Teaching skills and techniques Books

Book SynopsisText Sets: Multimodal Learning for Multicultural Students integrates a multicultural approach to teaching with standards-based instruction and multimodal learning opportunities in a variety of content areas. This unique combination allows teachers to meet the demands of their curriculum while recognizing and honoring the diverse students in their classroom. Each chapter provides an annotated text set with a specific theme, curricular goals, and instructional activities that suggest ways for students to interact with the texts. In addition to providing ready-made text sets, it models a framework for teachers to build their own text sets based on the individual needs of their schools and communities.Table of ContentsPreface xi Introduction xiii Lisa Ciecierski Part 1: Literacy and Language Arts 1. Using Literature to Teach Inference in the English/Language Arts Classroom 3 William P. Bintz 2. Understanding Those Who Are Different: A Text Set for Middle School Language Arts Curriculum 13 Bethany Scullin 3. ‘Good Hair’: Exploring Race within Multicultural Preschool Curriculum 25 Brianna Foraker 4. Recognizing African Influences in Children’s Literature 33 Taylor Hair and Rachael Fleischaker Part 2: Mathematics 5. Using Texts to See the Universality of Mathematics 45 Julie Nurnberger-Haag, Anita Alexander and Janis S. Mcteer 6. Using Literature as a Lens into the Standards for Mathematical Practice 59 Courtney Nagle 7. Counting Our Way through Kindergarten Using Text Sets 73 Molly Young Part 3: Science and the Nature World 8. A Text Set Guided Tour of Biological Evolution 85 Lisa Borgerding 9. Science as a Human Enterprise: The Power of Varied Backgrounds and Perspectives: A Text Set for Elementary and Middle School Science 99 Bridget K. Mulvey 10. Using Text Sets to Teach STEM in the K-5 Classroom 107 William P. Bintz, Sara D. Moore and Mila Rosa Librea-Carden 11. To Infinity and Beyond with Texts: A Text Set for High School Astronomy 117 Alexandria Twichell Part 4: Historical Perspectives 12. Using Biographical Multicultural and International Literature across Content Areas 129 Gumiko Monobe and Sharyn Turner 13. Trinidad Is a Paradise 149 Joanne Kilgour Dowdy 14. Understanding Martin Luther King, Jr.: A Test Set for High School American History 161 Joe Lendak 15. Beyond Names and Dates in World War II: A Text Set for High School History 167 Matthew Porter Part 5: Exploring Cultural Connections 16. Día de Muertos – Day of the Dead: A Multicultural Tradition 177 Mariana Romero-Gonzalez 17. Everyone Has a Story: What Is Yours? 185 Shen Wen Tan 18. What Are You? A Text Set about Biracial Identity 193 Shana M. Lee 19. The Way of My People: Addressing Students’ Heritage through Blackfoot Culture 201 Lorianna Clarke-Alexander Part 6: Communication through Language and Culture 20. Experiential Exercises in Lingo-Cultural Diversity 213 Irina Anokhin 21. Communication between the Deaf, the Culturally Deaf, Their Families, and the Hearing 221 Laura Beth Benner 22. Finding Peace through War 229 Fitim Krasniqi Part 7: Musical Journeys 23. Jazzin’ It up in the Elementary Music Classroom with Text Sets 239 Rachael Fleischaker 24. The Blues: An Interdisciplinary Approach to Using Text Sets 251 Karl Martin Part 8: Visual Art and What It Represents 25. Colors and Emotions 263 Kaitlyn Culp 26. Aesthetics: It’s Not Always Black and White 269 Katheryn Werner 27. Women Artists and Women in Art 277 Sue Kelewae About the Contributors 287 Index 293

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Book SynopsisPedagogies for Building Cultures of Peace explores how normalizations of violence are constructed from the perspective of young adults and how pedagogies can be created toward building cultures of peace. Findings show the diverse ways in which enmity (or the dehumanized other) is constructed, including through socialization processes, associating difference as deficient, systems of exclusion, disengaged citizenship, and cultures of competition and rivalry. Results also show how critical adult education can reveal hidden forms of power embedded within normalizations of violence, creating opportunities for peacebuilding education. By collaboratively engaging in peace research with youth, and by explicitly exploring power as a central component of violence, violence transformation and peacebuilding education led by youth become imaginable.Trade Review"Pedagogies for Building Cultures of Peace is a useful resource both for centralizing current research on structural and cultural violence and the concomitant dehumanization of the “other” (…) This book is a theoretical treatment of a specific dialogic experience examining the normalization of violence. It is evident that the experience was significant for the participants, and the detailed reporting of the participant dialogue helps make clear some ways in which structures of violence are normalized for these youth. (…) [T]he central argument – that safe, collaborative, and critical dialogue functions as a viable pedagogical strategy for building real peace – is compelling". - Ryan Korstange (2020) Book Review. The Wabash Center Journal on Teaching, 1(1): 120.Table of ContentsAcknowledgements Introduction & Positionality 1 Peacebuilding – Challenges & Opportunities 2 Understanding Violence  1 Defijining Violence  2 Violence & Peace  3 Constructions of an Enemy 3 The Interconnections of Violence, Peace & Power  1 Understanding Power  2 Power Frameworks 4 Educational Frameworks for Building Cultures of Peace  1 Education for Peace – Foundational Perspectives  2 Critical Adult Education & Education for Peace  3 Contributions from Peacebuilding  4 Contributions from International Humanitarian Law  5 Intersections and Possibilities: Peace Work in Adult Education 5 Youth as Peacebuilders  1 Young Adult Participants: Demographics & Relationships 6 Participatory, Critical and Collaborative Research with Youth  1 Participatory and Collaborative Research – Inspirations from par  2 Participatory and Collaborative Methodologies with Youth  3 Methods: Pedagogical Processes  4 Community Standards and Participation Processes  5 par-Inspired Data Analysis  6 Methodological Insights 7 Constructions of Enmity: Perspectives from Youth  1 Constructions of Enmity  2 Looking Back, Learning Together, Moving Ahead: Key Insights from Professional Informants  3 Exploring Enmity Together – Collaborative Learning  4 Conclusions and Discussions 8 Exploring Power Assumptions with Youth  1 Power and Agency  2 Power and Relations  3 Power and Social Structure  4 Finding #7: Explicitly Exploring Assumptions of Power is Key for Collaborative Social Action  5 Frameworks for Analyzing Power  6 ‘The Onion’ Analysis  7 Expressions and Forms of Power 9 Strategies for Building Cultures of Peace with Youth  1 The Goal: Building Cultures of Peace  2 What is Needed for Cultures of Peace?  3 Measuring Progress Towards Cultures of Peace  4 Finding #8: Respectful and Equitable Relations are Building Blocks for Cultures of Peace  5 Strategies for Cultures of Peace  6 Empowered Individuals – Engaged Citizens  7 Peaceful Relations  8 Experiential Learning  9 Discussion & Conclusions: Where Do We Go from Here? 10 Violence Transformation & Building Cultures of Peace  1 Relational Approaches to Violence Transformation & Peacebuilding  2 Relational, Peacebuilding Pedagogies  3 Critical, Constructive and Relational Pedagogies for Peace  4 Experiential Learning  5 Sites for Peace Work within Adult Education  6 Critical Adult Education and Violence Transformation: Concluding Thoughts 11 Significance and Conclusion: Peace, Pedagogy and Possibilities  1 Research Signifijicance  2 Opportunities and Recommendations: Future Research and Practice  3 Conclusion Appendix 1: Expressions of Power Appendix 2: Alternative Approaches to Peace Work Appendix 3: Guidelines for Photography Appendix 4: Guidelines for Informal Conversations & Interviews with Young Adults Appendix 5: Community Standards Glossary References Index

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Book SynopsisPedagogies for Building Cultures of Peace explores how normalizations of violence are constructed from the perspective of young adults and how pedagogies can be created toward building cultures of peace. Findings show the diverse ways in which enmity (or the dehumanized other) is constructed, including through socialization processes, associating difference as deficient, systems of exclusion, disengaged citizenship, and cultures of competition and rivalry. Results also show how critical adult education can reveal hidden forms of power embedded within normalizations of violence, creating opportunities for peacebuilding education. By collaboratively engaging in peace research with youth, and by explicitly exploring power as a central component of violence, violence transformation and peacebuilding education led by youth become imaginable.Trade Review"Pedagogies for Building Cultures of Peace is a useful resource both for centralizing current research on structural and cultural violence and the concomitant dehumanization of the “other” (…) This book is a theoretical treatment of a specific dialogic experience examining the normalization of violence. It is evident that the experience was significant for the participants, and the detailed reporting of the participant dialogue helps make clear some ways in which structures of violence are normalized for these youth. (…) [T]he central argument – that safe, collaborative, and critical dialogue functions as a viable pedagogical strategy for building real peace – is compelling". - Ryan Korstange (2020) Book Review. The Wabash Center Journal on Teaching, 1(1): 120.Table of ContentsAcknowledgements Introduction & Positionality 1 Peacebuilding – Challenges & Opportunities 2 Understanding Violence  1 Defijining Violence  2 Violence & Peace  3 Constructions of an Enemy 3 The Interconnections of Violence, Peace & Power  1 Understanding Power  2 Power Frameworks 4 Educational Frameworks for Building Cultures of Peace  1 Education for Peace – Foundational Perspectives  2 Critical Adult Education & Education for Peace  3 Contributions from Peacebuilding  4 Contributions from International Humanitarian Law  5 Intersections and Possibilities: Peace Work in Adult Education 5 Youth as Peacebuilders  1 Young Adult Participants: Demographics & Relationships 6 Participatory, Critical and Collaborative Research with Youth  1 Participatory