. It offers insight and guidance to future research and will build educators’ capacity for developing children’s creative practices.Table of ContentsIntroduction: Creativity and the creative product.- Part I: Creative Dispositions and Processes – Defining creativity, synergies between inquiry and creative approaches to STEM learning and teaching.- Chapter 1. Children’s Creativity: A systematic Literature Review.- Chapter 2. Teachers’ reflections on their changing roles and young childre’s learning in creative, inquiry based STEM education.- Chapter 3. Growing children’s questioning skills for creative inquiry in STEM.- Chapter 4. Creative learning contexts and fostering children’s motivation to learn science.- Chapter 5. Child-focussed science inquiry: Can the right balance be found between curiosity, curriculum objectives and assessment requirements?.- Chapter 6. Working with STEM inquiry: Activities to encourage divergent thinking.- Part II: Characteristics of Creative STEM Learning Environments.- Chapter 7. STEM in Preschool: Working with educators to support child-initiated learning experiences.- Chapter 8. Using preschool children’s natural curiosity as a leaver to STEM learning.- Chapter 9. Characteristics of learning environments and teachers’ supports for children’s creative STEM inquiry in Japan.- Chapter 10. Bush Kinders in Australia: A creative place for outdoor STEM learning.- Part III: Creative Approaches to Teaching STEM.- Chapter 11. Exploring STEM: Engineering design and young children’s creativity.- Chapter 12. Dramatising inquiry learning: Reflections on how to use a historical story to actively and imaginatively engage children in resolving a STEM problem.- Chapter 13. Leonardo da Vinci’s Apprentices or tinkering belles and boys at play.- Chapter 14. Introducing the nature of science in early childhood science education: A way to inspire children’s curiosity, inquiry and play.- Part IV: Digital Creativity in Children’s STEM Learning - Looking forward in the digital era.- Chapter 15. Integrating tangible technologies with young children’s STREAM projects.- Chapter 16. The creative in computational thinking.- Chapter 17. Young children’s playful engagement and learning with a fairy-tale themed augmented reality coding app.- Chapter 18. Preparing Greek pre-service kindergarten teachers to promote creativity: Opportunities using Scratch and Makey -Makey.

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Book SynopsisThis book is a guide for educators on how to develop and evaluate evidence-based strategies for teaching biological experimentation to thereby improve existing and develop new curricula. It unveils the flawed assumptions made at the classroom, department, and institutional level about what students are learning and what help they might need to develop competence in biological experimentation.Specific case studies illustrate a comprehensive list of key scientific competencies that unpack what it means to be a competent experimental life scientist. It includes explicit evidence-based guidelines for educators regarding the teaching, learning, and assessment of biological research competencies. The book also provides practical teacher guides and exemplars of assignments and assessments. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain.This book contributes to the growth of public understanding of biological issues including scientific literacy and the crucial importance of evidence-based decision-making around public policy. It will be beneficial to life science instructors, biology education researchers and science administrators who aim to improve teaching in life science departments.Chapters 6, 12, 14 and 22 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.Table of ContentsPart I. Vision and Initiation Phase: Envisioning What, When, and How Students Learn about Biological Experimentation Chapter 1. The problem with teaching experimentation: Development and use of a framework to define fundamental competencies for biological experimentation (Nancy Pelaez, Stephanie Gardner, and Trevor Anderson)Chapter 2. Using data to identify anticipated learning outcomes for new and existing curricula (Kathleen A. Bowe and Stefan M. Irby) Chapter 3. ACE-Bio experimentation competencies across the biology curriculum: When should we teach different competencies and concepts? (Megan F. Cole and Christopher W. Beck) Chapter 4. Integrating the five core concepts of biology into course syllabi to advance student science epistemology and experimentation skills (Kyriaki Chatzikyriakidou and Melissa McCartney) Part II. Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation Chapter 5. Backward designing a lab course to promote authentic research experience according to students’ gains in research abilities (Zhiyong Cheng, Trevor R. Anderson, and Nancy Pelaez) Chapter 6. Using the ACE-Bio Competencies resource as a course planning tool to guide students in independent research (Aeisha Thomas) Chapter 7. Experiments in data mining: Using digitized natural history collections to introduce students to data science (Debra L. Linton, Elizabeth Ellwood, Lisa D. White, Natalie F. Douglas, Anna K. Monfils) Chapter 8. A framework for teaching and learning graphing in undergraduate biology (Stephanie M. Gardner, Aakanksha Angra, and Joseph A. Harsh) Part III. Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research Chapter 9. Teaching undergraduate students how to identify a gap in the literature: Design of a visual map assignment to develop a grant proposal research question (Anne E. Kruchten and Jenean H. O’Brien) Chapter 10. Virtual Microscope: Using simulated equipment to teach experimental techniques and processes (Cecilia I. Casali, Rocio A. Moreira Szokalo, Bruno J. Santacreu, Lucila G. Pescio, Laura Bonofiglio, Daniela J. Romero, Nicolás O. Favale) Chapter 11. Introductory biology students engage in guided inquiry: Professional practice experiences develop their scientific process and experimentation competencies (Porché Spence) Chapter 12. Feedback and discourse as a critical skill for the development of experimentation competencies (Janet M Batzli, Michelle A Harris, Dennis Lee and Heidi A Horn) Chapter 13. Engaging students with experimentation in an introductory biology laboratory module (Annwesa Dasgupta, Swapnalee Sarmah, James A. Marrs, and Kathleen A. Marrs) Part IV. Assessment, Evaluation, and Grading What Students Learn about Biological Experimentation Chapter 14. Comparison of published assessments of biological experimentation as mapped to the ACE-Bio Competence areas (Anna J. Zelaya, Lawrence S. Blumer, and Christopher W. Beck) Chapter 15. Research Across Curriculum Rubric (RAC-R): An adaptable rubric for the evaluation of journal article style lab reports (Karla B. Kinkade and Kristy J. Wilson) Chapter 16. Assessing undergraduate research, a high impact practice: Using aligned outcomes to detail student achievement to multiple stakeholders (Jill Rulfs and Jessica Caron) Chapter 17. Assessment of evidentiary reasoning in undergraduate biology: A lit review and application of the Conceptual Analysis of Disciplinary Evidence (CADE) framework (Shiyao Liu, Chao Cai, Chaonan Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L Clase, and Nancy Pelaez) Part V. Complementary Frameworks for Guiding Students' Experimentation Practice Chapter 18. Hybrid labs: How students use computer models to motivate and make meaning from experiments (Julia Gouvea, Aditi Wagh, Robert Hayes and Matt Simon) Chapter 19. Electronic laboratory notebook use supports good experimental practice and facilitates data sharing, archiving and analysis (Michael Buckholt and Jill Rulfs) Chapter 20. Growing innovation and collaboration through assessment and feedback: A toolkit for assessing and developing students’ soft skills in biological experimentation (Sarah Beno and Diane C. Tucker) Chapter 21. Biological reasoning according to members of the faculty developer network for undergraduate biology education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) framework (Chaonan Liu, Nancy Pelaez, Shiyao Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L Clase, and Deborah Allen) Part VI. Approaches to Biological Experimentation Instruction of Relevance to Biology Education Programs in General Chapter 22. Teaching successful student collaboration within the context of biological experimentation (Kathryn M.S. Johnson, Heather R. Pelzel, and Namoonga M. Mantina) Chapter 23. Biochemistry and art: Incorporating drawings, paintings, music, and media into teaching biological science (Latisha R. Jefferies and Shanae S. Jefferies) Chapter 24. Strategies for targeting the learning of complex skills like experimentation to different student levels: The intermediate constraint hypothesis (Eli Meir) Chapter 25. Implementing innovations in undergraduate biology experimentation education (Trevor Anderson and Nancy Pelaez) Index

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Book SynopsisThis book focuses on mentoring in English language education internationally, as it applies to students, language teachers, practitioner researchers and research mentors themselves. It aims to provide an in-depth understanding of current mentoring practices in diverse contexts worldwide, drawing on case studies from Brazil, Chile, Mexico, Peru, and the USA; China, India, Japan, Nepal, and Vietnam; Australia; parts of Africa; Oman and the UAE; North Macedonia, Turkey and the UK. Areas of focus include peer mentoring, mentor courses, cross-cultural issues, and modalities such as face-to-face or online mentoring, and the chapters also highlight the value of different methodological tools for exploring mentoring situations, including cultural-historical activity theory and conversation analysis. The book’s conclusion highlights the potential of mentoring to widen access to learning and therefore address issues that relate to social injustice and inequality, particularly in, but not limited to, under-resourced contexts. This volume will be of particular interest to teacher educators, pre-service and in-service language teachers, and students and scholars of applied linguistics and English language