Before today's teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Information and communication technology can greatly increase the effectiveness of this training and also aid teachers as they seek to bring the latest technological advancements into their own classrooms. The Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies explains the need to bring technology to the forefront of teacher training. With an emphasis on how information and communication technology can provide richer learning outcomes, this book is an essential reference source for researchers, academics, professionals, students, and technology developers in various disciplines. The many academic areas covered in this publication include, but are not limited to: Curriculum Design and Trends in Higher Education Curriculum Development and Scientific Research Education and Globalization Online and Blended Learning The 21st Century Library and Information Services Use of Communication Technologies in Adult Education Video Use in Teacher Education

While many facets of our lives are rapidly becoming more digital, educational institutions are now faced with the task of finding new and innovative ways to incorporate technology into the classroom. Examining the latest trends in digital tools provides a more effective learning environment for future generations. The Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education is a pivotal scholarly reference source that outlines the most efficient ways for educators to employ technology-enhanced lesson plans in their classroom. Featuring pertinent topics that include blended learning environments, student engagement, artificial intelligence, and learner-centered pedagogy, this is an ideal resource for educators, aspiring teachers, and researchers that are interested in discovering recent trends and techniques related to digital learning environments and technology-enhanced classrooms.

Based on a reassessment of primary documents from the beginning of Judaism through to the Reformation, author A. J. Deus evaluates the Judaic scriptures of the Jews, the Christians, and the Muslims for their potential to stir hatred, violence, and terrorism. He searches for messages in the scriptures that may alter the economic behavior of societies. In this, the second volume of "The Great Leap-Fraud, " Deus exposes the frauds that overrun the Islamic faith. He focuses on the scriptural foundation of the Muslims and explains the status of terrorism, Jihad, and human rights in the historical context. Tying history to contemporary issues, Deus puts the evidence together that shows how the Jews used the doctrinal difference of the time to heave themselves into power and redeem Israel. He demonstrates how societies and economies have changed because of religion and shows the consequences of those who preach hatred against humanity. In "The Great Leap-Fraud, " Deus argues that religious freedom poses the biggest threat to humanity, and he calls for the regulation of religion as an industry. He encourages citizens to look at religious history through unbiased eyes. See http: //www.ajdeus.org for more information, previews and articles.

Exemplary Middle Grades Research: Evidence-Based Studies Linking Theory to Practice features research published throughout 2009 in MGRJ that has been identified by our review board as the most useful in terms of assisting educators with making practical applications from evidence-based studies to classroom and school settings. The editorial team is pleased to present these studies under one cover, trusting each will contribute to the existing body of knowledge on middle grades education in ways that will enable readers to develop theories more fully and apply findings and implications to a variety of settings. Studies are presented in chronological order as they appeared in each of the four issues published during the fourth volume year (2009). Our first three issues 4(1), 4(2), and 4(3) were special themes wherein guest editors provided the oversight for selection and substantive editorial revisions. Any guest editors' introductory comments regarding previously published manuscripts appear in italics, followed by the editor-in-chief 's comments.

In a time of changing technology and cultural shifts, it is difficult to measure some aspects of the workforce. Education and the American Workforce brings together a comprehensive collection of employment and education information from federal statistical agencies. The Census Bureau is the leading source of quality data about the nation's people and economy. The Bureau of Labor Statistics (BLS) is the principal federal agency responsible for measuring labor market activity, working conditions, and price changes in the economy. Together, these agencies produce a wealth of information about the American workforce. This book includes information about the jobs that people hold, the occupations that they pursue, the industries where they work, and the education levels that people have attained. In addition to tables, each section also includes relevant figures and highlights of notable data. Some examples of interesting data found inside Education and the American Workforce include: *With no formal educational requirement and a median salary of $22,680, 4.5 million people are employed as retail salespersons, the most of any single occupation. Cashiers and food preparation/serving workers account for another 3.5 million each. There are 2.9 million registered nurses, the most numerous of occupations that require a bachelor's degree. *The biggest numeric decline is expected for Postal Service mail carriers, dropping by about 78,000 in ten years. When combined with other Postal Service occupations-such as clerks, sorters, postmasters, and others-a decline of 140,000 jobs is expected for the Postal Service. *Among the 75 largest counties, Bronx County, NY had the highest number of residents age 25 and over with less than a high school diploma at 29.4 percent while Montgomery County, PA had the lowest percentage at 6.2 percent. *Meanwhile, New York County, NY and Fairfax County, VA had the highest percentage of residents with a bachelor's degree or higher at 59.9 percent followed by Montgomery County, MD at 57.9 percent among the 75 largest counties. Nationally, between 2011 and 2015, 29.8 percent of the population had a bachelor's degree or higher.

