There is a gap in knowledge about artistic careers--few people fully understand the economics and sociology of the visual and performing arts. The public impression of the lives of artists are distorted because typically only the very successful get attention. Society generalizes based on those people who are statistical exceptions, not by looking at average careers, let alone those who discontinue their pursuit of arts professions. For emerging young artists, it is essential to know the histories of the different performing and visual arts, and their training and craft traditions. Additionally, understanding the role of informal learning, differences in types of institutions, approaches to teaching-learning, and the subsequent likely career impact is important. While some have hailed the advances in the arts as a result of new technology, changes in the finances of performers are greatly impacted by the digital world. Many have commented on the greying audiences for classical music and opera, but the characteristics of the younger generations who appear to want to view, listen, and interact with visual and performance art differently may be even more impactful.

Elephant in the Classroom is an exploration of the vast complexity of teaching as it is described by research and experienced by teachers. The reality of a job so vital to the proper functioning of a society should not be as mysterious as teaching continues to be. This book takes readers on a guided tour of 13 competencies and practices that are a critical part of teaching.

There has been growing scholarly attention to questions about the revival of religion and religiosity on global social, cultural and political fronts and the emergence of a 'post-secular' society. New Social Foundations for Education is dedicated to the drawing of the implications of the contemporary 'post-secular' social transformation for education. Though the question of the 'post-secular' stands at the focal point of a wide range of academic debates and discussions, within educational discourse it has not received close scholarly attention. This volume aims to correct this lack by presenting groundbreaking works of leading scholars from Europe, the United States, and the Middle East. Contributions discuss such topics as the mystical tradition and its social and pedagogic implications; transformative and ecological education; 'new age' spiritualism and its educational implications; and the relations between secular and religious education in different local contexts.

This open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps: 1) What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations? 2) What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change? 3) What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change? 4) What curriculum can help educate each population? 5) What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction? The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed, as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context.

This book engages readers via the international contributions from "home" field sites around the world and international authors. Importantly, the various chapters address a wide spectrum of educational contexts - ranging from higher education, to K-12 public and private schools, to prison schools. The realistic accounts portrayed in each of the chapters address how local collaborations are instantiated through the research process, from access and data collection to the write-up phases. The major themes that emerge across the chapters highlight 1) positionality and negotiation of multiple roles, i.e., researcher, educator, colleague, friend, community member; 2) reconciling multiple, hybrid, and intersectional identities with varying insider/outsider statuses vis-a-vis research participants; 3) resulting power dynamics in connection to relational identities - sometimes conflicting, consolidating, equalizing, and/or elevating; 4) innovative methodological responses to these dilemmas; and 5) integrated research designs and research ethics, offering possibilities for participation and insights on the social impact of research findings. Each of the book's chapters thus individually and collectively treat and resolve local ways of doing home (field) work and highlight the creation and sharing of knowledge among researchers and research participants.

Action Research, the definitive destination. These are the activities of Beyond Implementation: A Planning Guide and Grade Book. Its purpose, to learn from student outcomes, to predict what happens if you change one aspect of an activity, to test that prediction, and analyze test results. Your journey starts at the end of the beginning, Preparing Effective Lessons (Ray, 2019). Begin by examining summative test outcomes. Then identify an activity whose results indicate students need to improve. Next, select one aspect of it to adapt and predict how it will affect student outcomes. Use the activity to test the prediction. Then analyze results. Beyond Implementation: A Planning Guide and Grade Book is for teachers. This planning guide provides an element that is often missing from traditional planning guides; links to future learning. This guide allows readers to go confidently where few teachers have gone before.