teaching. Trade Review“International Perspectives on Mentoring in English Language Education is a groundbreaking compilation of research studies reflecting the depth and breadth of recent developments … . splendidly reflects the richness of mentoring experiences gained in strikingly different contexts in recent decades. Although my own experience as an emerging teacher-research mentor influenced which chapters resonated with me the most, all of them are suffused with a philosophy of mentoring that focuses on humanistic, reflective and collaborative approaches. Highly recommended.” (Erzsébet Ágnes Békés, Argentinian Journal of Applied Linguistics, Vol. 10 (2), November, 2022)Table of Contents1. Current developments in mentoring in English language education (Mark Wyatt and Kenan Dikilitaş).- 2. Peer-tutors as writing centre peer-mentors at the American University of Sharjah (Maria Eleftheriou, Zahraa Al-Dawood, Konstantina Spyropoulou, and Roger Nunn).- 3. Mentoring doctoral students: Challenging the loneliness of the long-distance novice researcher (Anne Burns).- 4. Mentoring through modeling and socialization: Insights from China and Nepal (Peter I. De Costa, Laxmi Prasad Ojha and Luqing Zang).- 5. Contradictions in a TESOL mentoring program in Vietnam: Implications for practice (Hoa Thi Mai Nguyen and Thi Lan Anh Tran).- 6. Systematic Informed Reflective Practice: Facilitating knowledge and agency co-construction through mentoring (Elena Ončevska Ager).- 7. Learning to mentor junior high school teachers in Japan (James Hall and Fiona Copland).- 8. Reflections on mentoring in-service English language teachers in Oman drawing on Malderez and Bodóczky’s ‘Mentor Courses’ (Mark Wyatt).- 9. Mentoring at scale in India: The English Language Initiative for Secondary Schools (Simon Borg).- 10. Is it cultural or personal?: Exploring interwoven factors influencing mentoring conversations (Melissa K. Smith and Marilyn Lewis).- 11. Transformative mentoring in a pre-school bilingual context in Turkey (Kenan Dikilitaş and Simon Edward Mumford).- 12. Collaboration, collegiality, co-production: Mentoring exploratory practitioners in international contexts (Judith Hanks, Inés K. Miller, and Maria I. A. Cunha).- 13. Empowering teachers through mentoring within Language Teacher Associations: examples from Africa (Kuchah Kuchah and Amira Salama).- 14. Mentoring teacher-research – from situated practice to ‘global’ guidance (Richard Smith).- 15. Mentoring teacher-research online (Claudia Bustos-Moraga and Steve Mann).- 16. Mentoring presence for supporting international teacher-researchers (Kenan Dikilitaş, Aslı Lidice Göktürk Sağlam, Mariana Serra and Ruben Daniel Mazzei).- 17. Mentoring in English language education: Using current transnational practices to inform the future (Mark Wyatt and Kenan Dikilitaş).

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Book SynopsisCognitive mathematics provides insights into how mathematics works inside the brain and how it is interconnected with other faculties through so-called blending and other associative processes. This handbook is the first large collection of various aspects of cognitive mathematics to be amassed into a single title, covering decades of connection between mathematics and other figurative processes as they manifest themselves in language, art, and even algorithms. It will be of use to anyone working in math cognition and education, with each section of the handbook edited by an international leader in that field. Table of ContentsIntroduction: Marcel Danesi: What Is Cognitive Mathematics?.- BASIC NOTIONS: Rafael Núnez.- Embodied Cognition and Mathematics.- Numeracy.- Numerosity.- Spatial Reasoning in a Cognitive Mathematical Framework.- Mathematics, Culture, and History.- CONCEPTUAL BLENDING IN MATHEMATICS: Mark Turner.- Conceptual Metaphor Theory.- Conceptual Blending.- Conceptual Integration.- Compression.- Mathematical Modeling.- NEURIOSCIENTIFIC ASPECTS OF MATHEMATICS: Brian Butterworth.- Computational Neuroscience.- Creativity in Mathematics.- Modularity Theory.- Parallel Processing.- Species-Specificities.- MATHEMATICS AND LANGUAGE: Keith Devlin.- Metaphor in Language and Mathematics.- Metonymy in Language and Mathematics.- Overlapping Sign Systems.- Theories of Syntax and the Nature of Equations.- Semantics in Language and Mathematics.- V. MATHEMATICS AND THE ARTS: Gizem Karaali.- Drawing.- Music.- Poetry.- Dance.- Literature.- VI. LEARNING MATHEMATICS: Dragana Martinovic.- Learning Arithmetic.- Learning Geometry.- Learning Set Theory.- Learning Advanced Mathematics.- Role of Symbolism in Learning.- VII. APPLICATIONS: Robert Logan.- Problem-Solving.- Proofs.- Fractal Geometry.- Probability Theory.- Mathematics and Science.- VIII. INTERFACES: Gila Hanna.- Knowledge Representation.- Development of Algorithms.- Natural Language Processing and Mathematics.- Automated Proofs and Cognitive Theory.- Technology and Mathematics

