* Focuses on quantitatively and qualitatively rich studies on blended learning of the highest quality written by the researchers themselves. * Frames its studies with a literature review, operation definitions, growth across educational sectors, theoretical lenses, and more. * Overseen by a volume editor team that has produced an extensive body of research and scholarship on blended learning.

* Explores the emergent movement away from transmission based to coaching based learning * Champions education as a dialogic process between learners and coaches * Strives for a training model in which the motivated learner embraces challenges and learns to assess his/her own level, * Includes data and examples from schools in the Netherlands, Finland, Sweden, and Norway.

Using ethnographic data, the book provides insights into first generation university students' educational aspirations, institutional opportunities, and familial supports. Draws from a growing body of research that has documented the changing student population in universities, particularly the increasing numbers of those who are the first in their families to attend university. Explores how students experiences are complicated by a myriad of factors such as race, class, gender, sexuality, immigrant status and geographic location.

The book utilises the Five Ways to Well-being as a model: Connect, Be Active, Keep Learning, Give, Take Notice. Each of these Ways are explored through a specific museum object illustrating the important role collections can play in museum well-being. The book considers how museum well-being, and the austerity project became entwined, and how the COVID-19 pandemic supercharged growth in this field. The book explores such diverse topics as walking, slow art, social capital, Virginia Woolf, body positivity, collective joy, identity, art therapy, yoga, Squid Game, Effective Altruism, mindfulness, gift exchange, the Preston model, the limits of data, sketching, photography, inclusive spaces, and workplace well-being. The book signposts a vast array of existing information, and offers a critical engagement with current practices. Museums and Well-being is aimed initially to students of museum studies programmes, it is also an ideal book for a museum staff who needs to add a well-being component to their existing programming; or to reconsider existing programming from the perspective of well-being.

This provocative and challenging book questions how people think about what universities should seek to do and how they should respond to the grave problems of our age. It addresses issues such as: What is wisdom? Ought universities to seek, promote and teach wisdom and what would this involve? Does it mean we need a revolution in the aims and methods of academic inquiry? What implications would the pursuit of wisdom have for science, for social inquiry and the humanities, for education? Is it reasonable to ask of universities that they take up the task of helping humanity learn how to create a wiser world? Is there a religious dimension to wisdom? What can non-academics do to encourage universities to take wisdom seriously? Would the pursuit of wisdom be possible given that universities are increasingly subjected to commercial pressures? With contributions from leading experts in various fields Wisdom in the University is essential reading for all those interested in the future of universities and philosophy of education. This book was previously published as a special issue of London Review of Education

Changes are constantly occurring in life. The increase of technology and the needs of mankind continuously force change. The Changes curriculum asks students three main questions: "Can people control changes?" "Can using past information help you predict change?" and "Are changes positive or negative?" The books in the Differentiated Curriculum Kits employ a differentiated, integrated curriculum based on broad themes. This all-in-one curriculum helps teachers save planning time, ensure compliance with national standards, and most importantly, pique their students' natural excitement and interest in discovery. By participating in the wide variety of activities in the Differentiated Curriculum Kit for Grade 2, students will discover the changes around them and gain a lifelong desire to learn. In Changes Book 1: Rights, Resources, and the Weather, students will investigate how the weather can affect and change many events, as well as change the shape of our planet. In Changes Book 2: Progress, Reactions, and History, students will investigate the universal concept of change. Students also will learn about chemical changes by examining the effects of salt on buoyancy, water on pasta, and heat on popcorn kernels. In Changes Book 3: Communication, Honesty, and Inventions, students will investigage the different ways to communicate, such as with the Braille system. Students also will come to understand language barriers and how to overcome these barriers. Each book contains detailed lesson plans, reproducible activity sheets, and assessment tools. Grade 2

Patterns help organize our lives. Students participating in the Patterns Differentiated Curriculum Kit will experience activities that will help organize their thought processes throughout life. Students will become pattern detectives, pattern creators, and pattern solvers in this three-part series. The books in the Differentiated Curriculum Kits employ a differentiated, integrated curriculum based on broad themes. This all-in-one curriculum helps teachers save planning time, ensure compliance with national standards, and most importantly, pique their students' natural excitement and interest in discovery. By participating in the wide variety of activities in the Differentiated Curriculum Kit for Grade 1, students will discover the patterns around them and gain a lifelong desire to learn. In the Patterns Differentiated Curriculum Kit for Grade 1, students will discover patterns in literature, arts, and science. Their investigations will focus on discoveries of the human body, cycles, graphs, economics, biographies, and citizenship. In Patterns Book 1: Literature, Arts, and Science, students will explore poetry, music, and games from the perspective of a pattern detective. In Patterns Book 2: Body, Cycles, and Graphs, students will discover that patterns exist everywhere they look. They will be able to recognize patterns in the body, in cycles, and in graphs. In Patterns Book 3: Economics, Biographies, and Citizenship, students will use keys to unlock patterns. They will be exposed to basic lessons on economics, and will examine their personal goals and citizenship. Each book contains detailed lesson plans, reproducible activity sheets, and assessment tools. Grade 1

Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes-direct physical, social, and environmental interactions-are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book's coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.

