Search results for """ "Global Classroom""
Emerald Publishing Limited Global Classroom
Book SynopsisOffering educators strategies for navigating culturally diverse classrooms Global Classroom addresses the challenges, effective communication techniques, inclusive curricula, and real-world case studies in business and economics education.
£45.00
Taylor & Francis The Global Classroom
Book SynopsisThe Global Classroom: An Essential Guide to Study Abroad (Second Edition) is a unique international studies text that provides students and practitioners with valuable resources for success in education abroad.The Global Classroom addresses the challenges and opportunities of study abroad by offering an academic model that provides valuable context for processing the student experience at every step of the way. Not only does it address different ways that study abroad has been re-envisioned and strengthened in the post-pandemic world, it is also intentional in its design to speak to a variety of contemporary issues and concerns. The book will address diverse audiences, including appealing to historically marginalized groups about the value of study abroad, and addressing the rights of LGBTQIA+ individuals at home and abroad. It explores how social media has changed how we navigate âdistanceâ in education abroad, and a new section offers resources for mental health at home and abroad. Critically, to book also speaks to practitioners, reflecting on changing dimensions of education abroad in the wake of the Covid-19 pandemic and providing them tools to better link student preparation with considerations like safety, risk management, and response.In summary, this book is designed to provide students, study abroad professionals, and class instructors with an academic, up-to-date, core text for pre-departure orientation programs.
£42.99
Edward Elgar Publishing Ltd Teaching in the Global Business Classroom
Book SynopsisThe rise in international student numbers means that teachers face unique challenges arising from language and cultural differences in understanding.Teaching in the Global Business Classroom presents an educational framework for effective teaching and learning in the global classroom. It provides practical tools for teachers through suggestions for innovative curriculum design, lecture techniques, group work and participation activities, as well as the use of case studies and assessment methods. This book is an essential resource for teachers and lecturers looking to provide the best possible teaching experience for their students, but who may be unsure how to address the issues raised by the rise in ethnic diversity. It will also be of great interest to student teachers at both undergraduate and postgraduate levels.Trade Review'This book is an excellent resource for university lecturers facing the challenges of working in multicultural classrooms as it examines all aspects raised from the different perspectives of the stakeholders. This book adds both research and practical examples to an already established approach to learning both in schools and universities. Whilst aimed at university business lecturers, secondary teachers and trainee teachers would also gain from the reflection of the impact of international students in relation to teaching and learning.' -- Carole Marshall, Professional Development in Education'The text is succinct, easy to follow, and broken up with helpful subtitles. . . this book is recommended for all new higher education teachers and demonstrators and as a resource for both lecturer-training and for continuing professional development purposes.' -- Barbara Chandler, Studies in Higher Education'One of the great challenges for teachers in many tertiary institutions is to effectively understand the complex multicultural classroom, both as a consequence of increasing international student mobility and as a result of the raised cultural diversity of domestic populations. Even more important is the need to devise practical and effective strategies that aid learning in growing international contexts. Carol Dalglish and Peter Evans, in Teaching in the Global Business Classroom, provide both and have written an excellent and invaluable guide that will help to avoid the mono-culturalism and Anglo-Americanism of many current approaches which act as barriers both to more effective learning and enhanced performance in the global business environment.' -- Roger King, Open University and formerly of University of Lincoln, UK'Dalglish and Evans' text Teaching in the Global Business Classroom draws our attention to the possibilities of enriching the experience of the global business classroom for all parties. The contributors to the volume achieve this ambitious aim by delivering a highly accessible text, which offers a useful guide for teachers of global business classrooms. I certainly would like to have read this book in my early years of teaching as the volume provides a much needed injection of accessibility and evidence based recommendations and practical suggestions to a literature which has so far remained anaemic in these regards.' -- Mustafa ozbilgin, University of East Anglia, UKTable of ContentsContents: Part I 1. Introduction to International Business Education 2. The Challenges of the International, Multicultural Business Classroom 3. Culture Shock and Cultural Adjustment by David Killick 4. Cross-Cultural Capability: Blocks to Effective Communication by David Killick 5. Learning Part II 6. Curriculum Design 7. Lecturing 8. Encouraging Participation 9. Working in Groups 10. The Case Method: ‘Learning by Doing’ 11. Online Teaching: Enhancing Distance Learning by Kate Whiteley 12. Assessment Index
£90.00
Edward Elgar Publishing Ltd Learning in the Global Classroom: A Guide for
Book Synopsis'In the age of the 'global village' this book will enable its future citizens to understand how they can improve their learning experience as they travel to and learn in different countries, contexts and environments. The authors have produced a rigorous yet easy to read book that is full of information, advice and practical tips for the International student. Reading and using this book will improve the quality of the experience for both the student and their teacher.'- Roger Palmer, Henley Business School, UK'This book provides an excellent insight into the means of gaining the most out of an international education. It is simple in language, invaluable in cross-cultural behaviour guidance, meaningful in challenging stereotypes, and useful in self-reflection. Quotes from students bring cultural differences to life.- Ayse Saka-Helmhout, University of Surrey, UK'Learning in the Global Classroom is an excellent reference for both university students and for academics who take their responsibilities seriously. This book makes study in another county more do-able, and is very timely given the increasing push for internationalization in universities. What could be an overwhelming challenge for the potential international student is tackled in a logical, reassuring way, with practical strategies that cover personal, social and academic issues. For most students, this text will be an 'ongoing' reference, to be referred to as situations arise. Issues that academics often complain about with regard to non-Western students are addressed, such as learning how to speak up in class discussions, critical thinking and punctuality. The text also offers sage advice that would be valuable to students who are returning to study after a prolonged absence. I will certainly recommend this book to both colleagues and students.'- Paddy O'Toole, Monash University, AustraliaThis unique and fascinating book is written for tertiary level students in the multi-cultural classroom, whether studying abroad or at home alongside international students. It relates a genuine understanding of the student perspective of learning in a multi-cultural classroom, highlighting how students possess different learning styles and attitudes to teaching and learning and demonstrating that students not only face language issues, but also numerous other unanticipated challenges. The contributors present both theoretical and practical examples of various teaching and learning strategies that international students will encounter, and reveal how to maximize the benefit of these different approaches. They provide invaluable guidance on how to overcome many of the often-unexpected factors that arise when students are faced by a different cultural environment or people who have different cultural expectations and behavior patterns. Students arrive in the tertiary classroom with a set of behaviors, characteristics and expectations derived from the educational practices of their home-country communities. With these in mind, the book asserts the importance of the student considering what they hope to learn, why they chose the particular institution enrolled with, and whether they will use their newly acquired skills in their own country, the country in which they are studying or somewhere else entirely. It illustrates that understanding exactly what a student wishes to achieve can greatly help get the best out of the international experience both inside and outside of the classroom. This highly original and insightful book will prove invaluable to all tertiary level students who move abroad to study, or who are studying in an international classroom at home.Trade Review'In the age of the 'global village' this book will enable its future citizens to understand how they can improve their learning experience as they travel to and learn in different countries, contexts and environments. The authors have produced a rigorous yet easy to read book that is full of information, advice and practical tips for the International student. Reading and using this book will improve the quality of the experience for both the student and their teacher.'- Roger Palmer, Henley Business School, UK 'This book provides an excellent insight into the means of gaining the most out of an international education. It is simple in language, invaluable in cross-cultural behaviour guidance, meaningful in challenging stereotypes, and useful in self-reflection. Quotes from students bring cultural differences to life.' - Ayse Saka-Helmhout, University of Surrey, UK 'Learning in the Global Classroom is an excellent reference for both university students and for academics who take their responsibilities seriously. This book makes study in another county more do-able, and is very timely given the increasing push for internationalization in universities. What could be an overwhelming challenge for the potential international student is tackled in a logical, reassuring way, with practical strategies that cover personal, social and academic issues. For most students, this text will be an ongoing reference, to be referred to as situations arise. Issues that academics often complain about with regard to non-Western students are addressed, such as learning how to speak up in class discussions, critical thinking and punctuality. The text also offers sage advice that would be valuable to students who are returning to study after a prolonged absence. I will certainly recommend this book to both colleagues and students.' ---Paddy O'Toole, Monash University, AustraliaTable of ContentsContents: 1. Introduction 2. The Global Classroom 3. Exchange and Study Abroad 4. Studying in a Foreign Culture 5. Benefiting from Lectures 6. The Challenges and Skills of Participation 7. Working in Groups and Teams 8. The Case Method: ‘Learning by Doing’ 9. Communication: Writing in the Global Classroom 10. Communication: Speaking in the Global Classroom 11. Success with Assessment and Examinations 12. Research Students in the Global Classroom Index
£87.00
Edward Elgar Publishing Ltd Teaching in the Global Business Classroom
