Preparing Indonesian Youth: A Review of Educational Research offers insights into the challenges and prospects in preparing Indonesian youth for 21st century living. The chapters feature empirically-based case studies focusing on three key aspects of education in Indonesia: teachers and teaching; school practices, programs, and innovations; and the social contexts of youth and schooling. The case studies also represent different vantage points contributing to an enriched understanding of how larger social phenomenon-for example, education decentralisation in Indonesia, (rural-urban and transnational) migration, international benchmarking assessments, and the global feminist and women's movement-impact and interact with enacted visions of preparing all youth educationally for work, as well as for meaningful participation in their respective communities and the Indonesian society at large. Contributors are: Anindito Aditomo, Hasriadi Masalam, Juliana Murniati, Ahmad Bukhori Muslim, Wahyu Nurhayati, Shuki Osman, Margaretha Purwanti, Esti Rahayu, Ila Rosmilawati, Andrew Rosser, Widjajanti M. Santoso, Anne Suryani, Aries Sutantoputra, Novita W. Sutantoputri, Isabella Tirtowalujo, Nina Widyawati and David Wright.

Maribel's First Day is a narrative description of the first day of school experience for a teenage Mexican American high school student. During this one school day, Maribel Rivera goes to five teachers' classrooms and describes what she sees, hears and determines how she will judge these experiences. She will assess and analyze the school, the staff, the teachers, and the instruction. As she discovers what is happening at the school for other students, she decides if the environment will contribute to her present search for identity and survival. The purpose of this book is to offer insights for perceptions of school experiences through the lens of a Mexican American female student. The book provides vivid descriptions of teacher instruction and student interactions collected through a research study. Through the use of this student's narrative perspective, teachers, teacher leaders, instructional coaches, and campus administrators can create common language for building congruence in a culturally dissonant environment to impact relational and academic achievement for students of color and those from poverty.

Teaching models that focus on blended and virtual learning have become important during the past year and have become integral for the continuance of learning. The i(2)Flex classroom model, a variation of blended learning, allows non-interactive teaching activities to take place without teachers' direct involvement, freeing up time for more meaningful teacher-student and student-student interactions. There is evidence that i(2)Flex leads to increased student engagement and motivation as well as better exploitation of teachers' and classroom time leading to the development of higher order cognitive skills as well as study skills for students' future needs related to citizenship, college, and careers. The Handbook of Research on K-12 Blended and Virtual Learning Through the i(2)Flex Classroom Model focuses not only on how to design, deliver, and evaluate courses, but also on how to assess teacher performance in a blended i2Flex way at the K12 level. The book will discuss the implementation of the i(2)Flex (isquareFlex), a non-traditional learning methodology, which integrates internet-based delivery of content and instruction with faculty-guided, student-independent learning in combination with face-to-face classroom instruction aiming at developing higher order cognitive skills within a flexible learning design framework. While highlighting new methods for improving the classroom and learning experience in addition to preparing students for higher education and careers, this publication is an essential reference source for pre-service and in-service teachers, researchers, administrators, educational technology developers, and students interested in how the i2Flex model was implemented in classrooms and the effects of this learning model.

Teaching and learning paradigms in higher education have been called into question by the COVID-19 pandemic, requiring new approaches, technologies, and resilience. The disruption caused to higher education operations prompted many to raise questions about HEI's adaptability and readiness to handle major disasters. Focussing particularly on developing countries in Africa and the Global South, The Emerald Handbook of Higher Education in a Post-Covid World emphasizes the urgent need to reform pedagogical models and the importance of recognizing and utilizing digital learning technologies, tools, and the power of the Internet to expand the range of teaching approaches, practices and learning interaction options in an age in which information communication technology and mobile devices have become commonplace in the daily life of students, academic leaders and HE practitioners. The contributors also address the importance of supporting the individual student in learning communities where they are separated by space, and safeguarding their social and emotional wellbeing as they engage and learn through mediated-communication-systems in an era of a fundamentally changed HE environment which will not completely return to previous models. Providing perspectives from contributors across multiple nations and settings, and written in a forthright, yet engaging manner, this volume is essential reading for higher education staff, researchers, and policy makers, to ensure higher education across the world is prepared to offer the best quality teaching and learning in the Covid and Post-Covid world.