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Book SynopsisThis book is about the unique, sophisticated, and rigorous study of mathematics in Latin America developed over centuries of cultural exchange between Europe, North, and South America. More specifically, the book explores the tradition of mathematical modelling, introduced a century ago. This modelling was adapted to assist members of distinct communities to draw information about their own realities through the elaboration of representations, which generate mathematical knowledge that deals with creativity and invention. The book provides empirical evidence that a category of mathematical modelling developed in Latin America assesses the horizontal and reciprocal relations between mathematics (school/non-school contexts) and the real world. These relations provide an epistemological and ontological change, where mathematical knowledge of the others is recognized on a horizontal plane. Further, they oblige mathematics teachers and students to understand as a community of knowledge that builds their own mathematical categories of their environment governed by the reciprocal relationships between academic knowledge and functional knowledge. The dimensions of the relationships make up a frame of reference that guides educational change in mathematics. The book presents an inquiry-based approach of three Latin American modelling programs: ethnomodelling, transversality of knowledge, and reasoned decision-making. Each one, with its respective theoretical and methodological foundations related to ethnomathematics and mathematical modelling, socioepistemology, and the attribution of meaning to learning. Undoubtedly, the three mathematical modelling programs, independently, provide educational gains, each with its levels of specificity and loyal to its philosophical, theoretical, and methodological principles. However, the book places them together, organized by axes, to define a corpus of mathematical knowledge that envisions profound educational change through the development of different approaches of mathematical modelling. The authors of the 18 chapters in this book, who represent the diversity of Latin America, are from eight countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Honduras, and Mexico. They were invited to share their ideas, perspectives, and discuss investigations that represent a rich sample of three Latin American perspectives on mathematical modelling.Table of ContentsForewordPART I Introduction Chapter 1 Modelling in the life of people: an alternative program for teaching and learning of mathematics PART II Ethnomathematics and Ethnomodelling: Empirical Work, TheoreticalMethodological Approaches, and Research Questions Chapter 2 Conceptualizing positive deviance in ethnomodelling research: creatively insubordinating and responsably subverting mathematics education Chapter 3 Ethnomodelling as an alternative to Basic Education: perceptions of members of a research project Chapter 4 Ethnomodelling aspects of positionality between local and global knowledge through glocalization: a case of a farmer vendor Chapter 5 Ethnomodeling as a pedagogical action in diverse contexts by using dialogical knowledge Chapter 6 Ethnomodelling: weaving networks between academic mathematical knowledge and cultural knowledge in the southeastern region of Tocantins Chapter 7 Mathematical Analysis of the Ceramic Designs of the Pre-Columbian Cultures of Ecuador through Ethnomodelling with a Sociocultural Approach PART III Interdisciplinary Ecosystems: Empirical Work, Theoretical-Methodological Approaches, and Research Questions Chapter 8 Analyzing the availability of renewable energy resources in a project in real context: a framework for making sense of learning Chapter 9 Descriptive and prescriptive modeling in a math class project: disciplinary concepts participating in the construction of arguments for decision-making Chapter 10 Designing and building a mobile support for solar panels: a project for 12-year-old students that required mathematical modelling and more Chapter 11 From an epistemological approach to an epistemic one: reference change in the looks of math teachers in real context projects PART IV Mathematics and People: Empirical Work, Theoretical-Methodological Approaches, and Research Questions Chapter 12 A category of modelling: the uses and learning of mathematical knowledge in different scenarios Chapter 13 Modelling and anticipation of graphical behaviors in Industrial Chemical Engineering: the role of transversality of knowledge in learning mathematics Chapter 14 Category of modelling and reproduction of behaviours in other disciplines: the teaching of mathematics and engineering Chapter 15 The disciplinary identity in initial mathematics teacher training and people´s category of modelling: a valorization of the knowledge of the learner Chapter 16 Contemporary learning in the interaction of the human with data, via technology-mediated graphics: the discourse-representation dialogue in mathematics Capítulo 17 Modelling of natural phenomena as a source to re-signify mathematical knowledge: some examples Part V Conclusion The Mathematical Teaching and Learning Process through Mathematical Modelling: Educational Change in Latin America