Book SynopsisThe rise in international student numbers means that teachers face unique challenges arising from language and cultural differences in understanding.Teaching in the Global Business Classroom presents an educational framework for effective teaching and learning in the global classroom. It provides practical tools for teachers through suggestions for innovative curriculum design, lecture techniques, group work and participation activities, as well as the use of case studies and assessment methods. This book is an essential resource for teachers and lecturers looking to provide the best possible teaching experience for their students, but who may be unsure how to address the issues raised by the rise in ethnic diversity. It will also be of great interest to student teachers at both undergraduate and postgraduate levels.Trade Review'This book is an excellent resource for university lecturers facing the challenges of working in multicultural classrooms as it examines all aspects raised from the different perspectives of the stakeholders. This book adds both research and practical examples to an already established approach to learning both in schools and universities. Whilst aimed at university business lecturers, secondary teachers and trainee teachers would also gain from the reflection of the impact of international students in relation to teaching and learning.' -- Carole Marshall, Professional Development in Education'The text is succinct, easy to follow, and broken up with helpful subtitles. . . this book is recommended for all new higher education teachers and demonstrators and as a resource for both lecturer-training and for continuing professional development purposes.' -- Barbara Chandler, Studies in Higher Education'One of the great challenges for teachers in many tertiary institutions is to effectively understand the complex multicultural classroom, both as a consequence of increasing international student mobility and as a result of the raised cultural diversity of domestic populations. Even more important is the need to devise practical and effective strategies that aid learning in growing international contexts. Carol Dalglish and Peter Evans, in Teaching in the Global Business Classroom, provide both and have written an excellent and invaluable guide that will help to avoid the mono-culturalism and Anglo-Americanism of many current approaches which act as barriers both to more effective learning and enhanced performance in the global business environment.' -- Roger King, Open University and formerly of University of Lincoln, UK'Dalglish and Evans' text Teaching in the Global Business Classroom draws our attention to the possibilities of enriching the experience of the global business classroom for all parties. The contributors to the volume achieve this ambitious aim by delivering a highly accessible text, which offers a useful guide for teachers of global business classrooms. I certainly would like to have read this book in my early years of teaching as the volume provides a much needed injection of accessibility and evidence based recommendations and practical suggestions to a literature which has so far remained anaemic in these regards.' -- Mustafa ozbilgin, University of East Anglia, UKTable of ContentsContents: Part I 1. Introduction to International Business Education 2. The Challenges of the International, Multicultural Business Classroom 3. Culture Shock and Cultural Adjustment by David Killick 4. Cross-Cultural Capability: Blocks to Effective Communication by David Killick 5. Learning Part II 6. Curriculum Design 7. Lecturing 8. Encouraging Participation 9. Working in Groups 10. The Case Method: ‘Learning by Doing’ 11. Online Teaching: Enhancing Distance Learning by Kate Whiteley 12. Assessment Index
£29.40
Edward Elgar Publishing Ltd Learning in the Global Classroom
Book SynopsisThis unique and fascinating book is written for tertiary level students in the multicultural classroom, whether studying abroad or at home alongside international students.Trade Review'In the age of the 'global village' this book will enable its future citizens to understand how they can improve their learning experience as they travel to and learn in different countries, contexts and environments. The authors have produced a rigorous yet easy to read book that is full of information, advice and practical tips for the International student. Reading and using this book will improve the quality of the experience for both the student and their teacher.'- Roger Palmer, Henley Business School, UK 'This book provides an excellent insight into the means of gaining the most out of an international education. It is simple in language, invaluable in cross-cultural behaviour guidance, meaningful in challenging stereotypes, and useful in self-reflection. Quotes from students bring cultural differences to life.' - Ayse Saka-Helmhout, University of Surrey, UK 'Learning in the Global Classroom is an excellent reference for both university students and for academics who take their responsibilities seriously. This book makes study in another county more do-able, and is very timely given the increasing push for internationalization in universities. What could be an overwhelming challenge for the potential international student is tackled in a logical, reassuring way, with practical strategies that cover personal, social and academic issues. For most students, this text will be an ongoing reference, to be referred to as situations arise. Issues that academics often complain about with regard to non-Western students are addressed, such as learning how to speak up in class discussions, critical thinking and punctuality. The text also offers sage advice that would be valuable to students who are returning to study after a prolonged absence. I will certainly recommend this book to both colleagues and students.' ---Paddy O'Toole, Monash University, AustraliaTable of ContentsContents: 1. Introduction 2. The Global Classroom 3. Exchange and Study Abroad 4. Studying in a Foreign Culture 5. Benefiting from Lectures 6. The Challenges and Skills of Participation 7. Working in Groups and Teams 8. The Case Method: ‘Learning by Doing’ 9. Communication: Writing in the Global Classroom 10. Communication: Speaking in the Global Classroom 11. Success with Assessment and Examinations 12. Research Students in the Global Classroom Index
£33.95
£27.50
Springer Nature Switzerland AG Global Perspectives on Dialogue in the Classroom:
Book SynopsisThis book explores globally-informed, culturally-rooted approaches to dialogue in the classroom. It seeks to fill gaps in communication and education literature related to decolonizing dialogue and breaking binaries by decentering Eurocentric perspectives and providing space for dialogic practices grounded in cultural wealth of students and teachers. We first describe the book’s genesis, contextualize dialogue within the global impact of the COVID-19 pandemic, and share guiding concepts of inclusion, intersectionality, and authenticity in dialogue and pedagogy. We also distinguish dialogue from other practices and times in which dialogue may not be possible. The book brings fresh and urgent perspectives from authors across different disciplines, including ceramics, religious studies, cultural studies, communication, family therapy, and conflict resolution. The chapters distill the idea of dialogue within contexts like a bible circle, university sculpture studio, trauma and peacebuilding program, and connect dialogue to teaching, learning, and emerging ideas of power disruption, in-betweenness, and relationality. Table of ContentsPart I The Value and Limits of Western Perspectives on Dialogue 1 Introduction: Beyond Borders, Labels, and Divides 2 Decolonizing the Classroom: Settler Colonialism, Knowledge Production, and Antiracism Part II Navigating Paradoxes and Multiplicity 3 Interfaith Dialogue: Managing Paradoxes 4 Harmony: Essence and Applications to Dialogue 5 Not Transition, But Translation: A Dialogic Approach to ‘Differences’ in a Korean Diasporic Evangelical Church Part III Between Rupture and Transformation 6 Los Seis de Boulder Sculpture Project: A Reflection on Dialogue and Community Building Through Art-Making 7 Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groups 8 Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation9 Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Other Part IV Ongoing Dialogical Practice in Classrooms 10 Dialogic Learning in the Time of a Global Pandemic and Beyond 11 Relationality as a Way of Being: A Pedagogy of Classroom Conversations 12 Dialogue and Systems Theory: Teaching Public Conversations in Family Therapy 13 Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in DialogueIndex
£119.99
Information Age Publishing History Wars and the Classroom: Global
Book SynopsisABOUT THE BOOK The book is entitled History Wars and the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the 'Black Armband' and 'Whitewash' factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations. There are also tensions between traditional/patriotic views of history teaching and reformed or 'new' history. There are issues of political control of the curriculum and parallel issues of who writes it (very topical in England at the moment over two expat 'big picture' historians who work at Harvard and Columbia (Niall Ferguson and Simon Schama)). ENDORSEMENTS: "An important collection for anyone seeking to understand the incendiary nature of the history curriculum across the globe." Sam Wineburg, Margaret Jacks Professor of Education and History, Stanford University, USA. "A powerfully and impressively wide-ranging collection of essays, which vividly remind us that the debates on the teaching of history are global rather than merely national". Sir David Cannadine, Dodge Professor of History, Princeton University, USA. CONTENTS: Acknowledgements. Introduction, Tony Taylor and Robert Guyver. Preface Peter Seixas. Legacies, Ruptures and Inertias: History in the Argentine School System, Maria Paula Gonzalez. Under Siege from Right and Left: A Tale of the Australian School History Wars, Tony Taylor. "We Were Allowed to Disagree, Because We Couldn't Agree on Anything": Seventeen Voices in Canadian Debates over History Education, Ruth Sandwell. Controversiality and Consciousness: Contemporary History Education in Germany, Sylvia Semmet. Denial in the Classroom: Political Origins of the Japanese Textbook Controversy, Tony Taylor. "Little Is Taught or Learned in Schools": Debates over the Place of History in the New Zealand School Curriculum. Mark Sheehan. Transforming Images of Nation-Building: Ideology and Nationalism in History School Textbooks in Putin's Russia, 2001-2010, Joseph Zajda. Dealing with a Reign of Virtue: The Post-Apartheid South African School History Curriculum, Rob Sieborger. The History Working Group and Beyond: A Case Study in the UK's History Quarrels, Robert Guyver. Wars and Rumors of War: The Rhetoric and Reality of History Education in the United States, Keith Barton. About the Contributors...
£82.80
Information Age Publishing History Wars and the Classroom: Global Perspectives
Book SynopsisABOUT THE BOOK The book is entitled History Wars and the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the 'Black Armband' and 'Whitewash' factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations. There are also tensions between traditional/patriotic views of history teaching and reformed or 'new' history. There are issues of political control of the curriculum and parallel issues of who writes it (very topical in England at the moment over two expat 'big picture' historians who work at Harvard and Columbia (Niall Ferguson and Simon Schama)). ENDORSEMENTS: "An important collection for anyone seeking to understand the incendiary nature of the history curriculum across the globe." Sam Wineburg, Margaret Jacks Professor of Education and History, Stanford University, USA. "A powerfully and impressively wide-ranging collection of essays, which vividly remind us that the debates on the teaching of history are global rather than merely national". Sir David Cannadine, Dodge Professor of History, Princeton University, USA. CONTENTS: Acknowledgements. Introduction, Tony Taylor and Robert Guyver. Preface Peter Seixas. Legacies, Ruptures and Inertias: History in the Argentine School System, Maria Paula Gonzalez. Under Siege from Right and Left: A Tale of the Australian School History Wars, Tony Taylor. "We Were Allowed to Disagree, Because We Couldn't Agree on Anything": Seventeen Voices in Canadian Debates over History Education, Ruth Sandwell. Controversiality and Consciousness: Contemporary History Education in Germany, Sylvia Semmet. Denial in the Classroom: Political Origins of the Japanese Textbook Controversy, Tony Taylor. "Little Is Taught or Learned in Schools": Debates over the Place of History in the New Zealand School Curriculum. Mark Sheehan. Transforming Images of Nation-Building: Ideology and Nationalism in History School Textbooks in Putin's Russia, 2001-2010, Joseph Zajda. Dealing with a Reign of Virtue: The Post-Apartheid South African School History Curriculum, Rob Sieborger. The History Working Group and Beyond: A Case Study in the UK's History Quarrels, Robert Guyver. Wars and Rumors of War: The Rhetoric and Reality of History Education in the United States, Keith Barton. About the Contributors...
£47.45
University of Alberta Press CONTESTED CLASSROOMS Education Globalization and
Book SynopsisTrade Review".highly informative, covers the main policy developments in an authoritative manner and could provoke much needed debate." David Taras, Alberta Views"a fascinating and disturbing book.. We owe it to ourselves and our kids to read this significant and instructive book and to get more involved." Canadian Principal"This book is an illuminating and thorough critique of Klein's education legacy. Trevor Harrison and Jerrold Kachur's collection of essays is meticulous and non-partisan, and though Classrooms was published in 1999 its critiques are remarkably prescient--useful to anyone wishing to understand the roots of the grievances outlined by 2003's Alberta Learning Commission." Evan Osenton, Assistant Editor, AlbertaViewsTable of ContentsIntroduction: Public Education, Globalisation, and Democracy: Whither Alberta?; Passing Fancies: Educational Changes in Alberta; Constructing the Perpetual Learner: Education, Technology, and the New Economy; The "Alberta Advantage": For Whom?; The Marketing of the University; Orchestrating Delusions: Ideology and Consent in Alberta; Re-Investment Fables: Educational Finances in Alberta; Deep and Brutal: Funding Cuts to Education in Alberta; From Boardroom to Classroom: School Reformers in Alberta; Challenging Restructuring: The Alberta Teachers' Association; Is it just a Matter of Time? Part-Time Teaching Employment in Alberta; Board Games: The New (But Old) Rules; The Principalship at the Crossroads; Conclusion.