This book discusses the issues of equity-based education in India and advocates for providing fair and inclusive system of education. It focuses on the practice of democratic education to promote critical thinking and develop problem-solving attitudes among learners in learner-centric classrooms. Offering insightful comments on the contemporary issues related to Education in India, the book underlines the need for teachers to draw from the reforms suggested in the New Education Policy 2020 to ensure equitable learning. It aims to develop teachers’ capacity to identify students’ needs and ensure community participation. The book discusses a range of topics such as holistic assessment, reflexive pedagogy, ICT, innovations in education, and inclusiveness among others. While providing theoretical as well as empirical insights on the approaches needed in classrooms for better learning, it also provides anecdotal evidence and case studies to support equity-based education. The book will be of interest to teachers and researchers of education, vocational education, and teacher education. It will also be useful for educators, educationists, education administrators, Special educators, academicians, policymakers, in-service teachers, teacher educators and teacher trainees.

* Comprehensive and reader-friendly introduction to managing intercollegiate athletics * Combines theoretical concepts with practical guidance, examples and insider perspectives * Includes interviews with successful practitioners * Fully revised and updated new edition with new data and cases throughout * New edition includes expanded coverage of professional development plus ethics and social justice * Features examples from institutions, conferences and associations of varying sizes

The Multiage Differentiated Curriculum Kit for Grades 4-6 provides students with exciting and interesting activities about topics such as nutrition, government, math, explorations, debate questioning, and critical thinking. The books in the Multiage Differentiated Curriculum Kits employ a differentiated, integrated curriculum based on broad themes. This all-in-one curriculum helps teachers save planning time, ensure compliance with national standards, and most importantly, pique their students' natural excitement and interest in discovery. By participating in the wide variety of activities in the Multiage Differentiated Curriculum Kit for Grades 4-6, students will discover the world around them and gain a lifelong desire to learn. The books in this series of Multiage Differentiated Curriculum Units for Grades 4-6 include Balances, Choices, Explorations, Questions, and Viewpoints. Each book contains detailed lesson plans, reproducible activity sheets, and assessment tools. In Balances, students explore the universal concept of balance from many angles, including government, nutrition, mathematics, and even elevators. Choices enlightens students to the many choices they make every day, while teaching decision-making strategies, consequences, and the implications of choice. Explorations challenges students to go beyond the explorers before them to discover new concepts, such as winter survival tactics, alternative sources of energy, the effects of ancient inventions on today's society, and more. In Questions, students examine the Five W's of questioning, Socratic-style questions, and the need for important questions to enact change. Viewpoints provides critical thinking activities to help students learn to consider the views of others in both formal debate and difficult decisions. Teachers and students alike will enjoy this kit of exciting multiage curriculum. Not only will these books save teachers time and ease their minds by meeting and exceeding national gifted education standards, they will challenge and expand students' minds with enjoyable hands-on activities. Grades 4-6

Childhood is full of wonders. The Wonders curriculum builds on the questions children ask, creating more opportunities for learning. The books in Prufrock's new Differentiated Curriculum Kits employ a differentiated, integrated curriculum based on broad themes. This all-in-one curriculum helps teachers save planning time, ensure compliance with national standards, and most importantly, pique their students' natural excitement and interest in discovery. By participating in the wide variety of activities in the Differentiated Curriculum Kit for Kindergarten, students will discover the wonders around them and gain a lifelong desire to learn. In Wonders Book 1: Nature, Space, and Community, students will take imaginary journeys to space and the great rainforests of our world, and discover the complexity of each community that exists in these places. In Wonders Book 2: Plants, Insects, and Dinosaurs, students' curiosity about ancient dinosaurs, exotic insects, and unique plant life will be satisfied by hands-on activities that include fossil exploration and the study of the anatomy of insects and plants. In Wonders Book 3: Machines, My Body, and Physical Fitness, students will discover the many similarities between machines and their own bodies. Students also will learn the importance of physical fitness. Each book contains detailed lesson plans, reproducible activity sheets, and assessment tools. Grade K

In Staying Online, one of our most respected online learning leaders offers uncommon insights into how to reimagine digital higher education. As colleges and universities increasingly recognize that online learning is central to the future of post-secondary education, faculty and senior leaders must now grapple with how to assimilate, manage, and grow effective programs. Looking deeply into the dynamics of online learning today, Robert Ubell maps its potential to boost marginalized students, stabilize shifts in retention and tuition, and balance nonprofit and commercial services. This impressive collection spans the author's day-to-day experiences as a digital learning pioneer, presents pragmatic yet forward-thinking solutions on scaling-up and digital economics, and prepares managers, administrators, provosts, and other leaders to educate our unsettled college students as online platforms fully integrate into the mainstream.

