Global awareness and competency has become an essential part of higher education and professional development. Expanding beyond the traditional ideas of learning and education, it is important to provide research that will help students prepare for the global future. The Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work is a pivotal reference source that provides vital research on the intersection of life and work skills in higher education and professional development. While highlighting topics such as research engagement, learning assessment, and multicultural competence, this publication explores the preparation of twenty-first century learners, as well as the methods of promoting critical and creative thinking. This book is ideally designed for educators, academicians, education administrators, researchers, and upper-level students seeking current research on global knowledge and skills in contemporary education and organizations.

The most widely-used text on the topic of collaboration, Interactions is a guide for preprofessionals and professionals to help them understand and participate effectively in their interactions with other school professionals and parents, in an increasingly diverse world that is also now routinely electronically and globally connected. Interactions presents theory and conceptual principles heavily seasoned with examples, cases, and applied activities. Written specifically to enable readers to quickly use their skills in professional settings, the book will be a useful tool for pre-service educators and practitioners-whether they are engaged in formal instructional settings, a study group, or independent study. The book recognizes that knowledge about instructional practices that can improve student outcomes are more important than ever before, and educators are scrambling to respond to the federal legislative mandates that require increasingly high standards and a clear trajectory of improving academic performance for all students, including those with disabilities and other special needs.

Educational commissions continue to press the need for growth in higher education. In particular, universities in developing countries persist in putting their academic theory into practice by aiming to integrate their intellectual and cultural traditions into higher education. Evolving Corporate Education Strategies for Developing Countries: The Role of Universities presents the theories and opportunities for integrating corporate education into traditional universities as well as highlighting the professional development in different subject areas. This book provides relevant research important for policy makers, practitioners and scholars of higher education.

Responding to the creative economy's status as an industry, education and government priority, this edited volume brings together original contributions to examine the experiences and realities of working within a number of creative sectors and addresses how higher education can both enable students to pursue and critically examine work in the cultural industries. Debates on cultural work are garnering more interest than ever before and this volume presents critical discussion based on research findings from academics and policy-makers in the fields of media and cultural studies, enterprise, employability, psychology, and education. The volume addresses: what cultural work is and how higher education is connected with its growth as a sector; educational initiatives that see students gaining ever more detailed experiences and insights; the ways in which students and cultural workers position their identities; and the politics of access and issues of exclusion as they relate to industry networks, race and gender.

While research into intercultural teaching has grown exponentially during the past two decades, the research has primarily resorted to the use of quantitative data collection instruments and the interpretation of scores calculated through them. As such, studies in the field can seem somewhat decontextualized, ignoring in some cases setting-specific parameters. Therefore, further study is needed to bring together theory, research, and practice demonstrating how this teaching is reflected in research design and how it is undertaken in different settings. Intercultural Foreign Language Teaching and Learning in Higher Education Contexts is an essential reference source that provides a series of rich insights into the way intercultural education is practiced in numerous international contexts and showcases practical examples of teaching situations and classroom activities that demonstrate its impact within the classroom. Featuring research on topics such as higher education, multilingualism, and professionalism, this book is ideally designed for educators, researchers, administrators, professionals, academicians, and students seeking pedagogical guidance on intercultural teaching.

Educational strategies have evolved over the years due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. Also, as learners move away from traditional scholarly media and toward technology-based education, students gain an advantage in learning about their world and how to interact with modern society. Learning Strategies and Constructionism in Modern Education Settings is a critical scholarly resource that enhances the competencies of educational professionals by providing practical advice on providing an innovative educational process to promote the cognitive growth of individuals, regardless of special needs or obstacles. The book features coverage on a variety of topics including integration approaches of digital media in the teaching/learning process, the role of parents for developing digital literacy in their young children, and the effectiveness of using technology tools to teach mathematics. As a publication focused on education advancements through technology, the book serves as a useful resource for academicians, educators, school administrators, and individuals seeking current research on education technologies.