This book has received the AESA (American Educational Studies Association) Critics Choice Award 2012. Teaching History to Adolescents: A Quest for Relevance is an exploration of research, ideas, trends, and practices for educators who teach American history to adolescents from the middle grades through high school. Higher education faculty in history and professional education will also find the book germane to their work. Topics within the field of teaching history to adolescents include the use and misuse of history textbooks, implementing primary sources into lessons, subject matter selection, professional development, technology, and the issues of diversity and assessment as directly related to history. The book includes "The World of Practice" sections - contributions from practitioners on topics such as teaching history with comic books, student engagement with public history, using young adult non-fiction books, and the role of controversial topics in the history classroom.

Much of the content that students study in a high school geometry course is totally new to them. The middle school mathematics curriculum does not contain preparatory work for many of these topics as it does in preparing students for the study of Algebra. The proposed text would be a landmark book giving students the ability to gain some understanding of the content before it is formally addressed in the lesson in the course. While many teachers use initial classroom activities called 'DoNows,' there are no structured materials available to teachers of Geometry for this purpose. When teachers do use them, these activities are constructed by the teachers. The text provides the teachers with such materials and is structured to address what the teachers are about to present to the students. The Labs can also be used for exploration of topics at the middle school level enhancing the program there and giving students a better preparation for their high school Geometry program.

The creative activities and resources in this book will help teachers improve their students' academic skills, inject humor into their classes, and illustrate the connections between American history, cultural changes, human behavior, ethical issues, current events, and students' lives. Students who complete these lessons will feel a connection with their teachers and will be motivated to make a difference in the world. This book is ideal for U.S. history and social studies instructors who have students in upper elementary, middle, high school, or college classrooms. The innovative lessons range from debates about Disney's Pocahontas and an episode of The Simpsons to content analyses of I Love Lucy and Seinfeld, to the creation of political satire, to a paper airplane assembly line contest. The book also includes the following: fantasy Senate races; an examination of changes in the portrayals of African Americans and women in ads; American Revolution and 1920s Celebrity Meetings; a simulation of the American colonies in which students earn "money" and pay taxes; an animal rights debate about Ugg boots and NBA leather basketballs; college admissions interviews for influential people; and explorations involving music, architecture, movies, acting, art, and political cartoons. The exercises help teachers build a strong classroom community and reach students who have different learning styles and abilities by activating students' multiple intelligences. Overall, the lessons promote thoughtful and enthusiastic participation, and they incorporate movement, music, architecture, movies, acting, art, political cartoons, and technology. This book provides social studies teachers and education professors with new ideas that will invigorate their classroom and energize students.

Say It Loud: Black Students and Collegiate Culture pays homage to the earliest Black Studies programs in the United States, particularly to those programs that spawned from strong pedagogical, revolutionary social movements, and student-based organic and traditional academic practices. Briefly presenting a look at the rich history of the birth of what became a student-led movement for social and intellectual change, Say It Loud considers the various plights of Black Studies programs today, and the way in which students have been cheated out of the revolutionary academic practices of their predecessors. The book also offers many examples of how Black Studies programs can once again take a student-centered approach, one that wishes to seek change not solely for Black students, but for everyone who believes in change at larger, deeper, and more personally-connected levels of learning.

Change the World with Service Learning is written in a clear and easy-to-use style designed for the teacher integrating Service Learning into the curriculum. The book guides educators from all content areas and grade levels to create meaningful Service Learning projects with their students by providing a no-fluff, step-by-step, teacher-to-teacher description of how to create, plan, teach, and celebrate Service Learning which meets and exceeds local, district, and national curricular expectations. The tools presented in Change the World with Service Learning will lead to projects which can have a lasting and positive impact on both the participating students, as well as those they are designed to serve.

What's Worth Learning? addresses the central question of general education. For learners facing a complex, unpredictable, and dangerous future, it asks and answers the question: What knowledge is absolutely essential for every learner? In simple, jargon-free language, the book explains why the "core curriculum" in near-universal use in America's classrooms was poor when it was adopted in 1893 and why it grows more dysfunctional with each passing year. It then shows how, without changes in staffing, budgets, or bureaucratic boundaries, knowledge can be organized to both radically improve learner intellectual performance and significantly decrease the cost of a general education. Recognizing the difficulty of translating a new idea into classroom instruction, an appendix offers a comprehensive, classroom-tested course of study suitable for adolescents and older students.

