Teaching of students with different educational needs Books

Book SynopsisThey were named the “throwaways.” Children with learning differences engaged in artmaking as sensemaking to promote issues of social justice in K-12 schools. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations.Trade Review“This is an inspiring book which re-establishes the primacy of the arts in enabling learners to understand their own identities and begin the long journey to self-hood. It is long overdue and will go a long way to creating a more balanced curriculum than the sole concentration on math and science." - Fenwick W. English, R. Wendell Eaves Senior Distinguished Professor of Educational Leadership, School of Education, University of North Carolina at Chapel Hill “Could this book be the WAKE-UP call that the field of educational administration has so desperately needed? In these inspirational, though often heartbreaking “first-telling” stories by “throwaway” children and their caring teachers and school leaders, we see the answers to leadership for social justice, if only we ourselves had the courage to stand up and shout. Intellectually, to see giants such as Elliot Eisner, Howard Gardner and especially Maxine Greene brought together by the author, Christa Boske, once again brings hope that we will find our way out from the quantitative prison of management theories which hold public education hostage under the guise of productivity and school improvement.” - Ira Bogotch, Professor of Educational Leadership, Florida Atlantic University and Co-Editor (with Carolyn Shields) of the new International Handbook on Social (In)Justice and Educational Leadership "A phenomenal book for a time such as this and for students, teachers, staff, administrators, parents, professors, and community such as us. If we subscribe to the "all children can learn" philosophy, then we must acknowledge that arts-based education is vital for children to succeed. This should be required reading in Schools and Colleges of Education across this country." - Judy A. Alston, Professor in the Department Doctoral Studies and Advanced Programs, Ashland University and Author of School Leadership and Administration - 9th edition “In this beautifully crafted book, Christa Boske concludes that "artmaking actively engag[es] children in developing a critical consciousness, and stronger sense of self." All school leaders need to read this research and understand how to encourage and support teachers and community members in capturing the power of first-tellings.” - Margaret Grogan, Professor, Dean of the College of Educational Studies, Chapman University and Effie H. Jones Humanitarian Award from the American Association of School Superintendents (AASA) ‘This text courageously affords children who have been marginalized to have not only voice but a demand that their humanity cannot be disregarded simply because of their learning differences. The alignment of leadership, social justice, the call for policy and practice reform and art making as sense making opens notions of educational leadership to new frontiers that have long needed to have men explored. Christa Boske dares to combine authors who challenge educators to transform their thinking regarding students with learning differences. Additionally, Boske requires readers to advocate for ways to diminish the minimizing of students’ humanity because of intellectual challenges that have historically cast students in a negative light. The book demands that we search deeply to unearth ways to welcome the creativity of children as a means to give voice to their very being. It is a call and challenge for policy transformation through a critical leadership that is grounded in social justice, equity, and celebrating difference.” - Michael Dantley, Professor, Dean of the College of Education, Health and Society, Miami University and Master Professor Award from the University Council for Educational Administration (UCEA) “Boske and her contributors have created a volume that a poignant chorus of first-tellings of resilience and oppression. This is an excellent read for those engaged in the work of improving society through service to learners and their families, teachers, and school leaders. Aspiring educators and leaders in both educational policy and school administration would do well to absorb the jaw dropping and profound stories offered by some of the most vulnerable in our society. As readers we are given us no choice but to catch our breath mid-chapter to consider simultaneously the power of art beyond traditional understandings, and our responsibility to the everyday experiences of learners and educators. The magic of this effort is rooted in the elegant examination of the overlooked and obscured truths about the power of self-expression in the face of