The evolution of information technologies, mobile devices, social media, and the needs of students, workers, and academics has experienced rapid changes in the past several years. This complex and dynamic reality requires new forms of education delivery and teaching methodologies for academics. Old teaching practices must be refreshed to provide customized and context-adapted learning opportunities. Additionally, there are drivers, barriers, and success factors within distance and mobile learning devices and systems that need to be explored and tested. Education Institutions, Skills, and Jobs in the Digital Era: Toward a More Inclusive and Resilient Society aims to foster an international dialogue of approaches, methodologies, and tools for the transformation of education in the digital era and broaden the visibility of new technologies for education, establish an international scientific platform for collaboration on digital education, and accelerate innovation in education technology. Covering critical topics such as faculty training, online teaching, and talent management, this reference work is ideal for government officials, industry professionals, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

This book represents a compilation of ideas that career practitioners use in their everyday work and covers all facets of what is broadly termed career guidance.Presenting a smorgasboard of 48 ideas from over 50 experienced career practitioners, researchers and theoreticians from six countries, this book is an essential resource for everyday work in the career guidance field, including counselling, programs, assessment and education.Practical activities, instruments, methodologies, reviews and ideas are presented in an easy-to-read format suitable for a range of client groups including adults, adolescents, primary aged children, rural and remote communities, and indigenous populations.Topics include: Vocational assessment and counsellingCareer exploration amongst rural disadvantaged childrenEntrepreneurship for university studentsIdentifying skillsCareer insight in higher educationUsing narrative with clients in remote areasResilience with youth in high risk settingsACT techniques in career contextsOrganising career fairsSelf-directed work searchCareer transitionStructured mentoring for girlsMedico-legal vocational assessment.

Definitive Readings in the History, Philosophy, Theories and Practice of Career and Technical Education brings together definitive writings on CTE by leading figures and by contemporary thinkers in the history, philosophy, practice and theories of the field. Filling a much needed void in existing literature, this book equips scholars and practitioners with knowledge, skills, and attitudes to succeed in the field of CTE.

Global climate change will alter the environmental forces of today and increasingly affect weather patterns, rises in temperature, and government policies for decades to come. To provide future generations with the knowledge and resources needed to develop solutions for these ongoing issues, current shortcomings in environmental education need to be addressed. Building Sustainability Through Environmental Education is a collection of innovative research on methods and applications for creating comprehensive environmental education programs that support sustainability practices and instruct students on a variety of topics including water resource management, disaster risks and mitigation, and issues surrounding climate change. Targeting an audience of educators, conservationists, instructional designers, administrators, academicians, researchers, policymakers, and students, this publications provides practical applications and examples of integrating best environmental sustainability practices into education.

"Assessing and Evaluating Adult Learning in Career and Technical Education advances a framework, a process and meaningful approaches for assessing and evaluating adult learning in career and technical education (CTE). This book addresses the key elements of the process of assessment and evaluation: self-evaluation, transformative learning, history of andragogy, teaching philosophies, and much more. At each step in this process, the reader is taken through multiple and meaningful approaches of assessing and evaluating adult learning in the field of career and technical education. "

Systemic oppression continues to disenfranchise communities at the intersections of race, ethnicity, gender identity, sexual identity, immigrant status, religion, ablism, and economic status. U.S. schools are an established system and a microcosm of society and therefore, by design, perpetuate oppressive practices that marginalize students who do not identify with dominant cultures or ways of being. School counselors are called to be school leaders and systemic change agents who advocate for all students on macro and micro levels. As advocates, school counselors are called to create an inclusive and antiracist environment that promotes equitable access to opportunities and resources. It is the responsibility of school counselor training programs to prepare counselors to work with diverse populations effectively and address oppressive practices through comprehensive counseling programs that emphasize advocacy and social justice. While some programs infuse multiculturalism, diversity, and social justice in multiple courses, there are limited tools that help counselors in training and practicing school counselors integrate antiracist and culturally relevant practices in their schools. Therefore, more resources are needed to aid counselor educators in preparing future practitioners to do this work. This publication serves both counselor educators and current practitioners. This book informs culturally responsive, culturally affirming, and antiracist professional practice and advocacy work of school counselors. This publication serves as a learning tool that better prepares school counselors to address the needs of marginalized students and work as effective change agents to disrupt systemic oppression in U.S. school settings. Specifically, this book addresses culturally centered theoretical and supervision approaches, culturally relevant pedagogy and andragogy, integration of social justice frameworks into counselor identity, and culturally affirming and antiracist counseling practices. Readers may benefit from the practical guidance and integrated resources designed to help school counselor educators, practitioners, and trainees as they implement culturally affirming practices in the school setting. This resource is intended to support these professionals in a variety of school settings as they work to develop and strengthen culturally relevant practices.