Design thinking is a human-centered problem-solving process that organizations can use to address wicked and complex problems of practice. Within the PK-12 space, design thinking has been employed to engage educators in an innovative approach to address challenges like curriculum redesign, instructional engagement, and designing physical spaces. The use of design thinking in the PK-12 space is a result of the evolution of an organizational improvement process that puts people at the center of problem-solving initiatives. Design thinking is seen as both a process and a mindset that enables people to look at problems in new ways and address these problems through creative approaches. In this book we share case studies of PK-12 schools and other educational organizations that have used design thinking, as well as research studies that have studied aspects of design thinking in the PK-12 space. We have brought together a variety of research-based and illustrative case studies around design thinking in PK-12 education that explore the development and implementation of design thinking in practice.

Say It Loud: Black Students and Collegiate Culture pays homage to the earliest Black Studies programs in the United States, particularly to those programs that spawned from strong pedagogical, revolutionary social movements, and student-based organic and traditional academic practices. Briefly presenting a look at the rich history of the birth of what became a student-led movement for social and intellectual change, Say It Loud considers the various plights of Black Studies programs today, and the way in which students have been cheated out of the revolutionary academic practices of their predecessors. The book also offers many examples of how Black Studies programs can once again take a student-centered approach, one that wishes to seek change not solely for Black students, but for everyone who believes in change at larger, deeper, and more personally-connected levels of learning.

In order for students to reap the benefits of graphic novels, teachers need to first incorporate them into their classrooms. Graphic novels are not only a viable option to improve student retention of literature, but also the cornerstone of several potential lesson plans. The multimodal nature of graphic novels allows teachers to shape their lessons in new directions. When the validity of graphic novels is no longer a question, students and teachers alike will discover the countless benefits of multimodal learning.

This book discusses topics concerning digital game-based learning focusing on learning-by-game-building and Web 2.0. Grounded in the new theoretical perspective of enactivism, this book shows how such an approach can help students gain deep understanding of subjects such as mathematics and history, as well as undergraduate or graduate students' learning of pedagogy and also adult driver's learning of road safety rules. Written for undergraduate students in teacher education, experienced teachers, and graduate students, this book is an ideal text for courses related to technology integration and digital game-based learning. It is also beneficial for researchers, educators, parents, school administrators, game designers, and anyone who is interested in new ways of learning and digital games.

First published in 1995. This book is about the issues in the education of pupils with learning difficulties. It redefines the relationship between the established curriculum for pupils with learning difficulties, the whole curriculum and the National Curriculum within the context of personal and social development. Particular themes running through the book include the ways in which the individual needs of pupils can be met through group work and planning for meaningful pupil involvement.

Located within the global changing contexts of higher education in the 21st century, this book examines the reform of the teaching and learning practices in Vietnamese universities under the Higher Education Reform Agenda and the influence of internationalization on the higher education sector. Specifically, it analyses the motives, current implementation, effectiveness, and challenges of these reforms, especially from student perspectives. Analyzing approximately 4300 survey responses and interviews with students, the book covers a range of key issues related to teaching and learning in higher education which have attracted attention in recent years, including: The learning environment Student support and first-year transition Student-centred teaching The use of credit-based curricula The use of information and communication technology At-home internationalization of higher education Assessment and feedback Work placements Informal learning via extra curricular activities Students' perception of the values of university education.