strife. I simply could not put it down.” - Autumn Tooms Cyprès, Professor, Associate Dean for Research and Graduate Studies, St. John’s University and President, International Council of Professors of Educational Leadership "This book provides tangible evidence of the power of providing students on the margins with the tools to make their voices heard. We need to take the education of students with disabilities seriously in a wholistic, inclusive and enriching fashion and this work provides key insights into this essential work." - George Theoharis, Professor, Syracuse University and Author of The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice, and School ReformTable of ContentsList of Figures 1 Introduction: Artmaking as Sensemaking as a Portrait of Resilience for Children with Learning Differences  Christa Boske PART 1: Children Voices 2 You Can’t Get in My Shoe  S 3 The Cage  N 4 One of the Best (Because I Worked so Hard on This)  C 5 “Acception”  T 6 Princess  A 7 The Flame of Anger  L 8 I Want People to Listen  J 9 Animal Land  L 10 Helping Hands  M 11 Treat Women Like Flowers-They Are Gentle  J 12 Magna Shoe  P 13 Deep Blue  L 14 Barricade  A 15 My Story  S 16 Freedom  V 17 The Cycle #Dark Side  The Old Me (Author) and the New Me (Author) 18 I Look Fabulous  A 19 Born for Bred  M PART 2: Adult Voices 20 Born for Bred  A 21 The Tension of Duality  B 22 Diversity Is My Degree  C 23 Adversity  D 24 The Sky Is the Limit  E 25 They Lived Their Art  F 26 The Children Touch My Heart  G 27 Raw: The Thread That Connects Us  H 28 Confronting Anxieties on a Small Scale  I 29 Leading through Artmaking: Recognizing the Power of Arts-Based Approaches  J 30 Developing My Approach to Working with Children  K 31 The “Red R” Kid: Disrupting My Deficit-Laden Label  L 32 Living the Dream  M 33 Afterword: The Power of the Artmaking as Sensemaking  Christa Boske

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Book SynopsisThey were named the “throwaways.” Children with learning differences engaged in artmaking as sensemaking to promote issues of social justice in K-12 schools. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations.Trade Review“This is an inspiring book which re-establishes the primacy of the arts in enabling learners to understand their own identities and begin the long journey to self-hood. It is long overdue and will go a long way to creating a more balanced curriculum than the sole concentration on math and science." - Fenwick W. English, R. Wendell Eaves Senior Distinguished Professor of Educational Leadership, School of Education, University of North Carolina at Chapel Hill “Could this book be the WAKE-UP call that the field of educational administration has so desperately needed? In these inspirational, though often heartbreaking “first-telling” stories by “throwaway” children and their caring teachers and school leaders, we see the answers to leadership for social justice, if only we ourselves had the courage to stand up and shout. Intellectually, to see giants such as Elliot Eisner, Howard Gardner and especially Maxine Greene brought together by the author, Christa Boske, once again brings hope that we will find our way out from the quantitative prison of management theories which hold public education hostage under the guise of productivity and school improvement.” - Ira Bogotch, Professor of Educational Leadership, Florida Atlantic University and Co-Editor (with Carolyn Shields) of the new International Handbook on Social (In)Justice and Educational Leadership "A phenomenal book for a time such as this and for students, teachers, staff, administrators, parents, professors, and community such as us. If we subscribe to the "all children can learn" philosophy, then we must acknowledge that arts-based education is vital for children to succeed. This should be required reading in Schools and Colleges of Education across this country." - Judy A. Alston, Professor in the Department Doctoral Studies and Advanced Programs, Ashland University and Author of School Leadership and Administration - 9th edition “In this beautifully crafted book, Christa Boske concludes that "artmaking actively engag[es] children in developing a critical consciousness, and stronger sense of self." All school leaders need to read this research and understand how to encourage and support teachers and community members in capturing the power of first-tellings.” - Margaret Grogan, Professor, Dean of the College of Educational Studies, Chapman University and Effie H. Jones Humanitarian Award from the American Association of School Superintendents (AASA) ‘This text courageously affords children who have been marginalized to have not only voice but a demand that their humanity cannot be disregarded simply because of their learning differences. The alignment of leadership, social