£16.14
University of Toronto Press The World is My Classroom
Book SynopsisThe World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective.Trade Review'The book is a fascinating representative read for those concerned with problematic overwhelming trends in IESL thinking and practices today.' -- Vanessa Andreotti Canadian Journal of Developmental Studies vol 37:01:2016Table of ContentsForeword Marc and Craig Kielburger (Free the Children) Acknowledgments Tables and Figures Part I: Introduction 1. Towards a Pedagogy of Good Global Citizenship Joanne Benham Rennick (Wilfrid Laurier University, Contemporary Studies) and Michel Desjardins (Wilfrid Laurier University, Religion and Culture) Student Intermezzo: What draws students to go abroad? Jessica DeBrouwer (University of Waterloo): Planting little seeds Part II: Historical and Pedagogical Contexts 2 Canadian Values, Good Global Citizenship, and Service Learning in Canada: A Socio-Historical Analysis Joanne Benham Rennick (Wilfrid Laurier, Contemporary Studies) 3. An Experiential Pedagogical Model for Developing Better Global Citizens Nancy Johnston (Simon Fraser University, Director of Co-op Education), Maureen Drysdale (University of Waterloo, Psychology) and Caitlin Chiupka (Suffolk University, Psychology) 4. Culture Shock, Cognitive Dissonance, or Cognitive Negotiation? Terms Matter in International Service Learning Programs Cathleen DiFruscio (University of Waterloo), with Joanne Benham Rennick (Wilfrid Laurier University, Contemporary Studies) Student Intermezzi: What happens when students are abroad? Clara Yoon (Balsillie School of International Affairs, Global Governance): What it means to be human Stephany Lau (Wilfrid Laurier University, Global Studies): A shared humanity Part III: The Good in Global Citizenship 5. Re-thinking the "Good" in Good Global Citizenship: The Ethics of Cosmopolitan Pluralism Sara Matthews (Wilfrid Laurier, Global Studies) 6. Students as Culturally Intelligent Change Agents: Global Citizenship and the Workplace Norah McRae (University of Victoria, Co-operative Education Program and Career Services) Student Intermezzi: Repercussions for students when they come home Cathleen DiFruscio (University of Waterloo): All in Lynn Matisz (Wilfrid Laurier University, Global Studies): Staying involved Part IV: Case Studies 7. Educating Future Teachers through the Lens of an Equity and Diversity Course Jackie Eldridge (University of Toronto, Ontario Institute for Studies in Education) and John Smith (University of Toronto, Concurrent Teacher Education Program and Internship Coordinator) 8. More than the Money: Creating Opportunities for Students to Consider their Responsibility for Global Citizenshipwithin their Local Internship Experiences Tracey Bowen (University of Toronto Mississauga, Institute of Communication, Culture and Information Technology) 9. Relating Across Difference: A Case Study in Transformative Learning David Peacock (University of Queensland, Education) 10. International Internships: Creating Conditions for Critical Dialogue Nadya Ladouceur (University of New Brunswick, Experiential Education) Student Intermezzi: Transformative learning Nevena Savija (University of Waterloo): My experience, somebody's life Conor Brennan (University of Waterloo): Separating the wants from the needs Part V: Conclusion 11. Practicalities and Pedagogies: Implementing International Learning Opportunities for Students Michel Desjardins (Wilfrid Laurier University, Religion and Culture) Contributors Index
£46.75
University of Toronto Press The World is My Classroom
Book SynopsisThe World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective.Trade Review'The book is a fascinating representative read for those concerned with problematic overwhelming trends in IESL thinking and practices today.' -- Vanessa Andreotti Canadian Journal of Developmental Studies vol 37:01:2016Table of ContentsForeword Marc and Craig Kielburger (Free the Children) Acknowledgments Tables and Figures Part I: Introduction 1. Towards a Pedagogy of Good Global Citizenship Joanne Benham Rennick (Wilfrid Laurier University, Contemporary Studies) and Michel Desjardins (Wilfrid Laurier University, Religion and Culture) Student Intermezzo: What draws students to go abroad? Jessica DeBrouwer (University of Waterloo): Planting little seeds Part II: Historical and Pedagogical Contexts 2 Canadian Values, Good Global Citizenship, and Service Learning in Canada: A Socio-Historical Analysis Joanne Benham Rennick (Wilfrid Laurier, Contemporary Studies) 3. An Experiential Pedagogical Model for Developing Better Global Citizens Nancy Johnston (Simon Fraser University, Director of Co-op Education), Maureen Drysdale (University of Waterloo, Psychology) and Caitlin Chiupka (Suffolk University, Psychology) 4. Culture Shock, Cognitive Dissonance, or Cognitive Negotiation? Terms Matter in International Service Learning Programs Cathleen DiFruscio (University of Waterloo), with Joanne Benham Rennick (Wilfrid Laurier University, Contemporary Studies) Student Intermezzi: What happens when students are abroad? Clara Yoon (Balsillie School of International Affairs, Global Governance): What it means to be human Stephany Lau (Wilfrid Laurier University, Global Studies): A shared humanity Part III: The Good in Global Citizenship 5. Re-thinking the "Good" in Good Global Citizenship: The Ethics of Cosmopolitan Pluralism Sara Matthews (Wilfrid Laurier, Global Studies) 6. Students as Culturally Intelligent Change Agents: Global Citizenship and the Workplace Norah McRae (University of Victoria, Co-operative Education Program and Career Services) Student Intermezzi: Repercussions for students when they come home Cathleen DiFruscio (University of Waterloo): All in Lynn Matisz (Wilfrid Laurier University, Global Studies): Staying involved Part IV: Case Studies 7. Educating Future Teachers through the Lens of an Equity and Diversity Course Jackie Eldridge (University of Toronto, Ontario Institute for Studies in Education) and John Smith (University of Toronto, Concurrent Teacher Education Program and Internship Coordinator) 8. More than the Money: Creating Opportunities for Students to Consider their Responsibility for Global Citizenshipwithin their Local Internship Experiences Tracey Bowen (University of Toronto Mississauga, Institute of Communication, Culture and Information Technology) 9. Relating Across Difference: A Case Study in Transformative Learning David Peacock (University of Queensland, Education) 10. International Internships: Creating Conditions for Critical Dialogue Nadya Ladouceur (University of New Brunswick, Experiential Education) Student Intermezzi: Transformative learning Nevena Savija (University of Waterloo): My experience, somebody's life Conor Brennan (University of Waterloo): Separating the wants from the needs Part V: Conclusion 11. Practicalities and Pedagogies: Implementing International Learning Opportunities for Students Michel Desjardins (Wilfrid Laurier University, Religion and Culture) Contributors Index
£25.19
New York University Press The World Is Our Classroom
Book SynopsisHow travelling the world allows new ways to educate children and perform family life on the move A growing number of families are selling their houses, quitting their jobs, and taking their children out of traditional school settings to educate them while traveling the globe. In The World is Our Classroom, Jennie Germann Molz explores the hopes and anxieties that drive these parents and children to leave their comfortable lives behind out of a desire to live the good life on the move.Drawing on interviews with parents and stories from the blogs they publish during their journeys, as well as her own experience traveling the world with her ten-year-old son, Germann Molz takes us inside a fascinating life spent on trains, boats, and planes. She shows why many parentsdisillusioned with standard public schoolingbelieve the world is a child's best classroom. Rebelling against convention, these parents combine technology and travel to pursue a different versTrade ReviewThe World Is Our Classroom goes the distance, literally. It is a marvelous book. From it, we learn why families are willing to shrug off the conventions of a tethered existence orbiting around home and school and instead forge global identities as they bring far -flung places within their reach. These worldschoolers embrace the idea of travel as education and lifestyle. They travel to parts unknown, imparting skills and sensibilities to their children that offer big dividends for an uncertain future world. Molz offers us good tools to think with, helping us to see up close how modern families navigate a world rattled by economic and social precarity and risk. She reminds us this is a world we must all weather, however. Though their mobile existence is not without emotional and social costs for them, worldschoolers are rich in resources, able to traverse a world in flux, the same world that leaves untold numbers of families insecure and largely left behind. -- Amy L. Best, author of Fast Food Kids: French Fries, Lunch Lines, and Social TiesThe World Is Our Classroom provides the first comprehensive examination of worldschooling families. This whirlwind of a book takes the reader on a journey through the lives of worldschooling families from Argentina to Thailand. With the use of mobile virtual ethnography, Germann Molz provides detailed insight into worldschooling as a way of life that emphasizes risk taking, resilience, and ultimately family as parents prepare their kids to be “future-proof” global citizens at the same time as holding family very close. Anyone interested in education, families, globalization, technology, or just a good read should pick up this book. -- Gayle Kaufman, author of Fixing Parental Leave: The Six Month SolutionJennie Germann Molz's investigation into "worldschooling" provides an important contribution to understanding homeschooling, unconventional education, and intensive mothering in response to an uncertain world. Privilege, social class, and global worldviews intersect in this rich ethnography of parenting in the twenty-first century. -- Jennifer Lois, author of Home Is Where the School Is: The Logic of Homeschooling and the Emotional Labor of Mothering
£66.60
£24.46
New York University Press The World Is Our Classroom
Book SynopsisHow travelling the world allows new ways to educate children and perform family life on the move A growing number of families are selling their houses, quitting their jobs, and taking their children out of traditional school settings to educate them while traveling the globe. In The World is Our Classroom, Jennie Germann Molz explores the hopes and anxieties that drive these parents and children to leave their comfortable lives behind out of a desire to live the good life on the move.Drawing on interviews with parents and stories from the blogs they publish during their journeys, as well as her own experience traveling the world with her ten-year-old son, Germann Molz takes us inside a fascinating life spent on trains, boats, and planes. She shows why many parentsdisillusioned with standard public schoolingbelieve the world is a child's best classroom. Rebelling against convention, these parents combine technology and travel to pursue a different versTrade ReviewThe World Is Our Classroom goes the distance, literally. It is a marvelous book. From it, we learn why families are willing to shrug off the conventions of a tethered existence orbiting around home and school and instead forge global identities as they bring far -flung places within their reach. These worldschoolers embrace the idea of travel as education and lifestyle. They travel to parts unknown, imparting skills and sensibilities to their children that offer big dividends for an uncertain future world. Molz offers us good tools to think with, helping us to see up close how modern families navigate a world rattled by economic and social precarity and risk. She reminds us this is a world we must all weather, however. Though their mobile existence is not without emotional and social costs for them, worldschoolers are rich in resources, able to traverse a world in flux, the same world that leaves untold numbers of families insecure and largely left behind. -- Amy L. Best, author of Fast Food Kids: French Fries, Lunch Lines, and Social TiesThe World Is Our Classroom provides the first comprehensive examination of worldschooling families. This whirlwind of a book takes the reader on a journey through the lives of worldschooling families from Argentina to Thailand. With the use of mobile virtual ethnography, Germann Molz provides detailed insight into worldschooling as a way of life that emphasizes risk taking, resilience, and ultimately family as parents prepare their kids to be “future-proof” global citizens at the same time as holding family very close. Anyone interested in education, families, globalization, technology, or just a good read should pick up this book. -- Gayle Kaufman, author of Fixing Parental Leave: The Six Month SolutionJennie Germann Molz's investigation into "worldschooling" provides an important contribution to understanding homeschooling, unconventional education, and intensive mothering in response to an uncertain world. Privilege, social class, and global worldviews intersect in this rich ethnography of parenting in the twenty-first century. -- Jennifer Lois, author of Home Is Where the School Is: The Logic of Homeschooling and the Emotional Labor of Mothering
£21.59
John Wiley and Sons Ltd Bridging the Gaps in Global Communication
Book SynopsisThis major textbook for a growing area of study provides the reader with the framework necessary for understanding the implications of communication in the global media marketplace. Using practical examples, Newsom offers students and media professionals an indispensable guide to mastering the art of international and intercultural communication.Trade Review"Once again Doug Newsom has done the communication discipline a favor with an outstanding analysis of global communication, its problems and its promises. This is a book worth reading." - Don W. Stacks, University of Miami "A thought-provoking volume that addresses many issues for those who are working or planning to work abroad. The exercises are useful for the classroom as well as the training room." – Gloria Walker, ABC, FRSA, Consultant, Southall, England "Doug Newsom is pre-eminently qualified to help the reader understand and empathize with those of other cultures and global regions while continuing to respect one’s own beliefs and values. Take this book with you on your next international trip!" - Dean Kruckeberg, University of Northern IowaTable of ContentsPreface. List of Figures. Part I: Global Sources and Systems of Communication: Concepts, Economics, and Politics. 1. Organization of Information . 1.1. Sources of Information. 1.1.1. Interpersonal channels. 1.1.2. Extrapersonal relationships, usually public ones. 1.2. Systems of Communication. 1.2.1. Mass communication. 1.2.2. Organizational: profit and nonprofit. 1.3. Summary. 2. Concepts. 2.1. Information for Individual Decision Making. 2.2. Information for Communal Decision Making. 2.3. Thinking Differently and Avoiding Assumptions. 2.4. Summary. 3. Politics. 3.1. Government Structure. 3.2. Institutional Freedoms. 3.3. Individual Freedoms. 3.4. Summary. 4. Economics . 4.1. Commercially Based Economies (Competitive). 4.2. Government-based Economies (Supportive). 4.3. Summary. Recap for Part I, Global Sources and Systems of Communication: Concepts, Economics, and Politics. Part II: The Cultural Context in which Information Is Received, Interpreted, and Understood. 5. Nonverbal Interaction: Action, Sound, and Silence. 5.1. Music. 5.2. Dress. 5.3. Food. 5.4. Expressions. 5.5. Summary. 6. Theories of Signs and Language. 6.1. Signs. 6.1.1. Gestures. 6.1.2. Public information signs. 6.1.3. Symbols. 6.1.4. Logos. 6.1.5. Advertising. 6.2. Signs as Persuasive Images. 6.3. Language. 6.3.1. Semantics. 6.3.2. Syntactics. 6.3.3. Pragramatics. 6.4. Summary. 7. Theories of Symbolic Interaction, Structuration, and Convergence. 7.1. Application. 7.2. Limitation. 7.3. Summary. 8. Theories of Discourse. 8.1. Agenda Setting on a Global Level. 8.2. Speech-act Theory. 8.3. Summary. 9. Frames of Reference. 9.1. Attachment of Meanings. 9.2. Experiences. 9.3. Living in Two (or More) Cultures. 9.4. Summary. 10. Ethical Issues. 10.1. Sensitivities. 10.2. Interpretations. 10.3. Summary. 11. Legal Issues. 11.1. Government. 11.2. Religion. 11.3. Summary. 12. The Roles of Advertising and Public Relations . 12.1. Advertising. 12.1.1. Illustrations. 12.1.2. Product information. 12.2. Public Relations. 12.2.1. Policies. 12.2.2. Practices. 12.3. Summary. 13. Miscommunication and Consequences. 13.1. Mass Communication/Editorial Content. 13.2. Commercial/Promotional Content. 13.3. Summary. 14. Developing a Worldview. 14.1. Personally. 14.2. Professionally. 14.3. Summary
£93.05
Springer Verlag, Singapore Developing Global Awareness for Global
Book SynopsisThis book has explored in depth the beliefs and practices of foreign language teachers regarding global awareness in the context of a Chinese senior high school. This book defines global awareness as a combination of global knowledge, global attitudes, and global skills for a global citizen to act from the local community to the global community. By analysing qualitative data such as classroom observations, interviews and focus groups with language teachers and linking these findings to language education policy and practice in China, this book has explored how English language teachers teach English language, intercultural communicative competence and global awareness in China. This book will be of interest to researchers, language teachers and students in the fields of language education and intercultural communication. It also provides a readable overview for those new to the field of ICC and global citizenship education.Table of ContentsPart I Exploring Core Issues of Global Awareness and Global Citizenship.- 1 Introducing the Global Awareness Study.- 2 Global Awareness, Intercultural Communicative Competence, and Global Citizenship.- 3 Global Englishes, Global Learning, and Teacher Cognition.- 4 Global Awareness and Intercultural Language Teaching in China.- Part II Teacher Cognition about Global Awareness.- 5 Teachers’ Beliefs and Reported Practices Regarding Global Awareness.- 6 Factors that Shape Teachers’ Beliefs about Global Awareness.- Part III Global Awareness in Classroom Practice.- 7 Chinese English Teachers’ Classroom Practices.- 8 Classroom Practices of Three Canadian English Teachers.- Part IV Discussion and Conclusions.- 9 Discussion.- 10 Preparing Language Teachers for Intercultural/Global Citizenship Education.- 11 Conclusions.
