This book offers insights into how design-based processes, principles, and mindsets can be productively employed in diverse P-16 educational spaces by a myriad of educational actors including teachers, instructional leaders, and students. It addresses concerns about the theoretical and practical implications of the still emergent emphasis of design in education. The book begins by examining a number of prominent design processes being used by educators including human-centred design, designing for authentic inquiries, and Universal Design for Learning. It then delves into how teachers, system leaders, and students can engage in educational design within the complex spaces of K-12 contexts. Finally, the book takes up design in education within a maker and making context. Each chapter includes a vignette, a series of guiding questions, along with specific design principles that can help address common challenges and issues educators encounter in their practice. This book provides both theoretical and practical elements involved in educational design and is beneficial to scholars, graduate students, educators, and pre-service teachers.

This book explores how, why, and with what consequences one no-excuses charter network marketizes teaching and learning, through the author's 1000 hours of covert participant observation at a network charter school. In her research, Brooks found that the "AAG" (pseudonym) network re-conceptualized teaching by urging staff to envision their careers in corporate education rather than in classroom teaching. While some employees received a boost up the corporate ladder, others found themselves being pushed out of the organization. Despite AAG's equity-conscious discourse, administrators emphasized controlling student behavior as a central measure of teaching effectiveness. Brooks develops the concept of creative compliance to describe the most successful teachers' tactics for adhering to formal policies strategically, bending the rules in order to survive and advance in a workplace fraught with competition and insecurity.

Deanships in the world are often OTJ (On the job training) positions. Prior to this series, there was very little about this specific position and how to be innovative and successful on the job. This book is the second in the series of Management for Deans and includes advanced techniques employed by deans around the world to manage their boards, planning, donors, and careers. If you've been a dean or are considering this position, the series Management for Deans and Advanced Management for Deans will introduce you to the position and offer you many ideas from experienced deans around the world that can accelerate your success and help you avoid the pitfalls of OTJ.

53 interesting ways to assess your students offers reflective practitioners in professional and higher education practical ways to develop broad, flexible assessment repertoires. The 53 suggestions are designed to support both assessment of learning and assessment for learning. Topics include written tasks, examinations, problem-based activities, live and authentic forms of assessment, assessment over different timescales, interpersonal aspects - such as group work, student involvement, and feedback - and quality assurance. ABSTRACT: 53 ways of assessing students are presented. The themes covered include: written assessment tasks in various genres, examinations, problem-based activities (such as design tasks) and authentic forms of assessment (such as publishing online); assessment through events (such as presentations) and over longer periods of time (for example, via a portfolio); and interpersonal aspects, such group work, student involvement, and feedback. Overall, the text provides reflective practitioners in professional and higher education with practical ways to develop broad, flexible, assessment repertoires.K EY TERMS: authentic assessment; assessment; examinations; feedback; learning; marking; peer assessment; practicals; presentations; quality; self-assessment; tasks; and written assessment.

Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices. Disability and Equity in Higher Education Accessibility is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in higher education, despite traditional hindrances. Featuring extensive coverage on relevant topics such as higher education policies, electronic resources, and inclusion barriers, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of disability-inclusive global education.

Knowledge production in academia today is burgeoning and increasingly interdisciplinary in nature. Research within the humanities is no exception: it is distributed across a variety of methodic styles of research and increasingly involves interactions with fields outside the narrow confines of the university. As a result, the notion of liberal arts and humanities within Western universities is undergoing profound transformations. In Mapping Frontier Research in the Humanities, the contributors explore this transformative process. What are the implications, both for the modes of research and for the organisation of the humanities and higher education? The volume explores the intra- and extra-academic engagement of humanities researchers, their styles of research, and exemplifies their interdisciplinary character. The humanities are shaping debates about culture and identity, but how? Has neuroscience changed the humanities? What do they tell us about 'hypes' and economic 'bubbles'? What is their international agenda? Drawing on a number of case studies from the humanities, the perceived divide between classical and 'post-academic' modes of research can be captured by a republican theory of the humanities. Avoiding simple mechanical metrics, the contributors suggest a heuristic appreciation of different types of impact and styles of research. From this perspective, a more composite picture of research on human culture, language and history emerges. It goes beyond "rational agents", and situates humanities research in more complex landscapes of collective identities, networks, and constraints that open for new forms of intellectual leadership in the 21st century.