justice, the call for policy and practice reform and art making as sense making opens notions of educational leadership to new frontiers that have long needed to have men explored. Christa Boske dares to combine authors who challenge educators to transform their thinking regarding students with learning differences. Additionally, Boske requires readers to advocate for ways to diminish the minimizing of students’ humanity because of intellectual challenges that have historically cast students in a negative light. The book demands that we search deeply to unearth ways to welcome the creativity of children as a means to give voice to their very being. It is a call and challenge for policy transformation through a critical leadership that is grounded in social justice, equity, and celebrating difference.” - Michael Dantley, Professor, Dean of the College of Education, Health and Society, Miami University and Master Professor Award from the University Council for Educational Administration (UCEA) “Boske and her contributors have created a volume that a poignant chorus of first-tellings of resilience and oppression. This is an excellent read for those engaged in the work of improving society through service to learners and their families, teachers, and school leaders. Aspiring educators and leaders in both educational policy and school administration would do well to absorb the jaw dropping and profound stories offered by some of the most vulnerable in our society. As readers we are given us no choice but to catch our breath mid-chapter to consider simultaneously the power of art beyond traditional understandings, and our responsibility to the everyday experiences of learners and educators. The magic of this effort is rooted in the elegant examination of the overlooked and obscured truths about the power of self-expression in the face of strife. I simply could not put it down.” - Autumn Tooms Cyprès, Professor, Associate Dean for Research and Graduate Studies, St. John’s University and President, International Council of Professors of Educational Leadership "This book provides tangible evidence of the power of providing students on the margins with the tools to make their voices heard. We need to take the education of students with disabilities seriously in a wholistic, inclusive and enriching fashion and this work provides key insights into this essential work." - George Theoharis, Professor, Syracuse University and Author of The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice, and School ReformTable of ContentsList of Figures 1 Introduction: Artmaking as Sensemaking as a Portrait of Resilience for Children with Learning Differences  Christa Boske PART 1: Children Voices 2 You Can’t Get in My Shoe  S 3 The Cage  N 4 One of the Best (Because I Worked so Hard on This)  C 5 “Acception”  T 6 Princess  A 7 The Flame of Anger  L 8 I Want People to Listen  J 9 Animal Land  L 10 Helping Hands  M 11 Treat Women Like Flowers-They Are Gentle  J 12 Magna Shoe  P 13 Deep Blue  L 14 Barricade  A 15 My Story  S 16 Freedom  V 17 The Cycle #Dark Side  The Old Me (Author) and the New Me (Author) 18 I Look Fabulous  A 19 Born for Bred  M PART 2: Adult Voices 20 Born for Bred  A 21 The Tension of Duality  B 22 Diversity Is My Degree  C 23 Adversity  D 24 The Sky Is the Limit  E 25 They Lived Their Art  F 26 The Children Touch My Heart  G 27 Raw: The Thread That Connects Us  H 28 Confronting Anxieties on a Small Scale  I 29 Leading through Artmaking: Recognizing the Power of Arts-Based Approaches  J 30 Developing My Approach to Working with Children  K 31 The “Red R” Kid: Disrupting My Deficit-Laden Label  L 32 Living the Dream  M 33 Afterword: The Power of the Artmaking as Sensemaking  Christa Boske

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Book SynopsisEllen A. Brantlinger: When Meanings Falter and Words Fail, Ideology Matters celebrates the work of and is dedicated to the memory of Ellen A. Brantlinger, a scholar-activist who spent most of her professional career as a professor of special education at Indiana University in Bloomington, Indiana in the United States of America. Ellen was recognized internationally as an educator and critical theorist and celebrated for her incisive and unyielding critique of special education research, policy, and practice that spanned several decades. Brantlinger held that the impoverished nature of special education theory and practice was rooted to conformance with the most rigid constructs of standardization, normalcy, and its resulting inequitable outcomes for children with disabilities. When the push for educational inclusion gained currency in some quarters in the United States (mid-1980s), Brantlinger was among a handful of scholars who identified special education as the major obstacle to the inclusion of disabled