The Entrepreneur in Youth offers one of the most comprehensive assessments to date of African American, Latino, and white high school students' aspirations, knowledge, opinions and educational views related to entrepreneurship and philanthropy. A key strength is its longitudinal approach to analysis and interpretations, made possible by extensive surveys of over 11,000 respondents from high school youth and other groups, including adults and business owners. The key findings exhibit an extraordinarily high level of interest in entrepreneurship among youth as well as a strong desire to give back to their communities. However, they lack the knowledge and experience to achieve their aspirations. The book's major recommendations and guidelines include challenges to education and other policymakers to expand and enhance opportunities to access entrepreneurship education and early entrepreneurship mentoring shadowing experiences - especially for those who demand it the most: African Americans and Latinos. Meeting these challenges not only will contribute to economic growth and social reform initiatives but also will increase economic and social mobility and access to opportunity for a still largely untapped pool of future entrepreneurs. This book will appeal to academics in entrepreneurship, economics, business and education, as well as policymakers, educators and business leaders.

* Each chapter includes a program description; mission, goals, and objectives; implementation; stakeholders; assessment plan; outcomes, and applicable takeaways that can be implemented at the reader's respective institution * This book offers higher education professionals practical insight on the development, implementation, and challenges of effective programming and practices that support first generation college students. * This book is timely given the much attention that has been given to the first-generation student population, and the lack of coordinated programming that exists at many institutions of higher education.

Campus Sexual Violence: A State of Institutionalized Sexual Terrorism conceptualizes sexual violence on college campuses as a form of sexual terrorism, arguing that institutional compliance and inaction within the neoliberal university perpetuate a system of sexual terrorism. Using a sexual terrorism framework, the authors examine a myriad of examples of campus sexual violence with an intersectional lens and explore the role of the institution and the influence of neoliberalism in undermining sexual violence prevention efforts. The book utilizes Carole Sheffield's five components of sexual terrorism (ideology, propaganda, amorality, perceptions of the perpetrator, and voluntary compliance) to describe how the "ivory tower stereotype" and adoption of neoliberal values into education contribute to an environment where victimization is painfully common. Cases such as those from Michigan State University and Baylor University are used as examples to highlight institutional culpability and neoliberal value systems within higher education, as well as illustrating the pervasiveness of rape culture that contributes to a system of sexual terrorism. Crucially, the book focuses on systems of inequality and oppression, and uses an intersectional perspective that recognizes victimization experienced by multiple marginalized groups including women, LGBTQ+, and racially minoritized people. Building on campus violence research and institutional harm research, the authors define campus sexual violence as a serious social problem based in structural inequality and advocate for civic responsibility at the institutional level and the development of institutional advocates. Weaving together theoretical and practical perspectives, the book will be of great interest to students and scholars of sociology, criminal justice, women's and gender studies, social/political policy, victimology, and education. It will also be of use to those working in higher education administration and other student life and student health professions.

Anglophone Literature in Second Language Teacher Education proposes new ways that literature, and more generally culture, can be used to educate future teachers of English as a second language. Arguing that the way literature is used in language teacher education can be transformed, the book foregrounds transnational approaches and shows how these can be applied in literature and cultural instruction to encourage intercultural awareness in future language educators. It draws on theoretical discussions from literary and cultural studies as well as applied linguistics and is an example how these cross-discipline conversations can take place, and thus help make Second-language teacher education (SLTE) programs more responsive to the challenges faced by future English-language teachers. Written in the idiom of literary scholarship, the book uses ideas of intercultural studies that have gained widespread support at research level, yet have not affected literature-cultural curricula in SLTE. As the first interdisciplinary study to suggest how SLTE programs can respond with curricula, this book will be of great interest for academics, scholars and post graduate students in the fields of applied linguistics, L2 and foreign language education, teacher education and post-graduate TESOL. It has universal appeal, addressing teaching faculty in any third-level institution that prepares language teachers and includes literary studies in their curriculum, as well as administrators in such organizations.