In a period in which the future of the European Union is subject to increased scrutiny, it is more vital than ever that the thoughts and views of younger generations are considered. Young People's Visions and Worries for the Future of Europe: Findings from the Europe 2038 Project seeks to do exactly that, presenting the findings of a large-scale research project investigating the opinions and worries of young people between the ages of 16 and 25 across seven European countries. In this unique and timely volume, Strohmeier and Tenenbaum, together with the Europe 2038 consortium, examine young people's endorsement of multiculturalism, diversity, European identity, human rights, and political participation, and unpick the cross-national differences in a range of European countries. Young People's Visions and Worries for the Future of Europe concludes by formulating effective evidence-based recommendations for policy and practice. This work is essential reading for advanced level undergraduate and masters level courses in Psychology, Social Work, Politics, Sociology, Social Policy, and Education, as well as researchers in those fields.

This book takes an interdisciplinary approach to using and creating poetry for conducting and reporting social research. It includes examples of poetry, interviews of poets, and practical exercises that will enhance the discussion of poetry writing as a method. When used as a teaching guide this book will encourage students to consider the importance of form and function in poetry for qualitative methods. It also answers the question of how to teach the creation and evaluation of poetry, it combats the perception that poetry is too difficult or mysterious to use as research and that only poets should be concerned with poetic craft.

The book is based on the recently held Symposium on mathematics and its connections to the arts and sciences, namely the second Mathematics and its Connections to the Arts and Sciences (MACAS2)Symposium in Odense, Denmark (May 29-31, 2007). The chapters are an eclectic collection of interdisciplinary research initiatives undertaken by mathematics educators with implications for practitioners concerned with teaching and learning processes. The papers cover a wide genre of research domains within mathematics education (cognition, modelling, problem solving, teacher education, ethnomathematics, mathematical/statistical literacy, curricular and technological initiatives and research related to science education). The major interdisciplinary themes of the papers in this book are: 1. How can modelling activities be used to foster interdisciplinary projects in the school and university setting? 2. How can the intricate connections between mathematics and physics be used to design and research interdisciplinary activities in schools and the university? 3. How can research within the ethnomathematics domain of mathematics education be linked to critical mathematics education and interdisciplinary projects involving mathematics, art and culture? 4. How can the push for mathematical and statistical literacy be connected to other subjects in the school curricula and emphasized via interdisciplinary activities? 5. What are concrete examples of classroom experiments with empirical data that demonstrate new and unusual connections/relations between mathematics, arts and the sciences with implications for pedagogy? 6. What is the role of technology and new ICT interfaces in linking communities of learners in interdisciplinary activities involving problem solving? The book is an important contribution to the literature on educational initiatives in interdisciplinary education increasing vital for emerging professions of the 21st century.

State Profiles 2022: The Population and Economy of Each U.S. State has been completely updated and provides a wealth of current, authoritative, and comprehensive data on key demographic and economic indicators for each U.S. state and the District of Columbia. Each state is covered by a compact standardized chapter that allows for easy comparisons and timely analysis between the states. A ten-page profile for each U.S. state plus the District of Columbia provides reliable, up-to-date information on a wide range of topics, including: population, labor force, income and poverty, government finances, crime, education, health insurance coverage, voting, marital status, migration, and more. If you want a single source of key demographic and economic data on each of the U.S. states, there is no other book like State Profiles. This book provides an overview of the U.S. economy which provides a framework for understanding the state information. State Profiles is primarily useful for public, school, and college and university libraries, as well as for economic and sociology departments. However, anyone needing state-level information including students, state officials, investors, economic analysts, and concerned citizens will find State Profiles wealth of data and analysis absolutely essential!

Half the world's population lives in rural places, but education scholars and policy makers worldwide give little attention to rural of education. Indeed, most national systems, including in the developed world, treat their educational systems as institutions to"modernize" the global economy. The authors in this volume have different concerns. They are rural education scholars from Australia, Canada, the United States, and Kyrgyzstan, and here their focus is the dynamics of social class: in particular rural schools but also in rural schooling as a local manifestation of a national (and the global) system. For the most part, the volume comprises relevant empirical reports, but none neglects theory, and some privilege theory and interpretation. First and last chapters introduce the texts and synthesize their joint and separate meanings. What are the implications of place for social class? How do class dynamics manifest differently in more and less racially homogeneous rural communities? How does place affect class and how might class affect place? How doesschooling in rural communities reproduce or interrupt social-class mobility across generations? The chapters engage such questions more completely than other volumes in rural education, not as afinal word or interm summary, but as an opening to an important lineof inquiry thus far largely neglected in rural education scholarship.