students in the educational system. She was widely published in North American journals well known in special education, teacher education, multicultural education, sociology of education, urban education, school counseling, curriculum theory, qualitative education, and feminist teaching. This book offers an elaboration of the scholarly contributions made by Ellen Brantlinger to research in education, special education, inclusive education, and the early development of Disability Studies in Education. Many of its contributors move between the paradigmatic locations of special education, inclusive education, and disability studies as they consider Ellen’s influence. Contributors are: Julie Allan, Subini A. Annamma, Jessica Bacon, Alicia A. Broderick, Kathleen M. Collins, David J. Connor, Dianne L. Ferguson, Philip M. Ferguson, Amy L. Ferrel, Beth Ferri, Joanne Kim, Janette Klingner, Corrine Li, Brooke A. Moore, Emily A. Nusbaum, and Janet S. Sauer.Trade Review"It is refreshing to have access to the chapters as a singular body of work that recognises the formative contributions of a celebrated scholar from the field, and the book will be of particular interest to those less familiar with DSE's early development. [...] This book and the series from which it comes will provide an important index by which to measure their progress". Ben Whitburn, Deakin University, in Journal of Disability Studies in Education Vol 1 | Issue 1 (2020), pp.1-4.Table of ContentsSeries Introduction Notes on Contributors  Linda Ware Introduction: Honoring of the Research, Scholarship, and Activism of Ellen A. Brantlinger  Linda Ware and Roger Slee 1 Risk Taker, Role Model, Muse, and “Charlatan”: Stories of Ellen, an Atypical Giant  David J. Connor 2 Including Ideology  Julie Allan 3 Research, Relationships and Making Understanding: A Look at Brantlinger’s Darla and the Value of Case Study Research  Janet Story Sauer 4 When the Light Turns Blue: Journeying into Disability Studies Guided by the Work of Ellen Brantlinger  Kathleen M. Collins and Alicia A. Broderick 5 Challenging the Ideology of Normal in Schools  Subini A. Annamma, Amy L. Ferrel, Brooke A. Moore and Janette Klingner 6 Vulnerable to Exclusion: The Place for Segregated Education within Conceptions of Inclusion  Emily A. Nusbaum 7 The Impact of Standards-Based Reform: Applying Brantlinger‘s Critique of “Hierarchical Ideologies”  Jessica Bacon and Beth Ferri 8 Family Portraits: Past and Present Representations of Parents in Special Education Text Books  Dianne L. Ferguson, Philip M. Ferguson, Joanne Kim and Corrine Li Index

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Book SynopsisThe “Strong Poet”: Essays in Honor of Lous Heshusius is an edited volume focused on the research, scholarship, and leadership of one of the earliest proponents of radical change in the field of special education. This volume is part of the series Critical Leaders and the Foundation of Disability Studies in Education, a collective history of the ecology of ideas that gave way to the emergence of the field of Disability Studies in Education (DSE). The series formalizes the value of attending to a history, distinguished by Steve Taylor (2005), as one that existed before it was named DSE. In this volume the contributors borrow from the venerable life work of Lous Heshusius, to center her original claims, early research, and the enduring challenge she posed to special education against examples from their own practice and personal histories. Each chapter recovers aspects of the genius of Heshusius that ultimately disrupted status quo thinking about disability. Specifically her attention to recognizing the lives and desires of those that society too often relegates to categories and contexts devoid of self-direction and authentic agency. In brief, we find in Heshusius, a researcher who sought to privilege the voice of individuals with disability. She was among those who drew from and elaborated upon the methods and tools of qualitative research. Contributors are: Julie Allan, Alicia A. Broderick, Danielle M. Cowley, Deborah J. Gallagher, Emily A. Nusbaum, and Linda Ware.Table of ContentsSeries Introduction  Linda Ware Notes on Contributors Introduction: Lous Heshusius, the “Strong Poet”  Linda Ware and Emily A. Nusbaum 1 Boredom, Refusal, and Disbelief, Coming to the Work of Lous Heshusius  Linda Ware 2 New to the “Family of Malcontents”: Reflections on an Early Career of Creative Discontent  Emily A. Nusbaum 3 Seeking the Real in an Unreal World on Reading Lous Heshusius  Alicia A. Broderick 4 Reflexivity with and without Self: Lous Heshusius’s Purposeless Listening Exercise  Julie Allan 5 The Illusion of Our Separativeness: Exploring Heshusius’s Concept of Participary Conciousness in Disability Research and Inclusive Education  Deborah J. Gallagher 6 Respect for the Ghost, Justice for the Living: A Sociological Haunting 30 Years in the Making  Danielle M. Cowley Index

