The COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hoelzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, Rene Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O'Hara, Matt O'Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Tager, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.

Language has always been the medium of instruction, but what happens when it becomes a barrier to learning? In this book, Jane Hill and Kirsten Miller take the reenergized strategies from the second edition of Classroom Instruction That Works and apply them to students in the process of acquiring English. New features in this edition include: The Thinking Language Matrix, which aligns Bloom's taxonomy with the stages of language acquisition and allows students at all levels to engage in meaningful learning. The Academic Language Framework, an easy-to-use tool for incorporating language-development objectives into content instruction. Suggestions for helping students develop oral language that leads to improved writing. Tips for Teaching that emphasize key points and facilitate instructional planning. Whether your students are learning English as a second language or are native English speakers who need help with their language development, this practical, research-based book provides the guidance necessary to ensure better results for all.

The COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hoelzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, Rene Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O'Hara, Matt O'Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Tager, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.

School counselors are tasked with providing strategies for all students including those who may be experiencing various types of trauma symptomatology. While there is a high expectation of providing quality care, there is a question of how well school counselors are prepared to work with those traumatized students. This book describes the perceptions of school counselors of how well they were prepared by their graduate counseling programs to work with students with trauma and provide insight on how to work with those students. In order to better serve this young population of students, it is critical to understand the counselors' perception of their preparedness to work with them. In response to the literature of the prevalence and impact of youth trauma and the apparent scarcity of literature that addresses school counselor training with this population, this book offers strategies and interventions to assist school counselors in their school counseling programs. This comprehensive book prepares potential and current school counselors to handle the challenges and responsibilities they may face as professional school counselors, preschool through high school. It provides a wide range of topics in-depth, including effective interventions for racism, recognizing trauma, a school counselor's relationship with administrators, working with diverse students, a model for advocating on behalf of, and providing services to children with disabilities.