Nature is all around us, in the beautiful but also in the unappealing and functional, and from the awe-inspiring to the mundane. It is vital that we learn to see the agency of the natural world in all things that make our lives possible, comfortable and profitable. The Ecology of Everyday Things pulls back the veil of our familiarity on a range of 'everyday things' that surround us, and which we perhaps take too much for granted. This key into the magic world of the everyday can enable us to take better account of our common natural inheritance. Professor James Longhurst, Assistant Vice Chancellor, University of the West of England (UWE Bristol) For many people, ecosystems may be a remote concept, yet we eat, drink, breathe and interface with them in every moment of our lives. In this engaging textbook, ecosystems scientist Dr. Mark Everard considers a diversity of 'everyday things', including fascinating facts about their ecological origins: from the tea we drink, to the things we wear, read and enjoy, to the ecology of communities and space flight, and the important roles played by germs and 'unappealing creatures' such as slugs and wasps. In today's society, we are so umbilically connected to ecosystems that we fail to notice them, and this oversight blinds us to the unsustainability of everyday life and the industries and policy environment that supports it. The Ecology of Everyday Things takes the reader on an enlightening, fascinating voyage of discovery, all the while soundly rooted in robust science. It will stimulate awareness about how connected we all are to the natural world and its processes, and how important it is to learn to better treat our environment. Ideal for use in undergraduate- and school-level teaching, it will also interest, educate, engage and enthuse a wide range of less technical audiences.

Pedagogy and andragogy are often treated as separate fields, despite their similarities and shared goal of stimulating learning in individuals to the fullest degree possible. Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies displays that teachers can further their art by considering both pedagogy and andragogy in light of the each other, specifically in the modern classroom. Information Communication Technologies are ubiquitous in today's learning institutions and this book provides an important platform for the furthering of the modern instructional paradigm. To truly advance into future possibilities opened by technology, teachers are required to allow for learning without the constraints of traditional attitudes toward time, space, age and experience. This book shows how to blend and learn from the revolution taking place in educational institutions across the world.

This timely intervention into composition studies presents a case for the need to teach all students a shared system of communication and logic based on the modern globalizing ideals of universality, neutrality, and empiricism. Based on a series of close readings of contemporary writing by Stanley Fish, Asao Inoue, Doug Downs and Elizabeth Wardle, Richard Rorty, Slavoj Zizek, and Steven Pinker, this book critiques recent arguments that traditional approaches to teaching writing, grammar, and argumentation foster marginalization, oppression, and the restriction of student agency. Instead, it argues that the best way to educate and empower a diverse global student body is to promote a mode of academic discourse dedicated to the impartial judgment of empirical facts communicated in an open and clear manner. It provides a critical analysis of core topics in composition studies, including the teaching of grammar; notions of objectivity and neutrality; empiricism and pragmatism; identity politics; and postmodernism. Aimed at graduate students and junior instructors in rhetoric and composition, as well as more seasoned scholars and program administrators, this polemical book provides an accessible staging of key debates that all writing instructors must grapple with.

This timely volume addresses issues pertaining to language teaching, learning and research during the pandemic. In times of a global emergency, the aftermath of emergency remote teaching (ERT) cannot be ignored. The question of how language educators and researchers unleash creativity and employ strategies vis-a-vis ERT still remains to be answered. With practitioners in mind, it covers a broad spectrum of educational settings across continents, target languages and methodologies. Specifically, it reveals viable ways of utilizing digital technologies to bypass social distancing while highlighting the pitfalls and challenges associated with crisis teaching and research. This volume comprises two parts: Teacher Voice vicariously transports readers to practitioners' compelling stories of how teacher resilience, identity and professional development are crystallized in adaptive pedagogy, online teaching practicum, virtual study programs and communities of practice during ERT. The second part, Researcher Corner, showcases innovative approaches for both novice and seasoned researchers to upskill their toolkits, ranging from case study research and mixed methods designs, to auto- and virtual ethnography and social media research. The array of food for thought provides a positive outlook and inspires us to rethink our current practices and future directions in the post-COVID world. Regardless of their backgrounds and experiences, readers will be able to relate to this accessible volume that harmonizes research and practice, and speaks from the hearts of all the contributors.

Violence is rampant in America. It is ingrained in our history and our psychology, but what cultural similarities do high-violence areas share? It has been a question tackled by academics and members of the law community since the foundation of our country; and yet, are we any closer to an answer now than we were a hundred years ago? If we are closer, why has the crime rate steadily increased? Reason would conclude that in recognizing the cultural similarities of high-violence areas, we would be able to alter these similarities and deter criminal behaviors. Even so, the behaviors are not deterred. Crime has not lessened. Studies continue, but nothing changes. Should we therefore give up? Or should our hypotheses and conclusions merely change? Author Hassan Dibich says yes to the latter. "The Subculture of Violence" takes a close look at the psychological and cultural hypotheses of old. Dibich delves deeply into the science of homicide and how socioeconomic and even climactic conditions affect statistics. He looks closely at communities with a high number of newcomers and single parents. He goes so far as to disprove previous logic and call for fresh research. America is being swallowed by violence. It is time for new answers, as the old brought us no closer to peace.

This book discusses legal education in multicultural classes. Comparative law education is now widespread throughout the world, and there is a growing trend in developed countries toward teaching global law. Providing theoretical answers on how to describe each legal culture and tradition side-by-side, it also explores educational methodological options to address these aspects without causing offence or provoking tension within a multicultural student community. The book examines nine countries on three continents, bringing together academic views and educational insights from ten scholars in the field of comparative law.