and Collaborative Research – Inspirations from par  2 Participatory and Collaborative Methodologies with Youth  3 Methods: Pedagogical Processes  4 Community Standards and Participation Processes  5 par-Inspired Data Analysis  6 Methodological Insights 7 Constructions of Enmity: Perspectives from Youth  1 Constructions of Enmity  2 Looking Back, Learning Together, Moving Ahead: Key Insights from Professional Informants  3 Exploring Enmity Together – Collaborative Learning  4 Conclusions and Discussions 8 Exploring Power Assumptions with Youth  1 Power and Agency  2 Power and Relations  3 Power and Social Structure  4 Finding #7: Explicitly Exploring Assumptions of Power is Key for Collaborative Social Action  5 Frameworks for Analyzing Power  6 ‘The Onion’ Analysis  7 Expressions and Forms of Power 9 Strategies for Building Cultures of Peace with Youth  1 The Goal: Building Cultures of Peace  2 What is Needed for Cultures of Peace?  3 Measuring Progress Towards Cultures of Peace  4 Finding #8: Respectful and Equitable Relations are Building Blocks for Cultures of Peace  5 Strategies for Cultures of Peace  6 Empowered Individuals – Engaged Citizens  7 Peaceful Relations  8 Experiential Learning  9 Discussion & Conclusions: Where Do We Go from Here? 10 Violence Transformation & Building Cultures of Peace  1 Relational Approaches to Violence Transformation & Peacebuilding  2 Relational, Peacebuilding Pedagogies  3 Critical, Constructive and Relational Pedagogies for Peace  4 Experiential Learning  5 Sites for Peace Work within Adult Education  6 Critical Adult Education and Violence Transformation: Concluding Thoughts 11 Significance and Conclusion: Peace, Pedagogy and Possibilities  1 Research Signifijicance  2 Opportunities and Recommendations: Future Research and Practice  3 Conclusion Appendix 1: Expressions of Power Appendix 2: Alternative Approaches to Peace Work Appendix 3: Guidelines for Photography Appendix 4: Guidelines for Informal Conversations & Interviews with Young Adults Appendix 5: Community Standards Glossary References Index

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Book SynopsisThe present volume is the result of a pilot study and a workshop at Queensborough Community College that tried to integrate and discussed poetry as a new method of writing intensive pedagogy across the curriculum. Educators from several different disciplines – Art and Design, Biology, English, History, Philosophy, and Sociology – describe such methods and their teaching experiences in the classroom and highlight, how poetry has been and could be used for fruitful teaching and learning across the curriculum. The interdisciplinary pilot study and the discussions at the workshop, which are represented by the chapters in the present volume consequently emphasize the possibilities for the use of poetry at Community Colleges and U.S. undergraduate education in general. Contributors are: Kathleen Alves, Alison Cimino, Urszula Golebiewska, Joshua M. Hall, Angela Hooks, Frank Jacob, Shannon Kincaid, Susan Lago, Alice Rosenblitt-Lacey, Ravid Rovner, and Amy Traver.Table of ContentsIntroduction: Pedagogy and Poetry across the Disciplines  Frank Jacob and Shannon Kincaid Part 1: Arts 1 “Object Poetry” as a Source of Inspiration for Design Studies  Ravid Rovner 2 Arts Integrated Learning through Poetry: Implementing Awareness, Metaphor, and Play across Curriculums  Alison Cimino Part 2: Biology 3 Poetry in a Biology Classroom  Urszula Golebiewska Part 3: English 4 An Initiation into Academic Discourse with Poetry  Susan Lago 5 Poetry and Student Learning  Angela Hooks 6 “Thirsty Women and Fuckboys”: Teaching Shakespeare with Memes  Kathleen Alves 7 In Deference to Dreams Deferred: Langston Hughes’ Poem, “Harlem (A Dream Deferred)” and Its Application across the Curriculum  Alice Rosenblitt-Lacey Part 4: History 8 Expressive Content Writing: The Inclusion of Poetry in Undergraduate History Courses  Frank Jacob Part 5: Philosophy 9 Pedagogy in Verse: A Philosophical Approach to Poetry across the Curriculum  Shannon Kincaid 10 Empowering Poetic Defiance: Baudelaire, Kant and Poetic Agency in the Classroom  Joshua M. Hall Part 6: Sociology 11 Contextualizing Math and Poetry in Community College Courses: Impacts and Implications in Introduction to Sociology  Amy E. Traver Index

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Book SynopsisThe present volume is the result of a pilot study and a workshop at Queensborough Community College that tried to integrate and discussed poetry as a new method of writing intensive pedagogy across the curriculum. Educators from several different disciplines – Art and Design, Biology, English, History, Philosophy, and Sociology – describe such methods and their teaching experiences in the classroom and highlight, how poetry has been and could be used for fruitful teaching and learning across the curriculum. The interdisciplinary pilot study and the discussions at the workshop, which are represented by the chapters in the present volume consequently emphasize the possibilities for the use of poetry at Community Colleges and U.S. undergraduate education in general. Contributors are: Kathleen Alves, Alison Cimino, Urszula Golebiewska, Joshua M. Hall, Angela