£104.49
Springer VS Weltenglisch Globale Klassenzimmer
Book SynopsisWorld Englishes in the EFL Classroom: The Reality.- Eine globale Diskussion über Native-Speakerism: Förderung der Vielfalt im Englischunterricht.- World Englishes, EMI und hochmodernes internationales Englisch.- Dekolonisierung des Kompositionsunterrichts durch Einbeziehung lokalisierter globaler Englischvarianten.- Lexikalische Bündel von Standpunkten in oberen Ebene argumentativer literarischer Essays und auf Expertenniveau literarischer Kritikartikel: eine vergleichende Dispersionsstudie.- Übersetzung jenseits der Ränder.- Studentische Übersetzer zwischen pädagogischen Grammatiken und der Sprache bei der Arbeit: Der Fall des Aspekts im Englischen und Standardarabischen.- Interkulturelle Kompetenz in EFL-Klassen einbeziehen: Der Fall japanischer Hochschuleinrichtungen.- Kreative Kulturgeschichte als Medium für soziales und emotionales Lernen: Den Schülern beibringen, die Geschichten ihrer Gemeinschaft über kulturelle Grenzen hinweg zu präsentieren.- Universalistische Pädagogik und die Zukunft der Literaturwissenschaften.
£98.99
Capstone Global Library Ltd Schools Around the World
Book SynopsisLearning is important no matter where you are. But some classrooms are very different than others. Discover all types of schools around the world in this fun, engaging series that develops kids'' understanding of our diverse global community and their place in it.
£13.29
John Wiley & Sons Classrooms Without Borders Using Internet
Book Synopsis
£24.69
Emerald Publishing Limited Strategies for Fostering Inclusive Classrooms in
Book SynopsisHigher education institutions continue to address an increasingly complex set of issues regarding equity, diversity and inclusion. Many institutions face mounting pressure to find innovative solutions to eliminate access, participation, and achievement barriers as well as practices that impede retention and graduation rates in higher education. This volume provides educators with a global understanding of the challenges associated with the growing diversity of student identities in higher education and provides evidence-based strategies for addressing the challenges associated with implementing equity and inclusion at different higher education institutions around the world.Trade ReviewIn recent years as a result of global changes researchers and educators in higher education are looking for various pedagogic strategies that help them cope with new challenges. The book "Strategies for Fostering Inclusive Classroom in Higher Education" exposes the readers to innovative strategies and practical pedagogy which they can implement during teaching-learning sessions with diverse students. These strategies would help to remove obstacles and enable students express their personal and unique voices while providing equal opportunities for learning and integration: Cultural Sensitivity pedagogy that brings together dominant groups and minorities, Integration and Inclusion pedagogy for students with special needs, socially marginalized students and international students, Pedagogy based on technology, sharing and research. -- Eliyahu-Levi Dolly, Phd. Head, Excellence Program, Levinsky College of Education. Tel Aviv, IsraelThis edited book provides unique perspectives, evidence based practices and strategies that fosters accessibility, creates inclusive classroom and nurtures success for all participants in higher education. It appropriately addresses the multiple realities and many challenges learners in the 21st century face. The contributing authors to Strategies for Fostering Inclusive Classrooms in Higher Education have brilliantly covered the common issues, discussed key strategies and provide a thoughtful synthesis that can be universally applied to diverse learners across higher educational institutions. -- Jaswant Kaur Bajwa, PhD, RP (CRPO), George Brown College, CanadaReflective practitioners and researchers from across the globe explore issues of equitable access, diversity, inclusion and transformative learning in Strategies for Fostering Inclusive Classrooms in Higher Education. A refreshing focus on the "student voice, student capital and the lived experience" as a framework to improve culturally relevant pedagogy and student success. -- Sandy Bargainnier Ed.D., Associate Professor/Department Chair, Department of Health Promotion and Wellness, School of Education, State University of New York (SUNY) at Oswego, Oswego, NY.This book consists of 15 chapters that describe case studies and interventions from around the world for fostering inclusiveness and diversity in classrooms in higher education. Scholars working in education and other fields at universities across the globe address culturally relevant teaching strategies for international students, collaborations and partnerships with faculty, cultural mediation pedagogy, a faculty-driven outreach program, social justice learning in relation to people with disabilities, support programs for students with visual impairments, integrating global citizenship and equity education, academic literacy interventions, service learning, educational technology, social-psychological assignments and activities, critical pedagogy to promote social justice, online learning to support women's access to higher education, the International Organization for Standardization Standard 27500 for becoming a human-centered organization and its implementation in educational institutions, and Voice over Internet Protocol technology. -- Annotation ©2019 * (protoview.com) *Table of Contents Part I: Concepts and PrinciplesIntroduction to Strategies For Fostering Inclusive Classrooms in Higher Education; Enakshi Sengupta, Patrick Blessinger, Jaimie Hoffman, And Mandla MakhanyaPart II: Global Practices and Challenges Chapter 1. Global Perspectives on Academic Integrity; Constance Bygrave and Özen Aşık Chapter 2. Valuing Knowledge(S) and Cultivating Confidence: Contributions of Student-Faculty Pedagogical Partnerships to Epistemic Justice; Alise De Bie, Elizabeth Marquis, Alison Cook-Sather, and Leslie Patricia Luqueño Chapter 3. Cultural Mediation Pedagogy and Its Ability to Enable Bridge-Building Between Two Coexisting Groups That Do Not Meet; Philippe Gagné and Maria Popica Chapter 4. A Framework for Academic Outreach in Widening Participation in Australia: The Minimal Link of a Thing In Common; Melissa Jane Hardie And Kieryn Mckay Chapter 5. Decolonizing the Classroom in Social Justice Learning: Perspectives on Access and Inclusion For Participants Living With Disabilities; Pamela Johnson, Bridget Houston, and Wendy Kraglund Gauthier Chapter 6. Rethinking the Support Programmes for the Marginalised Students in Higher Education Through the Lens of Social Justice; Shuti Steph Khumalo Chapter 7. Innovating Curriculum: Integrating Global Citizenship & Equity Education For Student Success; Punita Lumb, Yasmin Razack, Shaila Arman, And Tatiana Wugalter Chapter 8. An Equity-Based Model of Teaching and Learning: Bridging the Academic Literacy Skills Divide in the English Classroom in South Africa; Tracey Millin And Mark Millin Chapter 9. Service-Learning as a Methodology to Promote Equity and Inclusion: Best Practice Experience in Ecuador; Nascira Ramia and Karla Díaz Chapter 10. The Role of Educational Technology in Promoting the Inclusion of Rural Clinical Schools For Ophthalmology Teaching Using Virtual Patients; Tony Succar and John Grigg Chapter 11. Toward A Transformative Transition: A Critical Pedagogical Approach to Social-Psychological Interventions in First-Year Seminar; Gina English Tillis Chapter 12. Considerations For Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education; Steven Tolman Chapter 13. Online: A New 'Geography' Of Learning That Supports Female Access to Higher Education; Dionisia Tzavara and Barbara Wilczek Chapter 14. Adopting The International Standard "Becoming A Human-Centred Organization (Iso 27500)" Supports a Strategic Approach to Internationalization; Helen Vosper Chapter 15. Improving Inclusive Learning Through Technology Mediated Co-Inquiry; Thushari Welikala
£86.99
Information Age Publishing Fostering Global Citizenship through Faculty-Led
Book SynopsisWith awareness of both the opportunities and challenges presented by globalisation, there is a growing trend among colleges and universities across the country to commit goals and resources to the concept of internationalising their campuses. This can occur in a number of different ways but a common thread involves exploring the concept of global citizenship and finding ways to embed this concept in undergraduate curricula. For faculty, this may call for moving out of a presumed comfort zone in the traditional classroom and determining new approaches to teaching a generation of students who will live and work in a more global context. A method for accomplishing this work that is growing in popularity involves offering short-term, faculty-led field courses to international settings. In fact, today more college students are participating in such short-term study abroad opportunities than the more traditional semester and/or yearlong programs. Faculty and administrators who want to capitalise on short-term, study abroad programs as a means for internationalising their campuses need practical resources to help them realise this challenging but important goal. They not only need support in developing the course curricula and logistics, but also in constructing authentic means for assessing the multi-faceted learning that occurs. Short-term international programs, when carefully planned and executed, engage the participants (both students and faculty) in unique learning experiences that can involve service, research, and critical analysis of what it truly means to be a global citizen. Such work helps define the somewhat nebulous but worthy goals of internationalising campuses and fostering global citizenship. The authors of this text are professional educators with deep experience in global education and curriculum development. They offer a valuable resource for the development, execution and assessment of faculty-led international field courses that is at once theoretical, practical and motivational. Whether readers are considering offering an international field program for the first time and need guidance; are veteran field course leaders who would like to take their work to the next level; or are administrators attempting to encourage and provide needed support for faculty-led international programs, this book will prove invaluable.
