This book provides a timely and comprehensive response to the widely acknowledged serious failings in our current knowledge of organizational leadership and culture, providing an ecologically inspired approach which unifies knowledge and practice across all of the pivotal organisational elements of leadership, culture, teamwork, creativity, complexity and wisdom. Drawing on case studies from Australia and New Zealand, Branson and Marra argue that just as ecosystems are systems of connected elements through which the energy needed to maintain the health of the system must readily flow, an organisation is also a connected system that equally requires a healthy flow of energy in order to achieve its core purpose. Their theory of organizational ecology describes how organizational connectivity, as revealed by the quality of the relationships among the people and the parts of the organization, provides the conduit through which the essential energy (in the form of knowledge, information, ideas, innovation, and support sharing) must flow. Through the application of the theory of organizational ecology, Branson and Marra illustrate how a leader must grow their leadership knowledge and wisdom in order to develop the organization's people and culture so that it is fully able to accomplish the desired vision, mission and core purpose.

Digitisation has undergone a number of paradigm shifts where structures, processes, and behaviours have changed, including in education. Higher education faces major challenges both pedagogically and technically, but also provides great opportunities to design and teach for self-directed and motivated higher education with smart pedagogy. It is crucial that teachers identify the pedagogical and technological benefits to smart education in order to enhance student-centred learning. Virtual and Mobile Learning Activities in Higher Education is a pivotal reference source that focuses on virtual and mobile learning activities in higher education for student-centred learning and the ways that teachers can design and use different learning activities, both blended and mobile, for self-directed and motivated "smart" education. Additionally, the book examines how students perceive these activities and how the outcomes can be analysed in use with adaptive, resource-enriched, and technology-embedded tools. Highlighting a broad range of topics including feedback activities, mobile learning, and self-assessment, this book is ideally designed for educators, curriculum developers, instructional designers, programmers, software developers, administrators, policymakers, researchers, academicians, and students.

In Building Academic Vocabulary: Teacher's Manual, Robert J. Marzano and Debra J. Pickering give teachers a practical way to help students master academic vocabulary. Research has shown that when teachers, schools, and districts take a systematic approach to helping students identify and master essential vocabulary and concepts of a given subject area, student comprehension and achievement rises. In the manual, readers will find the following tools: A method to help teachers, schools, and districts determine which academic vocabulary terms are most essential for their needs. A six-step process for direct instruction in subject area vocabulary. A how-to to help students use the Building Academic Vocabulary: Student Notebook. The six-step method encourages students to learn critical academic vocabulary by connecting these terms to prior knowledge using linguistic and non-linguistic means that further encourage the refinement and deepening of their understanding.. Suggestions for tailoring academic vocabulary procedures for English Language Learners.. Samples and blackline masters for a variety of review activities and games that reinforce and refine student understanding of the academic terms and concepts they learn. The book also includes a list of 7,923 vocabulary terms culled from the national standards documents and other publications, organized into 11 subject areas and 4 grade-level categories. It puts into practice the research and ideas outlined in Marzano's previous book Building Background Knowledge for Academic Achievement. Using the teacher's manual and vocabulary notebooks, educators can guide students in using tools and activities that will help them deepen their own understanding of critical academic vocabulary, the building blocks for achievement in each discipline.

Several years ago, there began a consideration of the inadequacy of a traditional approach to teaching mathematics. Many teachers and perhaps a majority of the students often realize something is wrong with these methods and report a lack of enthusiasm in dealing with the discipline. Many teachers think that certain established habits have a serious pedagogical basis, and therefore, it is difficult to question them. In addition, perhaps, there is also a certain fear in imagining and experimenting with new ways. Unfortunately, the excessive use of examples and abstract formulations with exclusive reference to algebraic language distances the student from the pleasure of the discipline. Mathematics, on the other hand, requires attention and concentration, but the understanding of its meaning gives rise to interest, pleasure to discover, and promotes deep learning. This is where studying probability from an operational approach has gained much traction. The most interesting aspect is the use of a very artisanal approach, starting with objects that students can, in part, find in their daily lives. Trying to identify objects and situations that speak of ""different mathematics,"" embodied in everyday life, may offer more possibilities to deal with the mathematical illiteracy that seems to afflict a large part of our society. Examining an Operational Approach to Teaching Probability focuses on probability examined from an educational point of view and the implementation of a very concrete operational approach in the classroom. Two main pillars are examined within this book: concrete objects and IT tools used to perform simulations for probability teaching. Each chapter is devoted to an essential concept related to probability and covers the operational approach all the way from its historical development to types of probability studies, different teaching methods within the approach, and the theories surrounding it. This book is ideal for pre-service and in-service teachers looking for nontraditional approaches in teaching along with instructional designers, curricula developers, practitioners, researchers, academicians, and students interested in learning more about operational research and the use of objects to introduce probabilistic concepts in a new method of teaching.

Game-based resources provide opportunities to consolidate and develop a greater knowledge and understanding of both mathematical concepts and numeracy skills, which present opportunities and challenges for both teachers and learners when engaging with subject content. For learners for whom the language of instruction is not their first or main language, this can present challenges and barriers to their progress. This requires teachers to reconsider and adapt their teaching strategies to ensure the needs of these learners are fully addressed, thereby promoting inclusion and inclusive practices. The Handbook of Research on International Approaches and Practices for Gamifying Mathematics provides relevant theoretical frameworks and the latest empirical research findings in teaching and learning mathematics in bilingual/plurilingual education by using active methodologies, specifically gamification and game-based learning and teaching. Covering a wide range of topics such as e-safety, bilingual education, and multimodal mathematics, this major reference work is ideal for policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

This edited volume offers an updated picture and state-of-the-art regarding the challenges faced by universities all over the world derived from the COVID-19 pandemic and discusses the strategies designed and put in play by the universities to move forward in times of confinement and prospects of new modes of functioning in the aftermath of this exceptional global situation.