Hooks, Frank Jacob, Shannon Kincaid, Susan Lago, Alice Rosenblitt-Lacey, Ravid Rovner, and Amy Traver.Table of ContentsIntroduction: Pedagogy and Poetry across the Disciplines  Frank Jacob and Shannon Kincaid Part 1: Arts 1 “Object Poetry” as a Source of Inspiration for Design Studies  Ravid Rovner 2 Arts Integrated Learning through Poetry: Implementing Awareness, Metaphor, and Play across Curriculums  Alison Cimino Part 2: Biology 3 Poetry in a Biology Classroom  Urszula Golebiewska Part 3: English 4 An Initiation into Academic Discourse with Poetry  Susan Lago 5 Poetry and Student Learning  Angela Hooks 6 “Thirsty Women and Fuckboys”: Teaching Shakespeare with Memes  Kathleen Alves 7 In Deference to Dreams Deferred: Langston Hughes’ Poem, “Harlem (A Dream Deferred)” and Its Application across the Curriculum  Alice Rosenblitt-Lacey Part 4: History 8 Expressive Content Writing: The Inclusion of Poetry in Undergraduate History Courses  Frank Jacob Part 5: Philosophy 9 Pedagogy in Verse: A Philosophical Approach to Poetry across the Curriculum  Shannon Kincaid 10 Empowering Poetic Defiance: Baudelaire, Kant and Poetic Agency in the Classroom  Joshua M. Hall Part 6: Sociology 11 Contextualizing Math and Poetry in Community College Courses: Impacts and Implications in Introduction to Sociology  Amy E. Traver Index

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Book SynopsisThe issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners.Table of ContentsPreface Acknowledgements Notes on Contributors PART 1: Teachers’ Education and Teachers’ Knowledge 1 What Should We Expect from Somebody Who Teaches Mathematics in Elementary School  Shlomo Vinner 2 Pre-Service Mathematics Teachers’ Attitudes Toward Integration of Humor in Mathematics Lessons  Avikam Gazit 3 Geometric Thinking Levels of Pre-Service and In-Service Mathematics Teachers at Various Stages of Their Education  Dorit Patkin and Ruthi Barkai PART 2: Teaching and Teachers’ Personality 4 A Multicultural View of Mathematics Male-Teachers at Israeli Elementary Schools  Eti Gilad and Shosh Millet 5 Do “Those Who Understand” Teach? Mathematics Teachers’ Professional Image  Dorit Patkin and Avikam Gazit 6 Elementary School Mathematics Pre-Service Teachers’ Perception of Their Professional Image  Nili Mendelson Epilog  Dorit Patkin and Avikam Gazit Root Canal  Avikam Gazit

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Book SynopsisThe issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners.Table of ContentsPreface Acknowledgements Notes on Contributors PART 1: Teachers’ Education and Teachers’ Knowledge 1 What Should We Expect from Somebody Who Teaches Mathematics in Elementary School  Shlomo Vinner 2 Pre-Service Mathematics Teachers’ Attitudes Toward Integration of Humor in Mathematics Lessons  Avikam Gazit 3 Geometric Thinking Levels of Pre-Service and In-Service Mathematics Teachers at Various Stages of Their Education  Dorit Patkin and Ruthi Barkai PART 2: Teaching and Teachers’ Personality 4 A Multicultural View of Mathematics Male-Teachers at Israeli Elementary Schools  Eti Gilad and Shosh Millet 5 Do “Those Who Understand” Teach? Mathematics Teachers’ Professional Image  Dorit Patkin and Avikam Gazit 6 Elementary School Mathematics Pre-Service Teachers’ Perception of Their Professional Image  Nili Mendelson Epilog  Dorit Patkin and Avikam Gazit Root Canal  Avikam Gazit

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Book SynopsisThis volume is a commemorative book celebrating the 30th Anniversary of the Special Interest Group (SIG) on Learning Environments of the American Educational Researchers’ Association. It includes a historical perspective starting with the formation of the SIG in 1984 and the first program space at the AERA annual meeting in 1985 in Chicago. This retrospective notes other landmarks in the development of the SIG such as the creation of the international journal Learning Environments Research. The study of learning environments was first conceptualized around the need to develop perceptual and psychosocial measures for describing students’ individual or shared educational experiences (e.g. ‘feel of the class’ or ‘classroom climate’). Over the ensuing decades, the field expanded considerably from its early roots in science education to describe other phenomenon such as teacher-student interpersonal relationships, or applications in pre-service teacher education and action research. The book also describes several new areas of promise for the expanding field of learning environments research that in the future will include more diverse contexts and applications. These will include new contexts but established research programs in areas such as information and communications technology and environmental education, but also in emerging research contexts such as the physical classroom environment and links among learning environment contexts and students’ emotional health and well-being. Contributors are: Perry den Brok, Rosie Dhaliwhal, Barry J. Fraser, Catherine Martin-Dunlop, David Henderson, Melissa Loh, Tim Mainhardt, George Sirrakos, Alisa Stanton, Theo Wubbels, and David B. Zandvliet.Trade Review"Over the past 30 years, researchers have learned not only what psychosocial