£44.96
Emerald Publishing Limited Improving Classroom Engagement and International
Book SynopsisEducational pedagogy refers to student-centered learning that provides meaningful engagement to directly enhance critical thinking and creativity. This edited collection equips readers to understand and implement impactful creative teaching and learning methods designed to act as a catalyst to improve the learning experiences of students. Diving into various case studies and interventions that have put innovative techniques into action, this book analyses how teaching-learning methods and student engagement can be significantly improved. The authors demonstrate that education does not only mean teaching, learning and research, but should also consider the emotional connection, commitment, and dialogical process between the faculty and students. Ultimately, the volume concludes that it is the responsibility of faculty members to create an environment that provides students with tools that are socially engaging, interactive and meaningful. Readers will come away from this book with the critical knowledge and pathway to action required to make this happen.Trade Review'For educators and student-facing staff who believe the purpose of higher education goes far beyond a degree, this collection represents a turning point. Through diverse perspectives and evidence-based research, this collection equips our community with new ways of reaching students not merely as learners but as humans, citizens, and change-makers.' -- Caroline Savage, Ph.D., LEED AP-ND. Program Director, Pace Center for Civic Engagement, Princeton University, USA'This book delves into ways to attain humanhood through reclaiming emotions, care, and trust. It calls for hearing all voices and empowering all involved to imbue international development and higher education with humanness. It is a timely call for shifting our purpose to healthfully create a sustainable future for all.' -- Abeer Salem, PhD, MSA, University, Cairo, EgyptTable of ContentsChapter 1. Reflecting on Student’s Emotions in Undergraduate Research: Humanizing Higher Education Experiences; Dr. Ana Baptista Chapter 2. Adapting Paulo Freire in an Institutional Context: Developing Positive Relationships; Carol Thompson and Michael Kleine Chapter 3. Enlightened in Loco Parentis: a Model for Addressing the College Student Mental Health Crisis; Laura M. Harrison and Peter C. Mather Chapter 4. Investigating Authentic University Academic Care at a US Non-mainland HBCU; Kenny A. Hendrickson and Kula A. Francis Chapter 5. Global University, Local Issues: Taking a Creative and Humane Approach to Learning and Teaching; Sandra Abegglen, Tom Burns, Simone Maier and Sandra Sinfield Chapter 6. The Chemistry of Critical Thinking: The Pursuit to do Both Better; Kolajo Y.A and Conner L. N Chapter 7. Empowering Faculty to use Practices of Hospitality and Vulnerability to Encourage Risk Taking in the Higher Education Classroom; Jennifer W. Shewmaker and Amy Boone Chapter 8. The Deep Field School: A Model to Support Sustained International Service Learning and Scholarship; Joe Pavelka Chapter 9. Learn First, Then Serve: Re-focusing The International Service-learning Model to Develop Cultural humility; Jennifer Elfenbein Chapter 10. Re-envisioning Virtual Spaces for Teaching and Learning: Strategies for Fostering online learner engagement; Polina Chemishanova and Charles Tita Chapter 11. Engaging students through collaborative projects and international higher education partnerships; Dr. Sharon Harris-Byrne and Marina Wikman Chapter 12. Futuristic Learning: Improving Classroom Engagement and Learning in a Distance Higher Education Institution; Sharon Thabo Mampane Chapter 13. The PBL approach in an EFL Setting: Maximizing Students’Engagement and Humanizing Their Experiences; Ahmad Samarji
£77.99
Taylor & Francis Ltd Contemporary Global Perspectives on Cooperative
Book SynopsisThis volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines.Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance sTable of ContentsCooperative Learning and the State of the Field: An Introduction Section 1: Effectiveness, Benefits, and Limitations of Cooperative Learning (CL) 1. Can Cooperative Learning Enhance Student Thinking and Question Generation? 2. Can students learn by teaching their peers during cooperative learning? 3. Positive resource interdependence for young students: a nudge for cooperation but a pitfall for learning 4. “We all keep growing and learning” – Facilitating meaningful educational experiences through peer assisted learning across different educational levels in El Salvador Section 2: Achieving Equitable Learning through Cooperative Learning 5. Giving voice to diversity: Cooperative strategies for intercultural citizenship 6. Teacher perceptions of primary aged students’ social capabilities in Australia, England and Sweden and their importance to inclusive classrooms 7. Individual Group Work Assessment in Cooperative Learning: Possibilities and Challenges 8. Syrian Refugee Teachers’ Perceptions of STAD and Jigsaw Models in Classrooms of Underprivileged Learners in Lebanon 9. Think-Pair-Share and ThinkTrix: Standard Bearers of Student Dialogue 10. Cooperative Learning Through Philosophy for Children Around the World Section 3: Initiating and Deepening Cooperative Learning in Diverse Educational Contexts 11. Developing Reciprocal Peer Tutoring in Irish Medium Schools 12. Developing a Community of Practice for Teacher’s Learning and Implementation of Cooperative Learning 13. Cooperative Learning in Japan as a Core Strategy Deepening Cooperation in Education Section 4: Cooperative Learning in Action 14. Promoting Dialogic Talk during Cooperative Learning 15. A shift to the future: The paradigmatic approach of cooperative learning in online practice 16. Group worthy cooperative learning structures in the college classroom 17. Cooperative Learning for Academic, Personal and Social Development in Higher Education in Africa 18. Cooperative Learning in Engineering Education: The Story of an Ongoing Uphill Climb
£93.75
Peter Lang AG, Internationaler Verlag der Wissenschaften English in the Chinese Foreign Language Classroom
Book SynopsisChinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on ‘Chinese as a Foreign Language’ (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of second language acquisition. Several valuable empirical analyses from actual CFL classrooms serve both to validate the use of English as a lingua franca and expose that much more work needs to be done to ground this practice in deep sociocultural and ecological settings. The author advocates the development of a new pedagogy that emphasizes taking account of specific cultural, social, and political contexts in order to reach an ever-more diverse body of students. The book concludes with a discussion of the role of English in China’s national education system and social development, as well as predictions about the future relationship between Chinese and English.Table of ContentsContents: The Global spread of the Chinese and English languages – The paradigm shift in foreign language teaching – How English is perceived and used in CFL – ELF pedagogy and beyond – Future of Chinese foreign language teaching.
£41.80
John Wiley & Sons Inc Teaching and Training for Global Engineering
Book SynopsisProvides a foundation for understanding a range of linguistic, cultural, and technological factors to effectively practice international communication in a variety of professional communication arenas An in-depth analysis of how cultural factors influence translation, document design, and visual communication A review of approaches for addressing the issue of international communication in a range of classes and training sessions A summary of strategies for engaging in effective e-learning in international contexts A synopsis of how to incorporate emerging media into international teaching and training practices Table of ContentsNote from the Series Editor, xviiForeword, xixAcknowledgments, xxviiIntroduction, xxix SECTION I DESIGN CONTEXTS1 The Imperative of Teaching Linguistics to Twenty-First-Century Professional Communicators 3Bruce Maylath and Steven Hammer1.1 Introduction, 41.2 Why Linguistics? The Dangers of Monolingualism, 51.3 Linguistic Knowledge - Where Did It Go?, 61.4 Linguistics for the Professional Engineer and Communicator, 81.5 Conclusion, 152 Cultural Contexts in Document Design 19Yiqin Wang and Dan Wang2.1 The Challenges of International Communication, 192.2 Literature Review, 212.3 Study Design, 252.4 High- or Low-Context Culture and the Extent of Explicit Description, 262.5 Thought Pattern and Content Organization, 292.6 Cultural Contexts in Text-Graphic Relationships, 332.7 Cultural Backgrounds, 382.8 Applying Ideas to Training in Technical and Professional Communication, 392.9 Conclusion, 423 Teaching Image Standards in a Post-Globalization Age 47Audrey G. Bennett3.1 Image Design and Consumption in a Post-Globalization Age, 483.2 Socially Conscious Communication Design and the Evolution of Image Standards, 493.3 Standards for Communicatively Effective Images, 523.4 Implementing Objective Metrics in Technical and Professional Communication Classes, 563.5 Conclusion, 63 SECTION II SOCIETAL CONTEXTS4 Linux on the Education Desktop: Bringing the "Glocal" into the Technical Communication Classroom 69Brian D. Ballentine4.1 Introduction, 694.2 Linux-Dominance and Absence in Different Markets, 704.3 Linux on the Desktop, 744.4 Aggressive Evangelism, 784.5 Extremadura, 804.6 The Glocal, 824.7 Situating Professional Communication Students in the Glocal, 824.8 Using Linux on the Desktop, 834.9 Conclusion, 875 Teaching the Ethics of Intercultural Communication 91Dan Voss and Bethany Aguad5.1 Introduction: Globalization Introduces an Intercultural Dimension to Business Ethics, 925.2 Literature Review Represents the Intersection of Ethics, Intercultural Communication, and Science/Engineering, 935.3 Four Classical Ethical Models Form the Foundation for Studying the Ethics of Intercultural Communication, 985.4 Two Value Models Help Rank Values to Resolve Conflicts in Favor of the Greatest Good or the Least Harm, 1035.5 Value Models within Technology-Based Companies and Professional Associations Offer Broad Ethical Perspectives, 1065.6 Before Analyzing Ethical Conflicts in an Intercultural Context, Its Important to Understand the Cultural Differences Involved, 1095.7 Analyzing Case Histories via a Multi-Tiered Process of Ethical Models and Cultural Filters that Clarifies Ethical Conflicts, Defines Alternative Actions, and Predicts Outcomes, 1165.8 Suggestions for Integrating the Specialized Topic of this Chapter into Academic Courses and Industry Training Classes, 1185.9 Conclusion: The Authors Invite Further Research and Contributions, 121 SECTION III ONLINE CONTEXTS6 Autonomous Learning and New Possibilities for Intercultural Communication in Online Higher Education in Mexico 127Cesar Correa Arias6.1 Introduction, 1286.2 The Nature and Characteristics of Autonomous Learning, 1296.3 Understanding and Applying Autonomous Learning, 1346.4 The Role of ICTs in Autonomous Learning, 1396.5 The Culture of Autonomous Learning Inside Institutions of Higher Education, 1406.6 Conclusion, 1457 E-Learning and Technical Communication for International Audiences 149Darina M. Slattery and Yvonne Cleary7.1 Teaching Technical Communication and E-Learning: An Introduction, 1497.2 An Overview of Learning Pedagogies, 1507.3 Intercultural Communication Pedagogies, 1557.4 The Irish Context for Technical Communication and E-Learning, 1587.5 The Configuration of our Program, 1607.6 The Assignments in the MA Program, 1647.7 Connecting Student Work to Different Contexts, 1677.8 Conclusion, 1698 Teaching and Training with a Flexible Module for Global Virtual Teams 173Pam Estes Brewer8.1 Introduction, 1738.2 The Origins of the Approach Presented in This Chapter, 1748.3 International Virtual Communication and Experiential Learning, 1758.4 Teaching the Topic, 1798.5 Observations/Reflections/Theory Development for All Classes, 1858.6 Global Virtual Team Teaching Module, 1908.7 Conclusion, 195 SECTION IV EDUCATIONAL CONTEXTS9 Strategies for Developing International Professional Communication Products 201Helen M. Grady9.1 Introduction to International Technical Communication, 2019.2 Review of the Literature, 2029.3 The International Technical Communication Course, 2049.4 Conclusion, 21510 Teaching Cultural Heuristics Through Narratives: A Transdisciplinary Approach 219Han Yu10.1 A Transdisciplinary Approach for Global Engineers, 21910.2 Overview of Cultural Heuristics, 22010.3 Critiques and Counter-Critiques of Cultural Heuristics: How to Move Forward from Misguided Debates, 22210.4 Overview of Cultural Narratives, 22710.5 Implement the Transdisciplinary Approach: Teach Cultural Heuristics Through Narratives, 23010.6 Potential Limitations: How to Select Quality Cultural Narratives, 23410.7 Conclusion, 23611 Assessing Intercultural Outcomes in Engineering Programs 239Darla K. Deardorff and Duane L. Deardorff11.1 Introduction, 24011.2 An Introduction to the Literature of Outcome Assessments, 24111.3 Exploring Some Limitations to Intercultural Assessment Research, 24411.4 Strategies for Quality Assessment of Intercultural Learning Outcomes, 24611.5 Developing an Assessment Plan, 24911.6 Quality Assessment, 25211.7 Developing Intercultural Competence in Students, 25411.8 An Example of Intercultural Assessment, 25611.9 Assessing Intercultural Outcomes in Engineering Programs, 25811.10 Conclusion, 258 Biographies, 263Index, 269