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Book SynopsisThis is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.Table of ContentsForeword  Julie Rattray and Ray Land Preface List of Figures 1 Introduction  1 Identity and Self  2 Afffective Dimension  3 Ethical Implications of This Book  4 Art as Knowledge 2 State of the Art: Art Education in the Twenty-First Century  1 Philosophical Underpinnings and Implications for Art Education  2 Art as a Discipline and Content  3 Visual Culture and Visual Literacy: Implications for Art Education  4 Semiotic Theory in the Art-Learning Environment  5 The Farce of Being Color-blind: Equity, Culturally Responsive Teaching, and the Relevance of Positionality  6 The Issue of Student-Centered Engagement and Equity  7 Art Education or Glorifijied Coloring 3 Threshold Concepts  1 Threshold Crossing and Characteristics of Threshold Concepts  2 Liminality  3 Afffective Dimension of Liminal Space and Art as a Vehicle for Navigation  4 The Involvement of the Afffective Dimension and Liminality in Learning Environments  5 Transformative Theory  6 Troublesome, Tacit, and Ontological Knowledge and the Liminal State  7 Visual Art as Insight into the Experience of the Liminal State  8 Boundedness and Boundary Objects  9 Discursive Element and Visual Art: Linguistic and Nonlinguistic Knowledge and Self-Dialogue  10 Conclusion 4 Jayden: A Split Self  1 Introduction  2 Jayden  3 Jayden’s Artwork and the Liminal Space  4 Jayden’s Art Portfolio 5 Aline: “I’m Just Hoping I Can Stop Surviving and Start Living”  1 Introduction  2 Aline’s History, Artwork, and Finding of Voice  3 Aline and the Liminal State  4 Institution and Healing 6 Rene: A Conversation with My Subconscious  1 Introduction  2 Rene’s Portfolio  3 Rene and the Navigation of the Liminal Space and Threshold Crossing  4 Semiotic Dialogue: Communication, Expression, and Voice 7 Cade: “Because I Don’t Care What You Think”  1 Introduction  2 Identity and Self  3 Crisis and Troublesome Knowledge  4 Cade: “Because I Feel Like the Voice Is Defijinitely a Big Part of Myself and Who I Am”  5 Cade’s Art Portfolio  6 Cade’s Liminal Experience and Discursive Elements 8 Discussion and Conclusion  1 Introduction  2 Visual Art and the Complex Threshold Concept of Self and Voice  3 Visual Art Navigating the Afffective Dimension and the Stuck Place  4 Visual Art as Semiotic Dialogue  5 Pedagogy Informed by Semiotic Theory  6 Engaging with Liminality and Psychological Safety  7 Implications for Curriculum and Learning in the Visual Art Classroom  8 Assessment of Learning in the Art Environment  9 Implications for Education Policy and Learning Environments  10 Consideration for Future Research and Recommendation for Art Education Index

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Book SynopsisThis is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.Table of ContentsForeword  Julie Rattray and Ray Land Preface List of Figures 1 Introduction  1 Identity and Self  2 Afffective Dimension  3 Ethical Implications of This Book  4 Art as Knowledge 2 State of the Art: Art Education in the Twenty-First Century  1 Philosophical Underpinnings and Implications for Art Education  2 Art as a Discipline and Content  3 Visual Culture and Visual Literacy: Implications for Art Education  4 Semiotic Theory in the Art-Learning Environment  5 The Farce of Being Color-blind: Equity, Culturally Responsive Teaching, and the Relevance of Positionality  6 The Issue of Student-Centered Engagement and Equity  7 Art Education or Glorifijied Coloring 3 Threshold Concepts  1 Threshold Crossing and Characteristics of Threshold Concepts  2 Liminality  3 Afffective Dimension of Liminal Space and Art as a Vehicle for Navigation  4 The Involvement of the Afffective Dimension and Liminality in Learning Environments  5 Transformative Theory  6 Troublesome, Tacit, and Ontological Knowledge and the Liminal State  7 Visual Art as Insight into the Experience of the Liminal State  8 Boundedness and Boundary Objects  9 Discursive Element and Visual Art: Linguistic and Nonlinguistic Knowledge and Self-Dialogue  10 Conclusion 4 Jayden: A Split Self  1 Introduction  2 Jayden  3 Jayden’s Artwork and the Liminal Space  4 Jayden’s Art Portfolio 5 Aline: “I’m Just Hoping I Can Stop Surviving and Start Living”  1 Introduction  2 Aline’s History, Artwork, and Finding of Voice  3 Aline and the Liminal State  4 Institution and Healing 6 Rene: A Conversation with My Subconscious  1 Introduction  2 Rene’s Portfolio  3 Rene and the Navigation of the Liminal Space and Threshold Crossing  4 Semiotic Dialogue: Communication, Expression, and Voice 7 Cade: “Because I Don’t Care What You Think”  1 Introduction  