More than a century of research has sought to identify the causes of stuttering, describe its nature, and enhance its clinical treatment. By contrast, studies directly focused upon public and professional attitudes toward stuttering began in the 1970s. Recent work has taken this research to new levels, including the development of standard attitude measures; ad dressing the widely reported phenomena of teasing, bullying, and discrimination against people who stutter; and attempting to change public opinion toward stuttering to more accepting and sensitive levels. Stuttering Meets Stereotype, Stigma, and Discrimination: An Overview of Attitude Research is the only reference work to date devoted entirely to the topic of stuttering attitudes. It features comprehensive review chapters by St. Louis, Boyle and Blood, Gabel, Langevin, and Abdalla; an annotated bibliography by Hughes; and experimental studies by other seasoned and new researchers. The book leads the reader through a maze of research efforts, emerging with a clear understanding of the important issues involved and ideas of where to go next. Importantly, the evidence base for stuttering attitude research extends beyond research in this fluency disorder to such areas as mental illness, obesity, and race. Thus, although of interest primarily to those who work, interact, or oth erwise deal with stuttering, the book has potential for increasing under standing, ameliorating negative attitudes, and informing research on any of a host of other stigmatized conditions.

Historically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.

This book describes the experience of families who are participants in an Early Head Start program for families with infants and toddlers who live in poverty. The author examines the lives of the families as they go about their daily routines, attend the Head Start center, and receive home visits. Hallock seeks to understand the complex relationships between families and the Early Head Start home visitors who are there to support them and help improve their lives. This book provides insight on how institutions such as Head Start can influence relationship-based work, providing hope for families and home visitors as they work towards explicit shared goals.

Student assessment in online learning is submitted remotely without any face-to-face interaction, and therefore, student authentication is widely seen as one of the major challenges in online examination. Authentication is the process of determining whether someone or something is, in fact, who or what it is declared to be. As the dependence upon computers and computer networks grows, especially within education, the need for authentication has increased. Biometric Authentication in Online Learning Environments provides innovative insights into biometrics as a strategy to mitigate risk and provide authentication, while introducing a framework that provides security to improve e-learning and on-line examination by utilizing biometric-based authentication techniques. This book examines e-learning, security, threats in online exams, security considerations, and biometric technologies, and is designed for IT professionals, higher education administrators, professors, researchers, business professionals, academicians, and libraries seeking topics centered on biometrics as an authentication strategy within educational environments.

This book is a guide for college students exploring career options who are interested in working to promote peacebuilding and the resolution of conflict. High school students, particularly those starting to consider college and careers, can also benefited from this book. A major feature of the book is 30 stories from young professionals, most recently graduated from college, who are working in the field. These profiles provide readers with insight as to strategies they might use to advance their peacebuilding careers. The book speaks directly to the Millennial generation, recognizing that launching a career is a major focus, and that careers in the peace field have not always been easy to identify. As such, the book takes the approach that most any career can be a peacebuilding career provided one is willing to apply creativity and passion to their work.

This book develops and illustrates a new promising workshop methodology utilized for the first time in a comparative study between Italy and Australia. It is shown how Change Laboratory workshops are useful to trigger sense of initiative and entrepreneurship in vocational students.

To ask about the nature of practice-based film education as it has emerged around the globe and exists today, is to begin to understand how filmmakers become filmmakers of a particular kind, with specific commitments and values. Ranging well beyond well-established film schools and onto the terrain of studios, clubs, film festivals, NGOs, peripatetic workshops, and alternative film schools, The Education of the Filmmaker in Africa, the Middle East, and the Americas asks probing questions about the goals of different kinds of film training and about the nature of their contributions, not only to the world of film, but to society. Looking at filmmaking in countries such as Nigeria, Qatar, the United States, the West Indies, and others, the contributors examine aspects such as audience response, film education for children, and the impact on crime.