While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. Academic Knowledge Construction and Multimodal Curriculum Development presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process. This book will also aim to challenge the assumption that information accessibility is synonymous with learning. It is an essential reference for educators and practitioners interested in examining the complexity of academic knowledge construction in multimodal, digital worlds.

The quality of students' learning experiences is a critical concern for all educational institutions. With the assistance of modern technological advances, educational establishments have the capability to better understand the strengths and weaknesses of their learning programs. Impact of Learning Analytics on Curriculum Design and Student Performance is a critical scholarly resource that examines the connection between learning analytics and evaluations and their impact on curriculum design and student performance in educational institutions. Featuring coverage on a broad range of topics, such as academic support, large scale assessment, and educational research methods, this book is geared towards educators, professionals, school administrators, researchers, and practitioners in the field of education.

Recent advances in technology have created easy access for classroom teachers and students alike to a vast store of primary sources. This fact accompanied by the growing emphasis on primary documents through education reform movements has created a need for active approaches to learning from such sources. Unpuzzling History with Primary Sources addresses this need. It looks at the role that primary sources can play in a social studies curriculum in the 21st century. Each chapter deals with a different aspect of teaching primary sources. Each chapter includes a discussion of key issues, model activities, and resources for upper elementary through high school teachers. A model lesson plan also appears at the end of most chapters. Chapter one presents a unique perspective on the nature of history and primary sources. This is followed by chapters on how historical thinking and inquiry relate to primary sources. Other chapters deal with individual types of primary sources. A glance at the table of contents will certainly draw the teacher's interest regardless of teaching style. The skills that students gain from working with primary sources prepare them for the many responsibilities and duties of being a citizen in a democracy. Therefore, the book closes with a chapter pointing to the relationship of primary sources to citizenship education. This book will be useful as a resource for teachers and might serve as a text for in?service, college methods courses, and school libraries. All four authors have experience in the K?12 classroom as well as social studies teacher education.

The field of curriculum inquiry has grown rapidly over the last four decades resulting in many new forms of curriculum inquiry to be used as tools to answer unique curriculum-related research questions. There are few texts available that include concise descriptions and elements of curriculum inquiry methodologies and directed at enabling researchers to wisely choose a form of curriculum inquiry most appropriate for their study. Conceptual Analyses of Curriculum Inquiry Methodologies presents chapters that are each devoted to a particular form of inquiry, with a conceptual analysis of the methodology, its purpose(s), its utilization, structure, and organization, all written by scholars with firsthand experience with the form of inquiry. These experts also take the liberty of citing examples of published studies that have utilized the methodology, share the types of relevant data collection instruments and forms of data produced, and also share research questions that can be answered via their form of inquiry. Covering topics such as quantitative methods of inquiry, glocalization, and educational criticism, this is an essential text for curriculum designers, doctoral students, doctoral researchers, university faculty, professors, researchers, and academicians.

Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960s still resonate with us, allow us to see backward in time and forward in time - all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1960s by Louise Berman, Jerome Bruner, WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt, Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix, Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The book's Foreword is by renowned curriculum theorist William H. Schubert.

With the integration of technology into education systems, our society has begun to embrace the new approaches we have taken towards transforming traditional learning environments into active learning through questions,collaboration and discussions Promoting Active Learning Through the Flipped Classroom Model focuses on an in-depth assessment on strategies and instructional design practises appropriate for the flipped classroom model. Highlighting the benefits, shortcoming, perceptions and academic results of the flipped classroom model, this book is an essential reference for students, educators, administrators and researchers interested in this emerging approach to improving student learning.

The Campaign for the Civic Mission of Schools (2011) lamented the "lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government" (p. 4). Preus et al. (2016) cited literature to support their observation of "a decline in high-quality civic education and a low rate of civic engagement of young people" (p. 67). Shapiro and Brown (2018) asserted that "civic knowledge and public engagement is at an all-time low" (p. 1). Writing as a college senior, Flaherty (2020) urged educators to "bravely interpret . . . national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings" (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large-some that have been completed and some that are still in progress-but all authors evince the passion for civic education that underpins engagement in the democratic project.

A global citizen is an individual who believes in a public responsibility for their local community to grow and interconnect amongst the world's diverse people and things. Global citizenship education is a fast-moving process that continues to intertwine communities all over the world. As we move toward a more global world, the improvement in education, health, poverty rates, and standard of living should come with it. This global world must be a place where people are aware of what is going on and can have an impact as well. The Handbook of Research on Promoting Global Citizenship Education explores various ways to empower educators to design and implement a curriculum that incorporates global citizen education. Covering a range of topics such as global issues and academic migration, this major reference work is ideal for academicians, industry professionals, policymakers, researchers, scholars, instructors, and students.