2 Identity and Self  3 Crisis and Troublesome Knowledge  4 Cade: “Because I Feel Like the Voice Is Defijinitely a Big Part of Myself and Who I Am”  5 Cade’s Art Portfolio  6 Cade’s Liminal Experience and Discursive Elements 8 Discussion and Conclusion  1 Introduction  2 Visual Art and the Complex Threshold Concept of Self and Voice  3 Visual Art Navigating the Afffective Dimension and the Stuck Place  4 Visual Art as Semiotic Dialogue  5 Pedagogy Informed by Semiotic Theory  6 Engaging with Liminality and Psychological Safety  7 Implications for Curriculum and Learning in the Visual Art Classroom  8 Assessment of Learning in the Art Environment  9 Implications for Education Policy and Learning Environments  10 Consideration for Future Research and Recommendation for Art Education Index

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Book SynopsisIn this book, 31 international academics explore the concepts of gifted, talented, creative and dissimilar learners as they apply in both school and tertiary education. Problem-based learning, alternative educational settings and meaningful feedback for gifted, talented and high potential learners, teachers’ views on creative pedagogies, learning analytics for dissimilar learners, eMaking for learners with an intellectual disability, capabilities-led programs, learner agency and inclusive practices in mathematics education, form a unique nexus of theory, research and approaches being presented by the authors. These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms. Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors 1 Using Problem-Based Learning to Broaden Representation within Gifted and Talented Programs: The ExCEL Model  Anne Horak and Andrew Gilbert 2 Homeschooling as an Alternative Educational Setting for Gifted and High Ability Learners  Jennifer Jolly 3 Gifted Students’ Mathematics Educational and Socio-Cultural Values in the Decision-Making Process through STEM Tasks  Fatma Nur Aktaş and Yüksel Dede 4 Meaningful Feedback as a Means of Visible Mathematics Learning and Teaching for Gifted Students  Aliya Kalimullina, Gasangusein Ibragimov, Juanjo Mena and Roza Valeeva 5 Gifted Athletes and the School-Based Soccer Academy  Wendy Goff 6 Representations of Creativity: The Importance of Storytelling in First Nations Science  Grant Cooper, Aleryk Fricker, Rachel Sheffield and Tang Kok-Sing 7 Teachers’ Views on the Utility of Creative Processes and Creative Pedagogies in Education  Anastasia Papadopoulou, Antonis Bouras and Tasos Barkatsas 8 Learning Analytics to Support Dissimilar Learners in Mathematics: A Scientific and Exploratory Research Mapping  Zara Ersozlu, Wanty Widjaja and Damian Blake 9 eMaking as a Pathway for Further Education: Learners Living with an Intellectual Disability  Kirsten Ellis, Gillian Kidman and Hazel Tan 10 Targeting Student Needs: Working with Dissimilar Learners in Place Value  Angela Rogers 11 Tech Schools: Capabilities-Led Programs  Aimé Sacrez, Stefan Schutt and Sandra McKechnie 12 Facilitating Inclusive Practices in Mathematics Education for All Learners: The Cross-Country Invariance Properties of a Survey Instrument Designed to Measure Students’ Valuing in Mathematics Learning  Tasos Barkatsas, Konstantinos Lavidas, Vasilis Gialamas and Patricia McLaughlin 13 Promoting Learner Agency for Gifted, Talented, Creative and Dissimilar Learners: Developing STEM Literacy for All Learners in Primary Mathematics Classrooms  Huk-Yuen Law Index

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Book SynopsisIn this book, 31 international academics explore the concepts of gifted, talented, creative and dissimilar learners as they apply in both school and tertiary education. Problem-based learning, alternative educational settings and meaningful feedback for gifted, talented and high potential learners, teachers’ views on creative pedagogies, learning analytics for dissimilar learners, eMaking for learners with an intellectual disability, capabilities-led programs, learner agency and inclusive practices in mathematics education, form a unique nexus of theory, research and approaches being presented by the authors. These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms. Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors 1 Using Problem-Based Learning to Broaden Representation within Gifted and Talented Programs: The ExCEL Model  Anne Horak and Andrew Gilbert 2 Homeschooling as an Alternative Educational Setting for Gifted and High Ability Learners  Jennifer Jolly 3 Gifted Students’ Mathematics Educational and Socio-Cultural Values in the Decision-Making Process through STEM Tasks  Fatma Nur Aktaş and Yüksel Dede 4 Meaningful Feedback as a Means of Visible Mathematics Learning and Teaching for Gifted Students  Aliya Kalimullina, Gasangusein Ibragimov, Juanjo Mena and Roza Valeeva 5 Gifted Athletes and the School-Based Soccer Academy  Wendy Goff 6 Representations of Creativity: The Importance of Storytelling in First Nations Science  Grant Cooper, Aleryk Fricker, Rachel Sheffield and Tang Kok-Sing 7 Teachers’ Views on the Utility of Creative Processes and Creative Pedagogies in Education  Anastasia Papadopoulou, Antonis Bouras and Tasos Barkatsas 8 Learning Analytics to Support Dissimilar Learners in Mathematics: A Scientific and Exploratory Research Mapping  Zara Ersozlu, Wanty Widjaja and Damian Blake 9 eMaking as a Pathway for Further Education: Learners Living with an Intellectual Disability  Kirsten Ellis, Gillian Kidman and Hazel Tan 10 Targeting Student Needs: Working with Dissimilar Learners in Place Value  Angela Rogers 11 Tech Schools: Capabilities-Led Programs  Aimé Sacrez, Stefan Schutt and Sandra McKechnie 12 Facilitating Inclusive Practices in Mathematics Education for All Learners: The Cross-Country Invariance Properties of a Survey Instrument Designed to Measure Students’ Valuing in Mathematics Learning  Tasos Barkatsas, Konstantinos Lavidas, Vasilis Gialamas and Patricia McLaughlin 13 Promoting Learner Agency for Gifted, Talented, Creative and Dissimilar Learners: Developing STEM Literacy for All Learners in Primary Mathematics Classrooms  Huk-Yuen Law Index

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Book SynopsisDr. Mary Houser received a BFA in related arts from Kutztown University of Pennsylvania, an MAT in special education from the College of New Jersey, and an EdD in educational leadership from Fayetteville State University. She is currently a professor in the Department of Special Education at West Chester University of Pennsylvania. She teaches both undergraduate and graduate courses in foundations of special education, behavior management, autism spectrum disorder, language development, and family systems. Dr. Houser has also taught graduate special education courses for Walden University, where she served as a graduate special education curriculum developer and assessor. In addition, she has taught graduate special education courses and supervised pre-service teachers for Campbell University (NC). Dr. Houser has worked as a learning disabilities specialist and has taught high school special education in both inclusive and self-contained settings to children with various disabilities. Her research interests include families of students with autism spectrum disorders and improving school-home relationships for students with disabilities.Dr. Tara Guerriero attended Northwestern University where she received her Ph.D. in Learning Disabilities, with a concentration in Cognitive Neuroscience. She also received her M.A. in Learning Disabilities and her B.S. in Communication Sciences and Disorders with a concentration in Learning Disabilities and a minor in Psychology from Northwestern University. She is currently a professor in the Department of Special Education at West Chester University of Pennsylvania. She teaches at the graduate and undergraduate level in the areas of foundations of Special Education, assessment, curriculum and instruction/methodology, family systems, and communication/language development and assistive technology. Dr. Guerriero was certified as a Special Education Teacher in the state of Pennsylvania, as well as a Learning Behavior Specialist in Learning Disabilities in the state of Illinois. She was both a clinician and supervisor in a learning clinic at Northwestern University, where she provided remediation for children with learning disabilities and conducted psycho-educational evaluations of children and adults for the purpose of identifying and diagnosing learning disabilities. Dr. Guerriero's research interests include assessment in special education, inclusive practices associated with special education, and both assessment and teaching within the areas of mathematics and reading in the field of learning disabilities.Dr. Colleen Commisso received a BS in Special Education (PK-12) and Elementary Education (K-6) and a certification in Secondary English (7-12) from Bloomsburg University. She also received an MS in Special Education and a Supervisory Certificate from Bloomsburg University and her PhD in Special Education from Lehigh University. She is currently an Assistant Professor at West Chester University of Pennsylvania. She teaches both undergraduate and graduate courses in foundations of special education, behavior management, trauma-informed practices, and supervises student teachers. Her research interests include brain-based approaches to support students who have experienced trauma, educational practices for pre-service teachers, and interventions for students who engage in problem behaviors.

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