£40.80
Teachers' College Press Education for Liberal Democracy Using Classroom
Book SynopsisDemocracy is in crisis. Both political trust and a shared standard of truth are broken. In this book, Walter Parker shows why and how a civic education can help. Offering a centrist approach suitable for a polarized society, Parker focuses on two linked curriculum objectives: disciplinary knowledge and voice.Trade Review"Walter C. Parker interweaves political philosophy and pedagogy to present a deep and useful primer for building a liberal democracy through civic education."—Theory and Research in EducationTable of Contents Contents (Tentative) Foreword, by James A. Banks Preface Acknowledgments Part I: A Centrist Approach to Civic Education 1. Introduction Liberal and Illiberal Democracy Knowledge and Voice Curriculum and Instruction An Autobiographical Note Overview of Chapters Conclusion 2. Teaching Academic Controversies Cooperative Learning and SAC The Revised Model Conclusion 3. Teaching Against Idiocy Dodging Puberty Schools and Idiocy Schools Are Public Places Three Keys The Social Curriculum The Academic Curriculum The Three Rs? Part II: Toward Deeper Civic Learning 4. Concept Development Teaching and Learning Concepts Classifying Some Examples Conclusion 5. Reinventing the High School Government Course Method and Design Principles Curriculum Discussion Conclusion 6. Listening to Strangers Seminar and Deliberation Listening to Strangers Political Friendship Listening to Strangers at School Practices of Listening to Strangers Conclusion 7. What Is Justice? Just Individuals Just Societies Cutting Through Conventional Wisdom Conclusion Part III: Global Civic Education 8. Educating World Citizens National Security Marginal Voices A Solution on the Loose 9. Human Rights Education's Curriculum Problem Problem: Access to What? Solution: Toward an Episteme for HRE Conclusion 10. The Right to Have Rights A Curriculum Proposal Rationale The Immigrant Labor Paradox Classroom Activities Instructional Supports Conclusion 11. Afterword: Cultivating Judgment Classroom Discussion Uncoerced Decisions The Social Studies Conclusion Endnotes References Index About the Author
£30.40
IGI Global Student-Driven Learning Strategies for the 21st
Book SynopsisThe creation of a successful learning environment involves the examination and improvement upon current teaching practices. As new strategies emerge, it becomes imperative to incorporate them into the classroom.Student-Driven Learning Strategies for the 21st Century Classroom provides a thorough examination of the benefits and challenges experienced in learner-driven educational settings and how to effectively engage students in these environments. Focusing on technological perspectives, emerging pedagogies, and curriculum development, this book is ideally designed for educators, learning designers, upper-level students, professionals, and researchers interested in innovative approaches to student-driven education.
£152.25
Springer Nature Switzerland AG Putting PIRLS to Use in Classrooms Across the
Book SynopsisThis open access book provides teachers with approaches to strengthen reading comprehension instruction based on scientific research and evidence-based didactic principles. In this volume, the Progress in International Reading Study (PIRLS) framework is used to inform teachers about the skills and knowledge that students need to comprehend certain texts. The book gives practical guidance on how a teacher can help students to learn these skills, specifically, when teaching reading to multilingual students. Good practices from schools in five participating PIRLS countries—Chile, Chinese Taipei, England, Georgia, and Spain—are shared. A description of the schools’ education in reading comprehension is provided with practical tips and example lessons. These insights into daily reading education in multilingual classrooms across the globe can be an inspiration to teachers all over the world.Table of ContentsPart 1: Reading comprehension: from research to practical teaching guidelines: Chapter 1: Theories of reading comprehension: The current state of affairs on reading comprehension research.- Chapter 2: Evidence-based didactic principles and practical teaching suggestions: An overview of evidence-based didactic principles for reading comprehension, illustrated in practical lesson suggestions.- Chapter 3: Exploring reading comprehension skills using PIRLS 41 Schematic description of two PIRLS texts and items.- Part 2: Teaching reading comprehension in a multilingual classroom: Chapter 4: Reading comprehension and multilingual students: Scientific insights about teaching reading comprehension to multilingual students.- Chapter 5: Good practices in teaching reading comprehension from five PIRLS countries: Inspiring examples of reading education for multilingual students.- Glossary.- References.
£33.24
Information Age Publishing Collaborative Learning in a Global World
Book SynopsisThe 21st century has brought about changes in every aspect of life through ubiquitous technology and Internet-based social media. The distances between cultures and continents have narrowed, the world has become flat, and multicultural work-teams composed of members from different countries have become a daily reality in global businesses. However, in many ways these global changes in work practices have only just begun to have an impact on education.To better prepare students for the information age, researchers and policy makers largely agree about the skills needed for shared knowledge construction. Indeed, the education systems in several different countries have begun to integrate these skills into teaching and learning and are placing a strong emphasis on their implementation (Melamed et al, 2010; Resta et al, 2011). In 2015 the OECD PISA exam for the first time, included assessment of collaborative problem-solving in its country-by-country comparison.Collaborative learning is not a trivial challenge nor is it intuitive for all teachers and learners. One must acquire and practice the essential skills in order to successfully work in a team. Consequently it is essential to train teachers in collaborative teamwork, as they must serve as role models for students. In addition, new tools and practices become available at a rate that outpaces the abilities of many higher education institutions to adopt and implement. This book surveys the current state of the field and provides theoretical guidance and practical examples to help meet the gaps in research, development and practice.Table of Contents Foreword. Introduction to Collaborative Learning in a Global World, Miri Shonfeld and David Gibson. My Personal and Professional Involvement with Cooperative Learning, Yael Sharan. Developing a Model for Online Collaborative Learning, Elaine Hoter. Technology-Enabled, Challenge-Based Learning in a Global Context, David Gibson, Leah Irving, and Katy Scott. Learning About the “Other”: Encounters Between Arab and Jewish Students in Israel, Rivi Carmel. Blended Contact for Community Cohesion in Northern Ireland and the Republic of Ireland, Roger Austin. Online Collaboration Between Israeli and Slovak Students, Tsafi Timor. Competitive Game Effect on Collaborative Learning in a Virtual World, Miri Shonfeld and Paul Resta. TEC: An Online Collaborative Learning Model in a Multicultural Environment, Miki Kritz, Efrat Bachar, and Miri Shonfeld. Cooperative Online Research Meetings of Cerebral Palsy and Graduate Students to Promote Web Accessibility, Betty Shrieber and Rachel Peled. Collaborative Conceptual Change in the Computer-Science Classroom, Dalit Levy. What Influences Teacher Educators’ Use of Collaborative Learning? Miri Shonfeld and Yehudith Weinberger. Connecting University Students from Israel and Germany, Claudia Finkbeiner, Miriam Muchow, Einat Rozner, and Miri Shonfeld. Promoting Online Collaboration Competence Among Pre-Service Teachers of English as a Foreign Language, Tina Waldman and Efrat Harel. The Forum of Excellent Students: A Model for Cooperative Learning in a Multicultural Environment, Liat Eyal, Rama Klavir, and Naomi Magid. Assessing Personal Learning in Online, Collaborative Problem Solving, David Gibson, Leah Irving, and Tami Seifert. The Impact of an Online Collaborative Learning Program on Attitudes Toward Technology in Two Education Colleges, Noga Magen-Nagar. Postscript, David Gibson and Miri Shonfeld. Biographies.
£47.45
Pearson Education Limited Discover English Global Starter Teacher's Book
Teacher’s book include detailed notes with tips and advice on how to make the most of your programme.
£43.69
Modern Language Association of America Teaching Central American Literature in a Global
Book SynopsisCentral America has a long history as a site of cultural and political exchange, from Mayan and Nahua trade networks to the effects of Spanish imperialism, capitalism, and globalization. In Teaching Central American Literature in a Global Context, instructors will find practical, interdisciplinary, and innovative pedagogical approaches to the cultures of Central America that are adaptable to various fields of study. The essays map out classroom lessons that encourage students to relate writings and films to their own experience of global interconnectedness and to read critically the history that binds Central America to the United States, Mexico, and the Caribbean. In the context of debates about immigration and a growing Central American presence in the United States, this book provides vital resources about the region's cultural production and covers trends in Central American literary studies including Mayan and other Indigenous literatures, modernismo, Jewish and Afro-descendant literatures, nineteenth- and twentieth-century literature, and contemporary texts and films.
£81.60
Springer Handbook of School Psychology in the Global Context
Book SynopsisChapter 1. School Psychology in the Global Context. Transnational Advances to Support Children, Families and School Communities.- Chapter 2.Beyond the Boundaries of Multicultural School Psychology: Towards Continued Culturally Responsive Practices.- Chapter 3. Social Justice and School Psychology.- Chapter 4. Provision of Services, Professional Roles andAccreditation of School Psychologists Internationally.- Chapter 5. Test Development and Adaptation in a Global, Educational Context.- Chapter 6. Assessment of Complete Social Emotional Wellness: An International School Psychology Perspective .- Chapter 7. Provision of Inclusive Education and the role of school psychologists across national boundaries: existing facilitators and barriers and possible ways forward.- Chapter 8. A Global Perspective on School Consultation Services:A Long and Winding Road.- Chapter 9. Multicultural Consultation: A Global Lens for Examining Cultural Factors in Consultation .- Chapter 10. Consultation in Educational Settings with Second Language Learners.- Chapter 11. Applying a Participatory Culture-Specific Consultation Model to Facilitate the Creation of Positive School Environments to Support Child Health and Well-Being .- Chapter 12. A Global Perspective on Promotion and Prevention Efforts in Children's Mental Health.- Chapter 13. Resilient Classrooms: An international perspective.- Chapter 14. Evidence-based Interventions: An International Perspective.- Chapter 15. The Evolution of a Transnational Approach for Addressing Cultural Challenges and Promoting Well-being in the School Community.- Chapter 16. Multicultural and Multinational Considerations in School Crisis Intervention.- Chapter 17. Crisis Interventions in Different Countries: Cultural and Contextual Variations.- Chapter 18. An International Research Collaboration on Student Engagement.- Chapter 19. Using the Ecomap to Identify Markers of Child and Adolescent Well-Being in Culturally Underrepresented Communities .- Chapter 20. Application of Mixed Methods for International and Cross-Cultural Research.- Chapter 21. Research and Publication in International School and Educational Psychology: Editorial Perspectives from the International Journal of School and Educational Psychology.- Chapter 22. School and Educational Psychology Training: Cultural Considerations, Issues and Future Directions.- Chapter 23. Multicultural and International Training in School Psychology Programs: A Global Perspective.- Chapter 24. Integrating Transnational Competencies in Supervision: Educating for a Global Society.- Chapter 25. Poverty During Childhood and its Implications for School Psychologists.- Chapter 26. Psychological Adaptation of Refugee Children and Adolescents: Promoting Resilience and Well-being in the School Setting.- Chapter 27. School Psychological Services in International Schools.- Chapter 28. Child Rights Advocacy: The Role of School Psychology in the Context of International Policy.