Curriculum of Global Migration and Transnationalism seeks to address the question: "What is the curriculum of global/transnational migration?". The authors in this collection explore the multifaceted implications of movement for curriculum, teaching and learning, teacher education, cultural practice, as well as educational research and policy. In this book, the authors consider the following, among other questions: is the current experience of global/transnational mobility and/or migration really a new phenomenon, or is it an extension of existing processes and dynamics (e.g. colonialism, capitalism, imperialism)? What does global/transnational mobility imply for schools and other educational institutions and processes as spatially located entities? What approaches to curriculum are needed in the constantly shifting context of global movement? How are the "global" and "local" re-imagined through the experiences of mobility and migration? This book was originally published as a special issue of Curriculum Inquiry.

How can parents, educators, business leaders and policy makers nurture creativity, prepare for inventiveness and stimulate innovation? One compelling answer, this book argues, lies in fostering the invention of imaginary worlds, a.k.a. worldplay. First emerging in middle childhood, this complex form of make-believe draws lifelong energy from the fruitful combustions of play, imagination and creativity. Unfortunately, trends in modern life conspire to break down the synergies of creative play with imaginary worlds. Unstructured playtime in childhood has all but disappeared. Invent-it-yourself make-believe places have all but succumbed in adolescence to ready-made computer games. Adults are discouraged from playing as a waste of time with no relevance to the workplace. Narrow notions of creativity exile the fictive imagination to fantasy arts. And yet, as Michele Root-Bernstein demonstrates by means of historical inquiry, quantitative study and contemporary interview, spontaneous worldplay in childhood develops creative potential, and strategic worldplay in adulthood inspires innovations in the sciences and social sciences as well as the arts and literature. Inventing imaginary worlds develops the skills society needs for inventing the future. For more on Inventing Imaginary Worlds, check out: www.inventingimaginaryworlds.com Check out Michele's website: www.inventingimaginaryworlds.com

This book furthers the discussion concerning critical pedagogy and its practical applications for urban contexts. It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy - between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate - The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.

Using casual language and a straightforward approach, Better Writing: Beyond Periods and Commas provides students with an easy-to-read and effective guide for developing their writing skills. Rather than intimidate and overwhelm novice writers with vast sets of rules, Travis Koll utilizes simple and relatable explanations and examples to demystify the writing process. Armed with this better understanding, one that reaches far beyond the mere mechanics of punctuation and grammar, students can begin to recognize the true nature and significance of writing, its potential impact on their readers, and the importance of their voices in their communities and the world.

Together we can build enough momentum to see Jim Crow lying silent and still in his grave. This book shouts out ways that we can and must respond to the sickening accumulation of racially inspired and systemically sanctioned deaths. Today, we remember the passing of young, Black Michael Brown in Ferguson, Missouri. In responding to this event, we are determined to dismantle the alexithymia (indifference to the suffering of others) that pervades our campuses. It is nothing less than a by-product of racism protected by the illusion of democracy. RIP Jim Crow contains three sections: (1) Antiracist Theory and Policy; (2) Antiracist Administration, Curriculum, and Pedagogy; and (3) Antiracist Cultural Interventions. Each of the 31 chapters contributes to the normalization of anti-racist policy within academic institutions, antiracist discourse within academic cultures, and institutional praxis that upholds speaking out against racist activity. The hope is that this book will also reduce racism in the broader world through academic relationships with community partners.

This book is about re-inventing Africa - it aims to induct a new cohort of dedicated professionals, guided not by material gains and power, but by personal commitment, in building a better society. It is about an education that develops responsible citizens inspired by the desire to serve their fellow men and women, people who can contribute their time and talents to make society a better place in which to live. Unless people are empowered by an education tailored to address their needs, they cannot be effective participants in bringing about constructive change. An education that prepares Africans to live confidently, as Africans, in today's globalized world is a prerequisite for developing an active and responsible citizenry. The book also examines some of the key critical areas on which African countries need to focus their attention: poverty eradication; combating corruption; peace, security and development; democracy and constitutionalism; good governance; social justice; globalization and empowerment. It criticizes extremes, creates a healthy synthesis of African and Western thought about education - particularly education for citizenship and for social transformation - an education which concerns itself with human dignity, social equality and respect, rather than fear, for authority.