By applying philosophical and historical perspectives to drawing instruction, this volume demonstrates how diverse teaching methods contribute to cognitive and holistic development applicable within and beyond the visual arts. Offering a new perspective on the art and science of drawing, this text reveals the often-unrecognized benefits that drawing can have on the human mind, and thus argues for the importance of drawing instruction despite, and even due to contemporary digitalization. Given the predominance of visual information and digital media, visual thinking in and through drawing may be an essential skill for the future. As such, the book counters recent declines in drawing instruction to propose five Paradigms for teaching drawing - as design, as seeing, as experience and experiment, as expression, and as a visual language - with exemplary curricula for pre-K12 art and general education, pre-professional programs across the visual arts, and continuing education. With the aid of instructional examples, this volume dispels the misconception of drawing as a talent reserved for the artistically gifted and posits it as a teachable skill that can be learned by all. This text will be of primary interest to researchers, scholars, and doctoral students with interests in drawing theory and practice, cognition in the arts, positive psychology, creativity theory, as well as the philosophy and history of arts education. Aligning with contemporary trends such as Design Thinking, STEAM, and Graphicacy, the text will also have appeal to visual arts educators at all levels, and other educators involved in arts integration.

Learning to Teach Psychology in the Secondary School offers a comprehensive and accessible introduction to the teaching and learning of psychology. Written for trainee teachers and those new to teaching psychology, it will help you to develop your subject knowledge and gain a deeper understanding of the purpose and potential of psychology within the secondary curriculum as well as support the practical skills needed to plan, teach, and evaluate stimulating and creative lessons. Drawing on theory and the latest research, the text demonstrates how key pedagogical issues link to classroom practice and encourages you to reflect on your own learning and practice to maximise student learning. Written by experts in the field and featuring useful resources, summaries of key points and a range of tasks enabling you to put learning into practice in the classroom, the chapters cover: Using psychology to teach psychology Teaching specific areas of psychology Ethics in psychology teaching Teaching research methods Teaching the skills of evaluation, analysis and application in psychology Assessment and feedback Inclusion Using technology Career progression and professional development This exciting new addition to the market leading Learning to Teach in the Secondary School series is essential reading for all those who aspire to become an inspirational and engaging psychology teacher.

The Earth is a solid structure on which we live, but it is not unchanging. Forces inside Earth constantly change both the inside and outside of the planet we call home. When students consider the concept of structures, they will discover that the word has many meanings. The Structures Differentiated Curriculum Kit provides exciting activities to help students discover the structures that exist all around them. The books in the Differentiated Curriculum Kits employ a differentiated, integrated curriculum based on broad themes. This all-in-one curriculum helps teachers save planning time, ensure compliance with national standards, and most importantly, pique their students' natural excitement and interest in discovery. By participating in the wide variety of activities in the Differentiated Curriculum Kit for Grade 5, students will discover the structures around them and gain a lifelong desire to learn. In Structures Book 1: Geology, Expansion, and the Arts, students will learn that structures can be physical, natural, symbolic, and metaphoric. Students will explore natural bridges, earthquakes, erosion, Westward expansion, the Industrial Revolution, and more. In Structures Book 2: Cultures, Geometry, and Energy, students will explore the origins of popular nursery rhymes, racial barriers, and geometry and architecture. In Structures Book 3: Government, Cycles, and Physics, students will study cycles in time, business, monetary value, electricity, and magenetisim. Each book contains detailed lesson plans, reproducible activity sheets, and assessment tools. Grade 5

As well as being a history of administrative staff colleges in the UK, Australia, New Zealand, Pakistan, India, the Phillipines and Ghana between 1948 and 1984, the colleges' contribution to the development of effective managers is evaluated.

Originally published in 1958.The history of Morley College provides an illuminating case-history of the growth and spread of adult education in the second half of the nineteenth and early years of the twentieth centuries. Morley College is unique in that it was one of the first of such institutions to proclaim and inculcate absolute sex and class equality. It has always been guided by democratic principles in the sense that the students have been encouraged to play a definite part in the administration of the college - an ethos which continues to this day.

The University of Oxford is the third oldest university in Europe and remains one of the greatest universities in the world. How did such an ancient institution flourish through the ages? This book offers a succinct illustrated account of its colourful and controversial 800-year history, from medieval times through the Reformation and on to the nineteenth century, in which the foundations of the modern tutorial system were laid. It describes the extraordinary and influential people who shaped the development of the institution and helped to create today's world-class research university. Institutions have waxed and waned over the centuries but Oxford has always succeeded in reinventing itself to meet the demands of a new age. Richly illustrated with archival material, prints and portraits, this book explores how a university in a small provincial town rose to become one of the top universities in the world at the beginning of the twenty-first century.

There has been a dearth of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs. It is a 'must read' book for those educators who are new to the college teaching profession and for those who are aspired to be outstanding and successful lecturers.

The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then - and continues to be - the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues; brings multiple perspectives to bear; provides new specificity to topics that have been undifferentiated in the past; and includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What's the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who's in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers' Education Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Association ofTeacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org/ .