factors infuence the learning environment and afect student outcomes but also have forged methodological advances in identifying the complex relationships between students’ perceptions of their classroom climate, student outcomes, and innovative teaching. Clearly, Thirty Years of Learning Environment is informative, insightful, and relevant for those who wish to keep up with the latest research on learning environments. This edited volume is an essential and valuable resource for policymakers, researchers, teacher educators, and graduate students in science and mathematics education, educational psychology, sociology of education, educational research, and leadership education." - Myint Swe Khine in Learning Environments Research, vol. 24. (4 September 2021)Table of ContentsList of Figures and Tables 1 Milestones in the Evolution of the Learning Environments Field over the Past Three Decades  Barry J. Fraser 2 My Journey in the Learning Environments Research Community: Research on Teacher–Student Interactions and Relationships  Theo Wubbels 3 Developments in Quantitative Methods and Analyses for Studying Learning Environments  Perry den Brok, Tim Mainhard and Theo Wubbels 4 Looking Back and Looking Forward  David B. Zandvliet 5 Evaluating the Impact of a Purposefully-Designed Active Learning Space on Student Outcomes and Behaviours in an Undergraduate Architecture Course  C. Martin-Dunlop, C. Hohmann, A. Alabanza Akers, J. Determan, L. Lewter and I. Williams 6 Development and Validation of the Questionnaire Assessing Connections to Science (QuACS)  Georgeos Sirrakos, Jr. and Barry J. Fraser 7 Using Classroom Environment Perceptions to Guide Teacher Professional Learning: A Mixed-Methods Case Study  David Henderson and Melissa Loh 8 Impacts of Learning Environments on Student Well-Being in Higher Education  Alisa Stanton, David B. Zandvliet and Rosie Dhaliwal Index

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Book SynopsisThis volume is a commemorative book celebrating the 30th Anniversary of the Special Interest Group (SIG) on Learning Environments of the American Educational Researchers’ Association. It includes a historical perspective starting with the formation of the SIG in 1984 and the first program space at the AERA annual meeting in 1985 in Chicago. This retrospective notes other landmarks in the development of the SIG such as the creation of the international journal Learning Environments Research. The study of learning environments was first conceptualized around the need to develop perceptual and psychosocial measures for describing students’ individual or shared educational experiences (e.g. ‘feel of the class’ or ‘classroom climate’). Over the ensuing decades, the field expanded considerably from its early roots in science education to describe other phenomenon such as teacher-student interpersonal relationships, or applications in pre-service teacher education and action research. The book also describes several new areas of promise for the expanding field of learning environments research that in the future will include more diverse contexts and applications. These will include new contexts but established research programs in areas such as information and communications technology and environmental education, but also in emerging research contexts such as the physical classroom environment and links among learning environment contexts and students’ emotional health and well-being. Contributors are: Perry den Brok, Rosie Dhaliwhal, Barry J. Fraser, Catherine Martin-Dunlop, David Henderson, Melissa Loh, Tim Mainhardt, George Sirrakos, Alisa Stanton, Theo Wubbels, and David B. Zandvliet.Trade Review"Over the past 30 years, researchers have learned not only what psychosocial factors infuence the learning environment and afect student outcomes but also have forged methodological advances in identifying the complex relationships between students’ perceptions of their classroom climate, student outcomes, and innovative teaching. Clearly, Thirty Years of Learning Environment is informative, insightful, and relevant for those who wish to keep up with the latest research on learning environments. This edited volume is an essential and valuable resource for policymakers, researchers, teacher educators, and graduate students in science and mathematics education, educational psychology, sociology of education, educational research, and leadership education." - Myint Swe Khine in Learning Environments Research, vol. 24. (4 September 2021)Table of ContentsList of Figures and Tables 1 Milestones in the Evolution of the Learning Environments Field over the Past Three Decades  Barry J. Fraser 2 My Journey in the Learning Environments Research Community: Research on Teacher–Student Interactions and Relationships  Theo Wubbels 3 Developments in Quantitative Methods and Analyses for Studying Learning Environments  Perry den Brok, Tim Mainhard and Theo Wubbels 4 Looking Back and Looking Forward  David B. Zandvliet 5 Evaluating the Impact of a Purposefully-Designed Active Learning Space on Student Outcomes and Behaviours in an Undergraduate Architecture Course  C. Martin-Dunlop, C. Hohmann, A. Alabanza Akers, J. Determan, L. Lewter and I. Williams 6 Development and Validation of the Questionnaire Assessing Connections to Science (QuACS)  Georgeos Sirrakos, Jr. and Barry J. Fraser 7 Using Classroom Environment Perceptions to Guide Teacher Professional Learning: A Mixed-Methods Case Study  David Henderson and Melissa Loh 8 Impacts of Learning Environments on Student Well-Being in Higher Education  Alisa Stanton, David B. Zandvliet and Rosie Dhaliwal Index