A volume in Adult Education Special Topics: Theory, Research, and Practice in Lifelong Learning Series Editor: Kathleen P. King, Fordham University Case studies have become a widely-used instructional tool in many educational environments. The use of case studies began in the 1950s at Harvard Business School. Today, they may be used as part of a course of study, or as the main focus of a course, to which other material is added. While the use of case studies is prevalent in schools of business and medicine, they are not often used in adult education or human resource development. This may be because there are no current major publications that deal with the use of case studies in these disciplines; nor are there any major databases of adult education or human resource development case studies for instructors to use. Good case studies can bring reality into the classroom. They can provide frameworks for discussion based on issues that must be faced in real life. Complex case issues can be broken down and examined for greater understanding, then pulled together again for resolution. Case studies can be used successfully in adult education. I propose a book based on the use of case-based learning in adult education and human resource development (HRD). The book could be positioned as a supplement to course textbooks for courses in adult education and HRD. I would write the cases and develop the exercises, but could also get others to contribute a case study or exercise to the book. Cases would each be a half-page to maybe 2-3 pages at the long end, and would include questions for students/readers. Supplementary information (possibly in the form of a DVD) could be put together for instructors. This information would include case study focal points and examples of possible responses for each study/exercise.

'Morland predicts the future of humanity in 10 illuminating statistics (could the Japanese and Italians now go the way of the dodo?) and looks back to how ebbs and flows of population have shaped history, such as the Soviet Union's plummeting birth rate in the 1960s, which hastened the end of the Cold War.' - The Daily Telegraph 'The Best Books for Summer 2022' The great forces of population change - the balance of births, deaths and migrations - have made the world what it is today. They have determined which countries are superpowers and which languish in relative obscurity, which economies top the international league tables and which are at best also-rans. The same forces that have shaped our past and present are shaping our future. Illustrating this through ten illuminating indicators, from the fertility rate in Singapore (one) to the median age in Catalonia (forty-three), Paul Morland shows how demography is both a powerful and an under-appreciated lens through which to view the global transformations that are currently underway. Tomorrow's People ranges from the countries of West Africa where the tendency towards large families is combining with falling infant mortality to create the greatest population explosion ever witnessed, to the countries of East Asia and Southern Europe where generations of low birth-rate and rising life expectancy are creating the oldest populations in history. Morland explores the geographical movements of peoples that are already under way - portents for still larger migrations ahead - which are radically changing the cultural, ethnic and religious composition of many societies across the globe, and in their turn creating political reaction that can be observed from Brexit to the rise of Donald Trump. Finally, he looks at the two underlying motors of change - remarkable rises in levels of education and burgeoning food production - which have made all these epochal developments possible. Tomorrow's People provides a fascinating, illuminating and thought-provoking tour of an emerging new world. Nobody who wants to understand that world should be without it.

Organizations of all kinds struggle to understand, adapt, respond and manipulate changing conditions in their internal and external environments. Approaches based on the causal, linear logic of mechanistic sciences and engineering continue to play an important role, given people's ability to create order. But such approaches are valid only within carefully circumscribed boundaries. They become counterproductive when the same organizations display the highly reflexive, context-dependent, dynamic nature of systems in which agents learn and adapt and new patterns emerge. The rapidly expanding discussion about complex systems offers important contributions to the integration of diverse perspectives and ultimately new insights into organizational effectiveness. There is increasing interest in complexity in mainstream business education, as well as in specialist business disciplines such as knowledge management. Real world systems can't be completely designed, controlled, understood or predicted, even by the so-called sciences of complexity, but they can be more effective when understood as complex systems. While many scientific disciplines explore complexity principally through abstract mathematical models and simulations, Emergence: Complexity & Organization explores the emerging understanding of human systems from both the 'hard' quantitative sciences and the the 'soft' qualitative perspectives. This 2006 Annual includes articles from Elizabeth McMillan, Daniel Solow, Kathleen Carley, Paul Cilliers, Ysanne Carlisle, James Hazy, and many more, which explore a range of complexity-related topics from philosophical concerns through to the practical application of complexity ideas, concepts and frameworks in human organizations. Also included are a series of three reproductions of classical papers in the fields of complexity and systems, each with critical introductions that explore their modern relevance: "The Philosophic Functions of Emergence" by Charles A. Baylis (originally published in 1929); "Novelty, Indeterminism, and Emergence" by W. T. Stace (originally published in 1939); "The Functions of the Executive: The Individual and Organization" by Chester I. Barnard(originally published in 1938).