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Book SynopsisThis book explores how arts-based programs designed to reconnect young people with learning and work provide brief, sometimes profound, re-engagements and productive identity shifts. It aims to support youth pushed to the edge of formal education and entangled in structural social and cultural inequality. The researchers, artists, activists, and youth organizations developed process-oriented practices with young people, enacting new creative methodologies building on agentive possibilities to disrupt misrepresentation and invisibility. The book positions arts-based practices at the edge, examining complex systemic issues around youth disengagement and possibilities of collective creativity to navigate broken systems and inform futures. Enacting arts-based methodologies with young people at the edge through co-design shares navigation out of locked trajectories in collaboration with those who listen deeply as allies in their journey of re-presenting themselves to the world. The final section reflects on arts-based practices at the edge eliciting standpoints of young people at the edge.https://link.springer.com/Trade Review“A key strength of this book is the clarity with which it advocates for greater consideration of the agentive and transformative possibilities opened up by creative methodologies that involve young people. The contributions offer inspiration for researchers and topics for further discussion and debate. … this work has utility for critical analysis and dialogue about the challenges in countering negative and homogenising representations, while at the same time inviting readers to consider transferable methodological models.” (Naomi Berman, Journal of Applied Youth Studies, Vol. 6, 2023)Table of ContentsPart I Positioning Arts-Based Practices at the Edge.- Chapter 1. Young People: Navigating the Edge of Society Through the Arts—Creating in the Border Zones.- Chapter 2. Imagining an Education System Responsive to Young People’s Needs: Past, Present and Future Positioning of Youth and Young People.- Part II Enacting Arts-Based Methodologies with Young People at the Edge through Co-design.- Chapter 3. Against Binaries: Images, Affects and Sites of Engagement.- Chapter 4. Students Researching Inequality: Perplexities and Potentialities of Arts-Informed Research Methods for Students-as-Researchers.- Chapter 5. Inner-City Youth ‘Building Their Own Foundation’: From Art Appreciation to Enterprise.- Chapter 6. Media Arts in Aṉangu Education: A Culturally Responsive Approach for Developing Digital and Media Literacies.- Part III Reflecting on Arts-Based Practices at the Edge 125.- Chapter 7. Negotiating Capabilities: A New School Design for Transition to Work.- Chapter 8. ‘It’s Not My Story’: Revitalising Young People’s Learning Lives.- Chapter 9. An Arts-Led Recovery in ‘Disadvantaged’ Schools!.- Chapter 10. Pre-Enchanting Young People in Learning and Employment: Building Safe Relations for Diverse Students./

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Book SynopsisMathematics research opportunities for undergraduate students have grown significantly in recent years, but accessible research topics for first- and second-year students are still hard to find. To address this need, this volume provides beginning students who have already had some exposure to calculus with specific research projects and the tools required to tackle them. Chapters are self-contained, presenting projects students can pursue, along with essential background material and suggestions for further reading. In addition to calculus, some of the later chapters require prerequisites such as linear algebra and statistics. Suggested prerequisites are noted at the beginning of each chapter. Some topics covered include: lattice walks in the plane statistical modeling of survival data building blocks and geometry modeling of weather and climate change mathematics of risk and insurance Mathematics Research for the Beginning Student, Volume 2 will appeal to undergraduate students at two- and four-year colleges who are interested in pursuing mathematics research projects. Faculty members interested in serving as advisors to these students will find ideas and guidance as well. This volume will also be of interest to advanced high school students interested in exploring mathematics research for the first time. A separate volume with research projects for students who have not yet studied calculus is also available.Table of ContentsConstructible Pi and other block-based adventures in geometry.- Numerical Simulation of Arterial Blood Flow.- Statistical tools and techniques in modeling survival data.- So you want to price and invest in options?.- The Spiking Neuron.- Counting lattice walks in the plane.- The Mathematics of Host-Parasitoid Population Dynamics.- Mathematical Modeling of Weather and Climate Change.- Beyond Trends and Patterns: Importance of the Reproduction Number from Narratives to the Dynamics of Mathematical Models.- Application of Mathematics to Risk and Insurance.