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Book SynopsisThe possibilities of gaming for transformative and equity-driven instructional teaching practice are more robust than ever before. And yet, support for designing playful learning opportunities are too often not addressed or taught in professional development or teacher education programs. Considering the complex demands in public schools today and the niche pockets of extracurricular engagement in which youth find themselves, Playing with Teaching serves as a hands-on resource for teachers and teacher educators. Particularly focused on how games – both digital and non-digital – can shape unique learning and literacy experiences for young people today, this book’s chapters look at numerous examples that educators can bring into their classrooms today. By exploring how teachers can support literacy practices through gaming, this volume provides specific strategies for heightening literacy learning and playful experiences in classrooms. The classroom examples of gameful teaching described in each chapter not only provide practical examples of games and learning, but offer critical perspectives on why games in literacy classrooms matter today. Through depictions of cutting-edge of powerful and playful pedagogy, this book is not a how-to manual. Rather, Playing with Teaching fills a much-needed space demonstrating how games are applied in classrooms today. It is an invitation to reimagine classrooms as spaces to newly investigate playful approaches to teaching and learning with adolescents. Roll the dice and give playful literacy instruction a try. Contributors are: Jill Bidenwald, Jennifer S. Dail, Elizabeth DeBoeser, Antero Garcia, Kip Glazer, Emily Howell, Lindy L. Johnson, Rachel Kaminski Sanders, Jon Ostenson, Chad Sansing, and Shelbie Witte.Table of ContentsForeword  Ken Lindblom List of Figures and Tables Notes on Contributors Introduction: Taking Literacies of Play Seriously  Antero Garcia, Jennifer S. Dail and Shelbie Witte PART 1: Writing and Text-Based Models of Play Introduction to Part 1: Writing and Text-Based Models of Play  Antero Garcia, Shelbie Witte and Jennifer S. Dail 1 Writing through Gaming: A Youth Writing Camp Perspective  Emily Howell and Rachel Kaminski Sanders 2 Time to Level Up: Learning through Play in a Writing Classroom  Rachel Kaminski Sanders 3 Gaming the System: Engaging Students in the Imaginative Worlds of Young Adult Literature through Role-Playing Games  Lindy l. Johnson and Elizabeth Deboeser 4 Imparting Empathy with Gaming Experiences: A Conversation with the Developers of Thorny Games  Shelbie Witte and Jill Bindewald (with Oklahoma State University English Education Students) PART 2: Videogames and Critical Literacies in ELA Classrooms Introduction to Part 2: Videogames and Critical Literacies in ELA Classrooms  Antero Garcia, Shelbie Witte and Jennifer S. Dail 5 A Critical Examination of Adolescence through Video Games  Jon Ostenson 6 Video Game Creation as an Instructional Strategy: A New Way to Apply the Tpack Framework in K-12 Education  Kip Glazer 7 Practical Advice for Teaching and Learning with Games: Foster Agency and Ownership with an Intentional Approach to Games  Chad Sansing Index

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

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Book SynopsisRich Pickings: Creative Professional Development Activities for University Teachers offers both inspiration and practical advice for academics who want to develop their teaching in ways that go beyond the merely technical, and for the academic developers who support them. Advocating active engagement with literary and nonliterary texts as one way of prompting deep thinking about teaching practice and teacher identities, Daphne Loads shows how to read poems, stories, academic papers and policy documents in ways that stay with the physicality of words: how they sound, how they look on the page or the screen, how they feel in the mouth. She invites readers to bring into play associations, allusions, memories and insights, to examine their own ways of meaning making and to ask what all of this means for their development as teachers. Bringing together scholarship and experiential activities, the author challenges both academics and academic developers to reject narrowly instrumental approaches to professional development; bring teachers and teaching into view, in contrast with misguided interpretations of student-centredness that tend to erase them from the picture; claim back literary writings as a source of wisdom and insight; trust readers’ responses; and reintroduce beauty and joy into university teaching that has come to be perceived as bleak and unfulfilling. This book does not attempt to construct a single, coherent argument but rather to indicate a range of good things to choose from. Readers