£322.99
American Council on the Teaching of Foreign Languages (ACTFL) The Keys to the Classroom
Book SynopsisA concise "go to" guide for new language educators that provides basic practical information, suggestions, and templates, without going into the detail found in a more comprehensive methods textbook. Since the publication of the first edition in 2007, concepts of planning, instruction, and grading have evolved, proficiency-based NCSSFL-ACTFL Can-Do Statements have been created, and, of course, the available tools and resources have changed a great deal. When this text was originally published, overhead projectors were common in classrooms, students rarely had their own cell phones, and social media were still relatively new. Today the instructional environment is different, as are the tools and resources available to teachers.Amid all the ways in which teaching has changed, much remains the same. Learners still need to be meaningfully engaged with the language. Educators must plan opportunities for learning that are relevant for learners. Students must believe that teachers care for them as individuals. Language and intercultural skills are increasingly important in our global society. Teaching is difficult, and educators new to the profession need support and guidance.New teachers must learn a great deal, regardless of the amount of preparation they need before entering the classroom. This second edition of The Keys to the Classroom captures the changes and additions that meet the needs of language educators in today's rapidly changing environment.
£22.91
IGI Global Cases on Emotionally Responsive Teaching and
Book SynopsisEducators who work with pre-service teachers understand the significant role they play in mentoring the next generation of teachers. Those who have ""walked the talk"" and been classroom teachers themselves, working with students daily over the course of a school year, can share powerful stories on transformative teaching. To fully prepare tomorrow's teachers, educators need to mix theory about best practice with the reality of teaching in classrooms.Cases on Emotionally Responsive Teaching and Mentoring provides a collection of case studies from former classroom teachers who now work with pre-service teachers to provide an understanding of the expectations and outcomes of teaching through actual K-12 teaching experiences. Featuring coverage on a broad range of topics such as cultural identity, teacher development, and learner diversity, this book is ideally designed for pre-service teachers, mentors, educators, administrators, professors, academicians, and students seeking current research on the diverse nature of schools, children, and learning and applying concepts to best suit the profession.
£181.05
Multilingual Matters Global Citizenship Education in Praxis: Pathways
Book SynopsisInternationalisation and intercultural competence are key ideas in contemporary education and have been much theorised and practised in higher education but have not received the same attention in school contexts. Linked to these ideas is an increasing focus on global citizenship and the development of students’ critical thinking skills and self-realisation. This book is based on a decade of experience of combining all three concepts in the practice of an upper secondary school in Denmark which is linked to 16 schools in 15 countries. The book includes both a description of the project by the teachers who have taken part and an analysis by researchers who have worked with them to deliver the programme.Trade ReviewThis inspiring text introduces an innovative new approach to integrating global citizenship into schools. It covers both theory and practice, and features case studies for school subjects ranging from ESL and foreign languages to science, geography and history. A valuable addition to the bookshelves of teachers, administrators, scholars and politicians! * Kip Cates, Professor Emeritus, Tottori University, Japan *This important book is essential reading as the first comprehensive account of a whole-school programme of Global Citizenship Education complemented by critical academic commentaries. Teachers at Rysensteen School in Denmark provide lively, practical and inspiring examples of how to promote Sustainable Development Goals, human rights and a political dimension. * Hugh Starkey, Institute of Education, UCL, UK *This volume offers a critical stance on theory and practice of global citizenship education (GCEd) through the lens of teachers and researchers, with examples from the Danish education system. It is an invaluable resource for teachers, school leaders, and graduate students who want to learn about how GCEd can be organised inside and outside classrooms. * Irina Golubeva, University of Maryland, Baltimore County, USA *[This book] provides a well-rounded, practical guide for educators, policymakers, and anyone interested in fostering global citizenship in the next generation. With its compelling arguments and actionable insights, this book inspires readers to take meaningful steps toward becoming responsible and informed global citizens. It is a must-read for anyone passionate about education’s role in shaping a better world. -- Helen Blachford, Bohunt Education Trust and Association for Citizenship Teaching, Teaching Citizenship 2023Table of ContentsContributors Acknowledgements Preface: Introduction Chapter 1. Anders Schultz: Globalisation Crisis Part 1 Chapter 2. Steen Beck: Dannelse - A Danish Concept in Historical and Contemporary Perspectives Chapter 3. Marie Højlund Roesgaard and Michael Byram: Global Citizenship Education in the Wider World Chapter 4. Anders Schultz: Organisation and Internationalising the Curriculum Chapter 5. Louise Tranekjær: Global Citizenship – Teaching and Evaluation in Formal and Informal Contexts of Learning Chapter 6. Louise Tranekjær: Intercultural Understanding, Cultural Encounters and Cultural Competences in Practice Part 2 Chapter 7. Mads Blom: Intercultural Understanding – Between Theory and Instrument – Empathy and Critique Chapter 8. Martin Lønstrup Nielsen: Hong Kong and the Question of Cultural Identity – The English Subject and Global Dannelse Chapter 9. Poul Nyegaard: Global Competences in Science Chapter 10. Laura Bjerregaard Sørensen and Lotte Bolander: Global Dannelse and French Chapter 11. Anders Folden Brink: Global Dannelse in Natural Geography Chapter 12. Mads Blom: Citizenship and Civicism – History as a School Subject and Global Dannelse Chapter 13. Anders Schultz: Where to Next for GCEd in Praxis? Chapter 14. Michael Byram: GCEd – Necessary but not Sufficient Index
£23.70
IGI Global Preparing Agriculture and Agriscience Educators for the Classroom
Book SynopsisThe preparation of school-based agriculture teachers has been a part of public education for over 100 years. However, there is a lack of texts available that address the components of teacher education in agriculture including teacher preparation and related activities. Further study that goes beyond concepts to include practice and applications is required in order to further develop educators in this sector. Preparing Agriculture and Agriscience Educators for the Classroom provides an up-to-date consideration of the best practices for developing and enhancing a complete teacher preparation program and highlights and showcases concepts and applications. It is a mainstay for teacher education and teacher preparation in agriculture and is applicable anywhere in the world where teaching agriculture exists. Covering a range of topics such as field experiences and student learning, this reference work is ideal for researchers, scholars, practitioners, academicians, administrators, instructors, and students.
£147.60
Cambridge University Press Cambridge Global English Workbook 5 with Digital
Book SynopsisDiscover our new resources for the Cambridge International Primary and Lower Secondary Curriculum Frameworks. With varied activities ? including drawing, quizzes and word searches - these workbooks help your learners practise and consolidate what they have learnt. The activities also support the reading, writing and Use of English strands of the Cambridge English as a Second Language Primary curriculum framework. This new edition provides more grammar practice with a short grammar presentation, followed by activities differentiated into three tiers: Focus, Practice and Challenge. Ideal for use in the classroom or for homework.
£13.86
Taylor & Francis Ltd Safe Seen and Stretched in the Classroom
Book SynopsisEveryone remembers their favorite teacher, but why? What makes some teachers so memorable? Julie Schmidt Hasson spent a year interviewing people about teachers who've shaped their lives, and the result is this captivating book. She shares stories that are both inspirational, highlighting the ways a teacher's actions can make a lasting impact, and also informational, providing models to help teachers make a more consistent impact on the students they serve.Chapters cover topics such as commitment, vulnerability, power, connection, expectations, community, identity, and equity, while underscoring the importance of making students feel safe, seen, and stretched. In each chapter, the author brings you along as she conducts interviews and hears emotional stories. She also offers practical takeaways and applications for educators of all levels of experience.With this uplifting book, you will be reminded that your seemingly ordinary interactions in the classroom have extraordTrade Review"Julie takes us on a reading journey honoring lessons that extend past the walls of classrooms and over the course of time. A beautiful celebration of teachers, stories, and the power of human connection!"—Dr. Jennifer Williams, Executive Director Take Action Global, Professor, Author, Teacher"Julie Hasson says that this book is 'a token of gratitude to the teachers who shaped my life and as a love letter to the profession that continues to captivate me.' But Safe, Seen, and Stretched in the Classroom is so much more than gratitude and love for educators; it is a boost of inspiration. It is a reminder of our why—why did we want to be teachers? I bet many would say it wasn't about sharing content; it was that we wanted to positively impact the lives of our students. We wanted to make a difference. In a time when education and educators are under a microscope, Julie reminds us of our value, our impact, and the joy of teaching. Thank you, Julie, for this well-crafted research and for your beautiful storytelling to help teachers gain insight and confidence in their WHY."—Laura Grundler, Visual Arts Coordinator and co-creator of #K12ArtChat & K12ArtChat the Podcast, Plano, Texas"There are certain teachers each of us will never forget, but what exactly makes them memorable? Julie Hasson's book, Safe, Seen, and Stretched in the Classroom: The Remarkable Ways Teachers Shape Students’ Lives is an amazing collection of true stories about seemingly ordinary teachers who left a lasting impact on their students. Hasson does a deep-dive, researching the qualities that extraordinary teachers possess, while inspiring and uplifting new and veteran teachers alike! I highly recommend this book for all educators."—Jenn Larson, The Teacher Next Door"Julie Hasson takes you on a powerful journey on the life-changing work of our teachers. Reading Safe, Seen, and Stretched in the Classroom will be the catalyst for much reflection on the impact our teachers make every day. This is a must-read book for educators at all levels to explore the stories Julie Hasson expertly weaves into a resonating tapestry on our noble profession. Hasson's work is what our profession needs to uplift and inspire all educators."—Sean Gaillard, principal, author, podcasterTable of ContentsIntroduction; 1: Lessons on Commitment; 2: Lessons on Vulnerability; 3: Lessons on Power; 4: Lessons on Connection; 5: Lessons on Expectations; 6: Lessons on Memorable Moments; 7: Lessons on Community; 8: Lessons on Identity; 9: Lessons on Overcoming; 10: Lessons on Equity; 11: Lessons on Generativity; 12: Lessons on Impact; Epilogue; References
£29.60
Taylor & Francis Ltd The Antiracist World Language Classroom
Book SynopsisHow can you incorporate antiracist practices into specific subject areas? This essential book finally answers that question and offers a clear roadmap for introducing antiracism into the world language classroom.Drawing on foundational and cutting-edge knowledge of antiracism, authors Hines-Gaither and Accilien address the following questions: what does antiracism look like in the world language classroom; why is it vital to implement antiracist practices relevant to your classroom or school; and how can you enact antiracist pedagogies and practices that enrich and benefit your classroom or school?Aligned with the American Council on the Teaching of Foreign Languages standards, the book is filled with hands-on antiracist activities, strategies, and lesson plans. The book covers all necessary topics, including designing antiracist units of study, teaching across proficiency levels, advocacy and collaboration in the community, and how to facilitate sTable of ContentsForeword by Cassandra GlynnPreface IntroductionChapter 1: Defining the Antiracist World Language Classroom Chapter 2: Naming White Supremacy, Anti-BIPOC and Anti-BlacknessChapter 3: Setting the Stage for the Antiracist ClassroomChapter 4: Designing Antiracist Units of StudyChapter 5: Planning Daily Lessons on AntiracismChapter 6: Addressing Conflicts in the Antiracist ClassroomChapter 7: Teaching Antiracism across Proficiency LevelsChapter 8: Advocacy and Collaboration for the Antiracist World Language Classroom
£31.36
BenBella Books Global Class: How the World's Fastest-Growing
Book Synopsis
£19.79
Cambridge University Press Biomedical Engineering for Global Health Cambridge Texts in Biomedical Engineering