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Book SynopsisThis book celebrates the 15th anniversary of the bi-annual symposium series Mathematics and its Connections to the Arts and Sciences (MACAS), which was first held in 2005 following the continued collaboration of an international group of researchers from ICME Topic Study Group 21. The MACAS-conferences bring together scientists and educators who are interested in the connection between mathematics, arts and science in educational curriculum, while emphasizing on, as well as researching about, the role of mathematics. By pooling together these different approaches and viewpoints between mathematics, arts and sciences, this book reveals possible synergies and paths for collaborations. In view of the challenges of the 21st century, a modern approach to education with a focus on multi- and interdisciplinarity is more important than ever. The role of mathematics assumes a key role in this approach as it is connected to all other disciplines, such as STEM education, physics, chemistry, biology, aesthetics and language, and can serve as a bridge between them. This book discusses, amongst others, the curricular approaches to integrate mathematics and other disciplines, the importance of mathematical modelling and the interdisciplinarity ways for learning and studying of mathematics, as well as the intercultural dimensions of mathematics and mathematics in the digital era. All topics will be presented from very different perspectives and regarding very different contexts, including digitization, culture and sustainability. This unique collection will serve as a very valuable and compact source for all above mentioned scientists and educators, as well as for use in advanced teacher education courses.Table of ContentsChapter 1. MACAS as a Cloud Point.- Part I: Mathematics in a pedagogical context and from an educational and historical perspective.- Chapter 2. Mathematics Education in different contexts.- Chapter 3. Selected Views on Mathematics Education.- Part II: Mathematics and Subjects.- Chapter 4. Mathematics in STEM Education.- Chapter 5. Mathematics and Sciences.- Chapter 6. Mathematics, Aesthetics and Arts.- Chapter 7. Mathematics and Language and Literature.- Conclusion and Outlook.

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Book SynopsisThis book focuses on the challenges to biomedical education posed by the lockdowns and restrictions to on campus teaching brought about by the COVID-19 pandemic and highlights the tools and digital visualization technologies that have been successfully developed and used for remote teaching. Biomedical education for science, medical, dental and allied health professionals relies on teaching visual and tactile knowledge using practice-based approaches. This has been delivered for decades via on-campus lectures, workshops and laboratories, teaching practical skills as well as fundamental knowledge and understanding. However, the arrival of the COVID-19 pandemic meant that education across the globe had to pivot very quickly to be able to deliver these skills and knowledge in a predominantly online environment. This brought with it many challenges, as Higher Education staff, had to adapt to deliver these visual subjects remotely. This book addresses the challenges and solutions faced by Higher Education staff in teaching visual content in distance education. Chapters include literature reviews, original research, and pedagogical reflections for a wide range of biomedical subjects, degrees such as medicine, dentistry and veterinary sciences with examples from undergraduate and postgraduate settings. The goal of the book is to provide a compendium of expertise based on evidence gathered during the COVID-19 pandemic, as well as reflections on the challenges and lessons learned from this dramatic shift in teaching. It also presents new examples of best practices that have emerged from this experience to ensure that they are not lost as we return to on-campus learning in a new era of biomedical teaching. This book will be of interest to anyone looking for a helpful reference point when designing online or blended teaching for visual practice-based subjects.Table of Contents

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Book SynopsisThis open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.Table of ContentsChapter 1. Photography in the media literacy of teachers: What impression do we give?.- Chapter 2. Photography in the media literacy of teachers: What impression do we give?.- Chapter 3. Photography as a system for representing the teacher’s theories and beliefs.- Chapter 4. Photography in the formative dimension of the practicum.- Chapter 5. Photovoice and photo-elicitation: similarities, differences, incorporation and role in in-service teacher training.- Chapter 6. Structures of the photo-elicitation process and emergence of contradictions in training teachers.- Chapter 7. The use of photo-elicitation situations in the practicum.- Chapter 8. Photo-elicitation in virtual environments as a tool for teachers’ inservice training.- Chapter 9. A brief story about stories.- Chapter 10. Multimodal photo-narration in initial teacher training.- Chapter 11. Modes of photo-narration by teachers and their effect on inquiry into teaching practice.- Chapter 12. The artist’s book as a form of autoethnography for the teaching profession.- Chapter 13. Training Sahrawi teachers using photo-narration in school.