are encouraged to explore the overlaps and the gaps.Trade Review"Although a slim volume, Rich Pickings is indeed a treasure trove of delightful vignettes plus some really useful ideas. It comprises 26 chapters, which are mainly only a page or two in length but feel much longer in terms of the richness of the material, and while it was written by an academic developer this is not a ‘how to run a class’ type of book. It is much, much more than that. It is provocation, it is challenge, it is a tiny, power-packed ideas generator, and for me, it is a book for our time." - Lorraine Anderson, University of Dundee, in: Journal of Perspectives in Applied Academic Practice Vol 8 | Issue 1 (2020), p. 163 "Every so often a little book crosses your path, stops you in your tracks and encourages you to look at the world around you with a different set of eyes. Rich Pickings is one such book. [...] Each chapter is accompanied by a line drawing that really enhances its theme and speaks to visual thinkers. Daphne’s book is a testament to the power of prose that is short and succinct to grab our attention and really make us reflect on what we’re doing in our campus classrooms. [...] Read it. It will brighten your day and make you think differently about who you are and how you teach." - Hazel Christie, Institute for Academic Development, University of Edinburgh, in: Scottish Higher Education Developers "We often speak of different forms of writing as if they are different animals altogether, and our expectations of what these forms are capable of and how they are appreciated, as well as how they are produced, are very different. We can see these divisions everywhere — in the variation in product design between which different forms are shared (newsprint, book, blog, pamphlet, magazine, television), in the way these forms are organised in libraries or online and in the way they are taught at schools and universities. The separation between ‘creative writing’ and ‘academic writing’ feels entrenched at university level, and yet as a creative writer myself, I am increasingly drawn to explore the lyric essay, the poetic memoir… types of writing that defy formal distinctions and allow the writer to employ the best of what each form has to offer — being able to play with language, word placement on the page, thesis and argument, memory, description and imagination. Daphne’s own elegantly-composed and carefully considered language posits vital questions to those writing, and perhaps struggling to write, academic papers — why does it feel painful? Why can’t it be beautiful? Would it be easier to think through academic writing (the creation of it, the understanding of it) if we approached it like poetry; something difficult but breathtakingly meaningful, a rich art that does not use language like a conveyor belt to deliver ideas but like cocoons opening to release butterflies into sunlight. We are often unaware of the prejudices we have been taught regarding ‘serious, difficult academic writing’ and ‘emotive, aesthetically-obsessed creative writing’, and it may be these very prejudices that are causing us to hit blocks when we attempt to generate important contributions to academia. [..] Academics are under increasing pressures, squeezed between mounting priorities and demands on their time, and this book comes like a caressing hand on a tense shoulder to offer another way in to reading and writing research: taking joy in the music of creation, sculpting our most precious thoughts, and sharing what we’ve learned in a way that carries each reader with us, deep into our own learning." - J.L. WilliamsTable of ContentsForeword  J. L. Williams Acknowledgements 1 Introduction 2 Poetry and Policy  Policy to Poetry  When Poetry’s the Policy 3 A Stupid Way to Eat a Peach 4 Close Reading 5 Slow Reading 6 What’s the Use of Literature? 7 What Do Academic Developers Do? 8 You Gotta Have Soul 9 Taming the Wild Profusion of Existing Things 10 “Ankle-Deep in Aviation Fuel” or “More than Violets Knee-Deep”? 11 How to Make a Dadaist Poem: Method of Tristan Tzara 12 Etymologies 13 Moon 14 artefact 15 The Possibilities of Human Misunderstanding 16 Random 17 Cut-up and Collage 18 Kintsugi 19 Trouble 20 Aleatory Poetry 21 Play at Work: On Arts-Enriched Reflection 22 Threshold Concepts and the Student-as-Vampire  Amy Burge 23 Revisiting Deep and Surface Reading 24 The Power of Anecdotes 25 A Symposium and a Song 26 Envoi

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Book SynopsisRich Pickings: Creative Professional Development Activities for University Teachers offers both inspiration and practical advice for academics who want to develop their teaching in ways that go beyond the merely technical, and for the academic developers who support them. Advocating active engagement with literary and nonliterary texts as one way of prompting deep thinking about teaching practice and teacher identities, Daphne Loads shows how to read poems, stories, academic papers and policy documents in ways that stay with the physicality of words: how they sound, how they look on the page or the screen, how they feel in the mouth. She invites readers to bring into play associations, allusions, memories and insights, to examine their own