Book SynopsisCan technology and innovation transform world health? Connecting undergraduate students with global problems, Rebecca Richards-Kortum examines the interplay between biomedical technology design and the medical, regulatory, economic, social and ethical issues surrounding global health. Driven by case studies, including cancer screening, imaging technologies, implantable devices and vaccines, students learn how the complexities and variation across the globe affect the design of devices and therapies. A wealth of learning features, including classroom activities, project assignments, homework problems and weblinks within the book and online, provide a full teaching package. For visionary general science and biomedical engineering courses, this book will inspire students to engage in solving global issues that face us all.Trade Review'As part of the Clinton Global Initiative, Rice University is launching a major initiative in global health technologies to narrow the unconscionable gap in life expectancy between rich and poor. This beautifully written volume by Rebecca Richards-Kortum will inspire and empower the next generation of engineers to make global health their calling. As President Clinton has said, 'today's generation of young people holds more power than any generation before them to make a positive impact on the world.' The next Jonas Salk or Maurice Hilleman will definitely have this book close at hand.' Thomas Kalil, University of California, Berkeley and Clinton Global Initiative'Professor Richards-Kortum has been in the forefront of giving bioengineers a conscience. This book is an excellent first step in educating engineers as to medical problems in the developing worlds and ways in which bioengineers can make a difference.' Paul Yager, Department of Bioengineering, University of Washington, Seattle'Professor Rebecca Richards-Kortum, a world leader of biomedical engineering research, an HHM investigator and NAE member, brings a global message to all scientists, indeed to all citizens of the world. Regardless of our educational background, we should be concerned about world health. Providing better treatment in a positive social environment, caring about the epidemic level of certain diseases and giving cost effective solutions to health management is not just scientifically exciting. It is also our responsibility as citizens of this world! Richards-Kortum makes it crystal-clear that engineers and scientists can provide intelligent solutions to medical problems and can improve the quality of life of our patients, our citizens, no matter where they live. The examples from Botswana or Lesotho are telling of the crisis bioengineers are facing in a global environment … I have shown my prepublication copy of Richards-Kortum's book to high school students and young undergraduates … They left my office inspired, as true, new apostles for better health treatment methods. No other book has made such transformation of young scientists in such a short time … This book will become the most influential biomedical text of our generation.' Nicholas Peppas, Fletcher S. Pratt Chair in Engineering, The University of Texas at Austin'Rebecca Richards-Kortum is one of the brightest and clearest-thinking biomedical engineers of her generation. Several years ago, she turned her attention to the uses of biomedical technology for improving world health. In her teaching, first at the University of Texas and then at Rice University, she was able to refine her observations into a vision for biomedical engineering that moves beyond the world we see each day. Now she has produced a book that will enable all of us to make the leap she made, and to see our power and obligations a bit more clearly. This is the kind of engineering book that comes around only once in a generation.' Mark Saltzman, Yale University'Helping students understand, early in their academic training, what it takes to bring novel, safe, and effective medical technologies to the patient is laudatory. Rebecca Richards-Kortum very nobly succeeds in doing that in the context of resource-challenged environments by writing a very engaging and provocative book. Bravo!' John H. Linehan, Professor of Biomedical Engineering and Medicine, Northwestern University'Biomedical engineers not only need expertise in the science, engineering and mathematics that underlies their field, they must also know the context in which biomedical engineering is practiced. Professor Richards-Kortum skilfully presents the key medical, policy, social and ethical issues that need to be considered in applying biomedical engineering. This is a comprehensive book that addresses biomedical engineering from a truly global perspective and shows students how these important issues affect the design of devices and therapies. This book will also be an important reference for all biomedical engineers.' George Truskey, Biomedical Engineering, Duke University'This outstanding book by Professor Rebecca Richards-Kortum on bioengineering and world health is based on her years of pioneering work and superb teaching on this topic at the University of Texas and Rice University. This pace-setting book focuses on the application of engineering methods and technological advances to medical technologies, with an emphasis on improving human health in the world. With the increasing globalization of science, technology and healthcare, the publication of this book is extremely timely to meet the urgent demand today. This book addresses the important questions of how to use science and technology to solve healthcare problems and how to translate these new healthcare technologies to the bedside. It also considers the important economical, legal and ethical issues associated with developing new medical technologies to improve world health. This is a very valuable book not only for teaching in fields such as bioengineering, but also for reading by the general public. It will have major positive impacts on bioengineering and world health for years to come.' Shu Chien, President of the Biomedical Engineering Society, Chair of the Department of Biomedical Engineering, University of California, San DiegoTable of ContentsPreface; 1. Emerging medical technologies: high stakes science and the need for technology assessment; 2. Bioengineering and technology assessment; 3. Health and economic data: a global comparison; 4. World health and global health challenges; 5. Healthcare systems: a global comparison; 6. Healthcare costs vs time: trends and drivers; 7. The evolution of technology: scientific method, engineering design, and translational research; 8. Prevention of infectious disease; 9. Ethics of clinical research; 10. Technologies for early detection and prevention of cancer; 11. Cost-effectiveness of screening for disease; 12. Technologies for treatment of heart disease; 13. Clinical trial design and sample size calculation; 14. Technology diffusion; 15. Regulation of health care technologies; 16. Future of bioengineering and world health; Index.
£99.99
Cambridge University Press Cambridge Global English Workbook 1 with Digital
Book SynopsisDiscover our new resources for the Cambridge International Primary and Lower Secondary Curriculum Frameworks. With varied activities ? including quizzes, colouring and completing sentences ? these workbooks help your learners practise and consolidate what they have learnt. The activities also support the reading, writing and Use of English strands of the Cambridge English as a Second Language Primary curriculum framework. This new edition provides more grammar practice with a short grammar presentation, followed by activities differentiated into three tiers: Focus, Practice and Challenge. Ideal for use in the classroom or for homework.
£12.67
Information Age Publishing Flourishing in the Holistic Classroom
Book SynopsisIn a time of unprecedented changes globally, Flourishing in the Holistic Classroom offers an educational model that is dynamic, organic, and adaptive. The book offers key principles, dispositions, and practices that holistic educators draw from to create learning environments in which their students can flourish. This book describes learning that is based on a balance of inner and outer ways of knowing, with an emphasis on the inner life or soul of the learner. This is illustrated through accounts of running an arts camp using the inquiry process and experiences with teacher candidates. A key principle of holistic education is connection, which is explored through experiential examples such as connections between learners and each other, the teacher, and their subject of study. The role that mindfulness practice and teacher presence plays in the classroom, as well as working with fear and vulnerability are addressed through detailed narratives. The breadth of the author's experience including being an early years teacher, a director of programs and exhibits in a children's museum, and working with pre-service teachers is woven throughout the book. Reflections from former teacher candidates highlight the influence that holistic pedagogy has on learners. The book concludes with an invitation to the reader to embrace a holistic, integrative approach to education, which creates fertile ground for student flourishing. Flourishing in the Holistic Classroom is intended to support teachers, administrators, academics, pre-service teachers and graduate students.
£44.96
Information Age Publishing Flourishing in the Holistic Classroom
Book SynopsisIn a time of unprecedented changes globally, Flourishing in the Holistic Classroom offers an educational model that is dynamic, organic, and adaptive. The book offers key principles, dispositions, and practices that holistic educators draw from to create learning environments in which their students can flourish. This book describes learning that is based on a balance of inner and outer ways of knowing, with an emphasis on the inner life or soul of the learner. This is illustrated through accounts of running an arts camp using the inquiry process and experiences with teacher candidates. A key principle of holistic education is connection, which is explored through experiential examples such as connections between learners and each other, the teacher, and their subject of study. The role that mindfulness practice and teacher presence plays in the classroom, as well as working with fear and vulnerability are addressed through detailed narratives. The breadth of the author's experience including being an early years teacher, a director of programs and exhibits in a children's museum, and working with pre-service teachers is woven throughout the book. Reflections from former teacher candidates highlight the influence that holistic pedagogy has on learners. The book concludes with an invitation to the reader to embrace a holistic, integrative approach to education, which creates fertile ground for student flourishing. Flourishing in the Holistic Classroom is intended to support teachers, administrators, academics, pre-service teachers and graduate students.
£82.80
Palgrave Macmillan Class Choreographies Elite Schools and Globalization
Book SynopsisAwarded Best Book prize by CIES Globalization and Education SIGAwarded 2nd Prize in the Society of Educational Studies Annual Book Prize Elite schools have always been social choreographers par excellence. The world over, they put together highly dexterous performances as they stage and restage changing relations of ruling. They are adept at aligning their social choreographies to shifting historical conditions and cultural tastes. In multiple theatres, they now regularly rehearse the irregular art of being global. Elite schools around the world are positioned at the intersecting pinnacles of various scales, systems and regimes of social, cultural, political and economic power. They have much in common but are also diverse. They illustrate how various modalities of power are enjoyed and put to work and how educational and social inequalities are shaped and shifted. They, thus, speak to the social zeitgeist. This Trade Review“This book is a compelling account of the ultra-serviceability of the English public school ethos and its masculinist, class-ridden and exclusionary practices. … The result is a sociological tour de force. … This is a monograph to savour, even if its main subjects’ selfish and rampant individualism are themselves deeply unappealing.” (Valerie Hey, Comparative Education, January, 2018)Table of ContentsIntroduction.- Chapter 1. Little England's 'Public Schools'.- Chapter 2. Colonialism, Capitalism and Christianity.- Chapter 3. Mobilizing the Past in the Changing Present.- Chapter 4. Principal Experiments on the Global Stage.- Chapter 5. Curriculum Contestations.- Chapter 6. Students on the Move.- Chapter 7. The Art of Privilege.- Conclusion: Looking Back, Looking Ahead.
£23.74
IGI Global Instructional Leadership Efforts and
Book SynopsisWriting is a critical skill for academic and professional success, yet it is often neglected in schools. This problem is compounded by the fact that access to opportunities is limited without the ability to write well. According to achievement data, only a quarter of students in the United States are proficient writers, indicating a significant need for improvement in writing instruction. One contributing factor to this problem is the lack of school and district leadership in writing instruction. School improvement efforts are often concentrated on reading and math, leaving writing instruction overlooked. Additionally, issues related to writer identities, self-efficacy in writing, and educator training can also impact the effectiveness of instructional leadership in this critical subject. Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction, edited by Jennifer VanSlander of Columbus State University, provides within this peer-reviewed research book an exploration of evidence-based practices aimed at developing instructional leaders and enhancing student achievement in writing. It covers a broad range of topics related to writing instruction, including learning theories, conceptual models, and the latest empirical research associated with the supervision, organization, implementation, and monitoring of writing programs and instructional approaches. With its emphasis on writer identities, self-efficacy, equitable and inclusive practices, curriculum planning and implementation, assessment, instructional frameworks, and managing instructional change, this book provides educators with a comprehensive guide to improving writing instruction. It is an essential resource for educators who seek to increase the effectiveness of instructional leadership and writing instruction at the classroom, school, or district level.
£191.70
