Listen to the podcast! The world is on a track to true climate catastrophe, with unprecedented heat, floods, wildfires, and storms setting new records almost weekly. To avoid a climate disaster, we need rapid, transformative, and sustained action as well as a major shift in our thinking-a shift strong enough to make the climate crisis a center of our social, political, economic, personal, and educational life. Curriculum and Learning for Climate Action is one of the best scorecards in comparative education for keeping track of this drama as it unfolds, shedding light on the global climate crisis like no other education writing today. This book turns to our curricula, our education systems, and our communities for a response on how to effectively achieve Target 4.7 of the UN Sustainable Development Goals (SDGs), Universal Education for Sustainable Development (ESD), and Global Citizenship Education (GCED). The message from key stakeholders, including students, educators, and leaders of civil society, is driven home with passion and uncommon clarity: We can and must stave off the worst of climate change by building climate action into the world's pandemic recovery.

This edited volume focuses on the cultural situatedness of educational leadership in countries in the Mediterranean basin (Malta, Israel, Spain, Algeria, Portugal, Italy, Cyprus) featuring chapters that explore the reception of the leadership concept and its enactment in education settings within one or more countries of the Mediterranean; consider how both local and global policy discourses work on education leaders who translate this in a distinct school context; focus on the interplay of leaders, followers and context as a complex and ambiguous social construction within the Mediterranean context; study leadership via a combination of a theoretical definition and a consideration of what a particular group means by 'leadership', with a specific openness to local meanings; explore the unfolding of education reform as either a top-down or bottom-up process; consider the various cultural, religious, social and local factors that 'dictate' both leadership enactment, in addition to the power flow among leaders and followers; argue how the territorial, political and religious conflicts affect educational leadership, and thus the implementation of education reform to either conform to or converge from globalized discourses. This book is targeted for post-graduate and doctoral students, as well as scholars, interested in the study of educational leadership, policy and politics of education, Mediterranean studies, and sociology of education. It is also of interest to those who feel the need to address the 'missing-what' of educational leadership in the Mediterranean region, an area of study that is largely dominated by Western models.

Active learning occurs when a learning task can be related in a non-arbitrary manner to what the learner already knows and when there is a personal recognition of the links between concepts. The most important element of active learning is not so much in how information is presented, but how new information is integrated into an existing knowledge base. In order to successfully implement active learning into higher education, its effect on student engagement must be studied and considered. The Handbook of Research on Active Learning and Student Engagement in Higher Education focuses on assessing the effectiveness of active learning and constructivist teaching to promote student engagement and provides a wide range of strategies and frameworks to help educators and other practitioners examine the benefits, challenges, and opportunities for using active learning approaches to maximize student learning. Covering topics such as online learning environments and engagement approaches, this major reference work is ideal for academicians, practitioners, researchers, librarians, industry professionals, educators, and students.

Choosing to Teach, Choosing to See: Critical Readings for Those Entering the Noble Profession of Education provides future and in-service educators with a collection of articles that explore various facets of the teaching profession. The readings challenge traditional perspectives on education, amplify diverse voices and ideologies, and provide a solid foundation for teachers to connect with students and support their educational excellence. Over the course of eight thought-provoking articles, readers learn about developing camaraderie with students, teaching without fear, building a caring classroom that supports achievement, and the challenges of white privilege in educational contexts. Dedicated readings explore community-based pedagogical spaces, literacy development of urban poor youth, and more. Designed to help individuals grow into compassionate, effective, and empowered educators, Choosing to Teach, Choosing to See is a valuable resource for courses and programs in K-12 education and educational leadership. It is also an excellent textbook for teachers interested in pursuing personal and professional development.

Written by scholars and educators based in Canada and the USA, this book articulates and implements a new cutting-edge theoretical framework entitled the disruptive learning narrative (DLN). The contributing authors analyze their experiences with international service learning students using DLN to uncover important lessons about race relations, power and privilege. They offer fresh insight on how DLN is useful in understanding and unpacking controversial teaching moments abroad and provide further reflections on how others can adapt the DLN framework to meet the contextual needs of their international educational experience. The chapters offer case studies and learning from international service learning and study abroad programs in Canada, China, Columbia, Cuba, Kenya, Tanzania, and the USA. The book provides essential knowledge and insights for educators who wish to address the inherent messiness and complexity of international experiences. It will help educators and researchers to better understand the controversial and sensitive issues of race relations, power and privilege dynamics.

The Impact of PDS Partnerships in Challenging Times is the follow up to Doing PDS: Stories and Strategies from Successful Clinically Rich Practice (2018). The first book included stories that described our experiences across more than twenty-five years of PDS partnerships. We sought to examine and chronicle the innovative ways we negotiate school-university collaboration while explaining the development of the SUNY Buffalo State PDS consortium. This second volume strives to explore the impact of our endeavors individually at each school/community site and collectively as an entire consortium to point to the important ways that school-university partnership contributes to all stakeholders and where we might do better. SUNY Buffalo State's PDS roots go back to 1991 with one local school partner. Today this school-university partnership consortium connects with over 100 schools with approximately 45 signed agreements each semester in Western New York, nationally, and internationally. The SUNY Buffalo State PDS consortium is grounded in three frameworks for clinically rich practice: (a) the National Association for Professional Development Schools Nine Essentials (Brindley, Field, & Lesson, 2008); (b) CAEP Standards for Excellence in Educator Preparation, Standard 2 (http://caepnet.org/ standards/standard-2, 2018); and (c) the Buffalo State Teacher Education Unit Conceptual Framework (https://epp.buffalostate.edu/conceptualframework, 2018). Through specific examples, each chapter utilizes a case study approach to describe the nature of various partnerships situated in research with a focus on the impact of the partnership. The chapters are intentionally succinct to provide a focused look at a particular partnership activity as each contributes to the larger goals of the entire consortium. Every chapter follows a similar structure - defining a challenge identified by the members of the consortium, a review of the relevant literature, an explanation of how the school/community liaison team responded to the challenge and the data gathered to determine impact, an "impact at a glance" chart to report the findings, and an identification of the necessary next steps in the project.