ways of meaning making and to ask what all of this means for their development as teachers. Bringing together scholarship and experiential activities, the author challenges both academics and academic developers to reject narrowly instrumental approaches to professional development; bring teachers and teaching into view, in contrast with misguided interpretations of student-centredness that tend to erase them from the picture; claim back literary writings as a source of wisdom and insight; trust readers’ responses; and reintroduce beauty and joy into university teaching that has come to be perceived as bleak and unfulfilling. This book does not attempt to construct a single, coherent argument but rather to indicate a range of good things to choose from. Readers are encouraged to explore the overlaps and the gaps.Trade Review"Although a slim volume, Rich Pickings is indeed a treasure trove of delightful vignettes plus some really useful ideas. It comprises 26 chapters, which are mainly only a page or two in length but feel much longer in terms of the richness of the material, and while it was written by an academic developer this is not a ‘how to run a class’ type of book. It is much, much more than that. It is provocation, it is challenge, it is a tiny, power-packed ideas generator, and for me, it is a book for our time." - Lorraine Anderson, University of Dundee, in: Journal of Perspectives in Applied Academic Practice Vol 8 | Issue 1 (2020), p. 163 "Every so often a little book crosses your path, stops you in your tracks and encourages you to look at the world around you with a different set of eyes. Rich Pickings is one such book. [...] Each chapter is accompanied by a line drawing that really enhances its theme and speaks to visual thinkers. Daphne’s book is a testament to the power of prose that is short and succinct to grab our attention and really make us reflect on what we’re doing in our campus classrooms. [...] Read it. It will brighten your day and make you think differently about who you are and how you teach." - Hazel Christie, Institute for Academic Development, University of Edinburgh, in: Scottish Higher Education Developers "We often speak of different forms of writing as if they are different animals altogether, and our expectations of what these forms are capable of and how they are appreciated, as well as how they are produced, are very different. We can see these divisions everywhere — in the variation in product design between which different forms are shared (newsprint, book, blog, pamphlet, magazine, television), in the way these forms are organised in libraries or online and in the way they are taught at schools and universities. The separation between ‘creative writing’ and ‘academic writing’ feels entrenched at university level, and yet as a creative writer myself, I am increasingly drawn to explore the lyric essay, the poetic memoir… types of writing that defy formal distinctions and allow the writer to employ the best of what each form has to offer — being able to play with language, word placement on the page, thesis and argument, memory, description and imagination. Daphne’s own elegantly-composed and carefully considered language posits vital questions to those writing, and perhaps struggling to write, academic papers — why does it feel painful? Why can’t it be beautiful? Would it be easier to think through academic writing (the creation of it, the understanding of it) if we approached it like poetry; something difficult but breathtakingly meaningful, a rich art that does not use language like a conveyor belt to deliver ideas but like cocoons opening to release butterflies into sunlight. We are often unaware of the prejudices we have been taught regarding ‘serious, difficult academic writing’ and ‘emotive, aesthetically-obsessed creative writing’, and it may be these very prejudices that are causing us to hit blocks when we attempt to generate important contributions to academia. [..] Academics are under increasing pressures, squeezed between mounting priorities and demands on their time, and this book comes like a caressing hand on a tense shoulder to offer another way in to reading and writing research: taking joy in the music of creation, sculpting our most precious thoughts, and sharing what we’ve learned in a way that carries each reader with us, deep into our own learning." - J.L. WilliamsTable of ContentsForeword  J. L. Williams Acknowledgements 1 Introduction 2 Poetry and Policy  Policy to Poetry  When Poetry’s the Policy 3 A Stupid Way to Eat a Peach 4 Close Reading 5 Slow Reading 6 What’s the Use of Literature? 7 What Do Academic Developers Do? 8 You Gotta Have Soul 9 Taming the Wild Profusion of Existing Things 10 “Ankle-Deep in Aviation Fuel” or “More than Violets Knee-Deep”? 11 How to Make a Dadaist Poem: Method of Tristan Tzara 12 Etymologies 13 Moon 14 artefact 15 The Possibilities of Human Misunderstanding 16 Random 17 Cut-up and Collage 18 Kintsugi 19 Trouble 20 Aleatory Poetry 21 Play at Work: On Arts-Enriched Reflection 22 Threshold Concepts and the Student-as-Vampire  Amy Burge 23 Revisiting Deep and Surface Reading 24 The Power of Anecdotes 25 A Symposium and a Song 26 Envoi

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