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Book SynopsisThis volume problematizes the intentions of early childhood education for sustainability (ECEfS) from two new perspectives – the context of small island states and the bi-directional, intergenerational learning about the environment and sustainability that takes place in a variety of contexts, including the family home and school. It questions how belonging to a small island and the children’s home influence learning in the early years of life. In doing so, this book offers new insights and new theoretical perspectives into intergenerational environmental learning in the school, family and beyond. Informed by consideration of the most recent literature in early childhood education and sustainability, this volume also looks at how these informal learning spaces provide young children with the opportunities to enhance further learning in the field, thus portraying the fluidity of intergenerational learning from different theoretical standpoints. It provides a deep insight into ECEfS and intergenerational learning about the environment and environmental issues in early childhood education from a perspective of a small island state by adopting a children’s rights perspective. It additionally explores the relationship between early childhood theories, children’s rights and postcolonial theory.Table of ContentsChapter 1. Framing: Young children’s environmental interests.- Chapter 2. Colonialism, small island states and sustainability.- Chapter 3. Education and sustainability: Debates, tensions and possibilities in practice, policy and research.- Chapter 4. Early childhood education for what? The Maltese education system, the environment and sustainability.- Chapter 5. Listening to stories that matter.- Chapter 6. Malta and its environment: Stories told by children.- Chapter 7. Young children and the environment: Visions of nature.- Chapter 8. Young children and environmental sustainability: An emerging relationship.- Chapter 9. Contextual, cultural or what? Influences on children’s environmental perceptions.- Chapter 10. Intergenerational learning: Environmental literacy in the family and beyond.- Chapter 11. Early childhood education for sustainability in the postcolonial era – Knowledge, identity, power and voice of early childhood teachers.- Chapter 12. Bringing the stories together: The way forward.

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Book SynopsisThis book examines the role of the visual and performing arts in higher education and argues for the importance of socially engaged transdisciplinary practices, not just to the college curriculum but also to building an informed and engaged citizenry. The first chapter defines and offers an outline for conducting transdisciplinary research. Chapters two through five present examples of transdisciplinary projects facilitated in Central Florida between 2017 and 2022. Topics and methodological frameworks include ecocriticism and climate change, migration, poverty, and displacement, ageing and disability, and systemic racism and mass incarceration. Each chapter includes descriptions of the projects and outlines how they integrated the essential learning outcomes articulated by the American Association of Colleges and Universities in the Liberal Education and America’s Promise report. A concluding chapter offers reflections on the value of transdisciplinary collaborative work and poses questions for further discussions on the role of the arts in higher education. The book is designed for graduate and undergraduate students, faculty, and non-academics interested in engaging in transdisciplinary projects to address complex societal issues.Table of ContentsTable of Contents Chapter 1 – Introduction Chapter 2 -- Crafting Transdisciplinary Collaborations Chapter 3 -- Bringing Ecocriticism to Life: A Look at Florida’s Changing Landscape Chapter 4 -- Finding Home: Staging Refugee Stories and Creating Spaces for Social Engagement Chapter 5 -- Challenging the Narrative of Decline: An Intergenerational Creative Community of Care Chapter 6 -- Our Carceral Landscape: Imagining a Thirdspace of Social Justice Chapter 7 -- Concluding Thoughts Bibliography Index

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Book SynopsisThis volume, a follow up to Reimagining Science Education in the Anthropocene (2021), continues a transdisciplinary conversation around reconceptualizing science education in the era of the Anthropocene. Drawing educators from many walks of life and areas of practice together in a creative work that helps reorient science education toward the problems and peculiarities associated with this contemporary geologic time. This work continues the mission of transforming the ways communities inherit science and technology education: its knowledges, practices, policies, and ways-of-living-with-Nature. Our understanding of the Anthropocene is necessarily open and pluralistic, as different beings on our planet experience this time of crisis in different ways. This second volume continues to nurture productive relationships between science education and fields such as science studies, environmental studies, philosophy, the natural sciences, Indigenous studies, and critical theory in order to provoke a science education that actively seeks to remake our shared ecological and social spaces in the coming decades and centuries. This is an open access book.Table of ContentsChapter 1 Introduction: To Be More Relevant the Field of Science Education Needs to Be Less Relevant.