A volume in Research in Curriculum and InstructionSeries Editor: O. L. Davis, Jr. The University of Texas at AustinMatthew Arnold, 19th century English poet, literary critic and school inspector, felt that each agehad to determine that philosophy that was most adequate to its own concerns and contexts. Thisstudy looks at the influence that Matthew Arnold had on John Dewey and attempts to fashion aphilosophy of education that is adequate for our own peculiarly awkward age. Today, Arnold andDewey are embraced by opposing political positions. Arnold, as the apostle of culture, is oftenadvocated by conservative educators who see in him a support for an education founded on greatbooks and Victorian values, while Dewey still has a notably liberal coloring and is not too infrequentlytarred for the excesses of progressive education, even those for which he bears no responsibilityat all. Both, no doubt, are misread by those who rather carelessly use them as idols for theirown politics of education.This study proposes a pluralistic approach to education in which pluralism means not only plurality of voices, but also plurality of processes.Using a model built out of a study of rhetoric and hermeneutics, four aspects of mind are indentified that draw Arnold andDewey into close correspondence. These aspects are the tentacle mind (using Dewey's favorite metaphor for breaking down the barrierbetween mind and body), the critical mind (which builds on the concepts of criticism that animated both Arnold and Dewey's approachto experience), the intentional mind (which attempts a long overdue rehabilitation of the concept of authority and an expansion upon theincreasingly apparent limitations of reader-response theory) and the reflective-response mind (in which the contemplative mind istreated to that active quality that makes it more a true instrumentality and less an obscuring mechanism of isolation).Dewey echoed Matthew Arnold who himself echoed so many of the voices that preceded andwere contemporary with his own. Theirs were awkward echoes, as all such echoes invariablyare. They caught at the intentionality of those voices they echoed, trying for nearness, buthoping, at least, for adequacy. Awkward, but adequate, is what this study offers, but it maywell be what we most need right now.

New tools and technologies are being developed to cater to the e-learning triangle of content, technology, and services. These developments (in technology, needs of students, emergence of new modes of education like MOOCs or flipped classrooms, etc.) have resulted in a change in the approach to teaching. Innovative Applications of Online Pedagogy and Course Design is a critical publication that explores e-learning as a tool for instructional delivery across various kinds of educational institutions and at all levels. Featuring coverage on a wide range of topics such as distance education, cumulative sentence analysis, and primary teacher training, this book is geared toward educators, professionals, school administrators, researchers, and practitioners seeking current and relevant research on instructional design and delivery in online and technology-based courses.

Mastering Primary Languages introduces the primary languages curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make language learning irresistible. Topics covered include: * Current developments in languages * Languages as an irresistible activity * Languages as a practical activity * Skills to develop in languages * Promoting curiosity * Assessing children in languages * Practical issues This guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of two leading professionals in primary languages, Paula Ambrossi and Darnelle Constant-Shepherd, to provide the essential guide to teaching languages for all trainee and qualified primary teachers.

Edited by Stephanie W. Cawthon and Carrie Lou Garberoglio, Research in Deaf Education: Contexts, Challenges, and Considerations is a showcase of insight and experience from a seasoned group of researchers across the field of deaf education. Research in Deaf Education begins with foundational chapters in research design, history, researcher positionality, community engagement, and ethics to ground the reader within the context of research in the field. Here, the reader will be motivated to consider significant contemporary issues within deaf education, including the relevance of theoretical frameworks and the responsibility of deaf researchers in the design and implementation of research in the field. As the volume progresses, contributing authors explore scientific research methodologies such as survey design, single case design, intervention design, secondary data analysis, and action research at large. In doing so, these chapters provide solid examples as to how the issues raised in the earlier groundwork of the book play out in diverse orientations within deaf education, including both quantitative and qualitative research approaches. Designed to help guide researchers from the germ of their idea through seeing their work publish, Research in Deaf Education offers readers a comprehensive understanding of the critical issues behind the decisions that go into this rigorous and important research for the community at hand.

This volume is an outgrowth of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010. The volume has the potential to be useful to a range of researchers, from established veterans in curriculum research to new researchers in this area of mathematics education. The chapters can be used to generate conversation about researching the enacted mathematics curriculum, including similarities and differences in the variables that can and should be studied across various curricula. As such, it might be used by a curriculum project team as it outlines a research agenda for curriculum or program evaluation. It might also be used as a text in a university graduate course on curriculum research and design. The chapters in this volume are a natural complement to those in Approaches to Studying the Enacted Mathematics Curriculum (Heck, Chval, Weiss, & Ziebarth, 2012), also published by Information Age Publishing. While the present volume focuses on a range of issues related to researching the enacted mathematics curriculum, including theoretical and conceptual issues, the volume by Heck et al. provides insights into different instrumentations used by groups of researchers to study curriculum enactment.