- Part I Kinship, Magic, and the Unthinkable.- Chapter 2 Re-thinking Science Education for the Anthropocene.- Chapter 3 What Future Do Young Mozambicans Envision in a Time of Humanitarian and Environmental Crisis?.- Chapter 4 How a Phenomenology of Place in Science Education Can Grant Erotic Generosities for the Ocean.- Chapter 5 The Ghost of Laplace’s Demon: Revisiting the Anthropocene.- Part II Anti-colonial Anthropocene(s).- Chapter 6 Envisioning Non-elite and More-than-Colonial Environmentalisms.- Chapter 7 Indigenous Spiritual Geographies: Rosalie Little Thunder and "What Does It Mean to Be a Good Relative?".- Chapter 8 The Social Focus Framework: Antiracist and Anticolonial Conscientization, Consequence, and Presencing in Science Education.- Chapter 9 Breaking the Paradigm: Storying Climate Change.- Part III Politics and Political Reverberations.- Chapter 10 From False Generosity to True Generosity: Theorizing a Critical Imaginary for Science Education.- Chapter 11 Anti-racist Praxis in (Science and) Education.- Chapter 12 Science Education: From an Ideology of Greed to an Ideology of Thriving.- Chapter 13 Practices of Care with the Anthropocene: Scenes from the 2019 Nebraska Flood.- Part IV Science Education for a World Yet to Come.- Chapter 14 Science Fiction, Speculative Pedagogy, and Critical Hope: Counternarratives for/of the Future.- Chapter 15 Curriculum Beyond Apocalypse.- Chapter 16 Let’s Root for Each Other and Grow: Interconnectedness (with)in Science Education.- Chapter 17 Perturbing Current Boundary Conditions in Discipline-Based and Science Education Research in the Anthropocene: Implications for Research and Teaching Communities.- Part V Complicated Conversations.- Chapter 18 In Conversation with Sharon Todd: Rethinking the Future in a Time of Sorrow.- Chapter 19 In Conversation with Max Liboiron: Towards an Everyday, Anticolonial Feminist Science (Education) Practice.- Chapter 20 In Conversation with Isabelle Stengers: Ontological Politics in Catastrophic Times.- Chapter 21 In Conversation with Steven Khan: Sensible and Sense-able Qualitative Literacies for Multi-species Flourishing.- Conclusion Amplifying Science Education Research with(in) a Minor Key.

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Book SynopsisThis second edition was updated and will again be of great value to medical and other allied health students. It seeks to aid students in gaining a general understanding of clinical anatomy before embarking on a specific discipline-focused program.The purpose of this text is not an exhaustive deep dive into all of gross anatomy. There are numerous other books that have done this. Likewise, it is not meant to be just a quick overview. Rather, it is meant to present each anatomical topic with clinical scenarios in mind. Hopefully, it will help first-year students with their course, second-year students looking for a refresher before boards, and third- and fourth-year students looking for a refresher before rotations.Organized among two sections, the first includes chapters that cover the anatomy of the head and neck, abdomen, thorax, pelvis and perineum, lower limb, upper limb, and back. What’s more, section two briefly examines the embryology and development of the organ systems, such as the development of major organs.This new edition is again an invaluable resource for students who wish to retain anatomical knowledge on the entire human body despite an eventual career in one particular discipline of medicine. It is complemented by its previously published sister text Medical Neuroanatomy for the Boards and the Clinic, now in second edition, which applies similar principles of anatomical information with a focus on identifying potentially malignant lesions. Table of ContentsPART 1 Gross AnatomyChapter One: Head and NeckHistorical Snippet: Luca Frey and Frey SyndromeChapter Two: ThoraxHistorical Snippet: Gray’s AnatomyChapter Three: Abdominal CavityChapter Four: Pelvis and PerineumHistorical Snippet: Semmelweis and HandwashingChapter Five: Lower LimbChapter Six: Upper LimbHistorical Snippet: Alexander Augusta, The First African AmericanAnatomy Professor in the USChapter Seven: The BackPART 2 EmbryologyChapter Eight: The First Three WeeksHistorical Snippet: Heteropaternal SuperfecundationChapter Nine: Major Organ System Development

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