Over the past decade, the world has experienced a major economic collapse, the increasing racial inequity and high-profile police killings of unarmed Black and Brown people, the persistence of global terrorism, a large-scale refugee crisis, and the negative impacts of global warming. In reaction to social instability, there are growing populist movements in the United States and across the world, which present major challenges for democracy. Concurrently, there has been a rise of grassroots political movements focused on increasing equity in relation to race, gender, class, sexual orientation, and religion. The role of social studies teachers in preparing the next generation of democratic citizens has never been more important, and the call for more social studies teacher educators to help teachers address these critical issues only gets louder. This volume examines how teacher educators are (or are not) supporting beginning and experienced social studies teachers in such turbulent times, and it offers suggestions for moving the field forward by better educating teachers to address growing local, national, and global concerns. In their chapters, authors in social studies education present research with implications for practice related to the following topics: race, gender, sexual orientation, immigration, religion, disciplinary literacy, global civics, and social justice. This book is guided by the following overarching questions: What can the research tell us about preparing and developing social studies teachers for an increasingly complex, interconnected, and rapidly changing world? How can we educate social studies teachers to "teach against the grain" (Cochran-Smith, 1991, 2001b), centering their work on social justice, social change, and social responsibility?

For one-quarter/semester courses that focus on the basics in statistics or combine statistics with research methods. The fifth edition of Statistics for the Behavioral and Social Sciences builds off an already well-established approach - emphasizing the intuitive, deemphasizing the mathematical, and explaining everything in direct, simple language - but also goes beyond these principles to further student understanding. By using definitional formulas to emphasize the concepts of statistics, rather than rote memorization, students work problems in a way that keeps them constantly aware of the underlying logic of what they are doing. NOTE: This is the standalone book, if you want the book/access card order the ISBN below; ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products. 0205924182 / 9780205924189 Statistics for The Behavioral and Social Sciences: A Brief Course Plus MyStatLab for Behavioral Sciences with Pearson eText -- Access Card Package 5/e Package consists of: 0205797253 / 9780205797257 Statistics for The Behavioral and Social Sciences: A Brief Course 0205923860 / 9780205923861 New MyStatLab for Social Sciences with Pearson eText -- ValuePack Access Card

A volume in Research for Social Justice Personal Passionate Participatory Inquiry (Sponsored by AERA Qualitative Research SIG and International Studies SIG) Series Editors Ming Fang He, Georgia Southern University and JoAnn Phillion, Purdue University Series Scope: Research for Social Justice: Personal Passionate Participatory Inquiry, the book series, demonstrates a form of educational inquiry that connects the personal with the political, the theoretical with the practical, and research with social and educational change. The principle aspect of this form of inquiry that distinguishes it from others is that the researcher is not separate from the socio-political and cultural phenomena of the inquiry, the data collected, findings, interpretations, or writing. The purpose of the proposed book series is to draw together work which demonstrates three distinct qualities: personal passionate participatory with explicit research agendas that focus on equity, equality, and social justice, specific research methodologies that illustrate the participatory process of the inquiries, and positive social and educational change engendered by the inquiries. Scope of the Book: Personal Passionate Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.

For anyone interested in Northern Ireland, it's history, it's culture, it's music.... finally here comes a book that offers a new approach into understanding the complex diversity that has shaped Northern Irish society and its people during the times of the Troubles and beyond. Like poems, songs, in their own right, should be recognised as historical documents. From Mickey McConnells Only our Rivers Run Free and Phil Coulter The Town I loved so Well to Tommy Sands There Were Roses - political & social developments inspired Northern Irish poets and songwriters alike. By incorporating a great amount of background information on the artists mentioned above and resulting from personal interviews with the author a very unique insight into the history of Northern Ireland is given. In addition, the vast amount of songs written from an outsiders perspective and in particular in the Rock and Popmusic Genre such as Paul McCartney's Give Ireland back to the Irish, John Lennon's Sunday, Bloody Sunday to James Taylor's Belfast to Boston and Katie Melua's Belfast, also required appropriate recognition. Together, all these songs compiled and discussed in this book will provide the reader with a better understanding of Northern Ireland's history, its society, its people past and present. Whether it is for further academic research or simply used as reference material for anyone interested in Irish Music and Songs about and from Northern Ireland, this book will remain an essential guide and reference book in years to come.

A volume in Critical Concerns in Blindness Series Editor Edward C. Bell, Louisiana Tech University All parents hope for an independent future for their blind/visually impaired child. To turn that hope into a reality, parents need to understand the scope of skill development that must be addressed, along with the importance of equal expectations for the child's development, proper training, and opportunity to practice and develop skills. But what if expectations are low, training in blindness skills is scanty or even absent, and overprotection prevents the blind/VI child from learning and practicing skills? The idea of an independent future can remain a distant dream. The purpose of this book is to guide parents and teachers in fostering the blind/visually impaired child's skill development in such critical areas as academics, independent movement and travel, social interaction, daily living, and self-advocacy, so that he or she will truly be on the road to an independent future. A practical, easy to use guide, written in plain English, the book warns about common problem areas and provides ideas for getting and keeping the child's education and development on track. It highlights the interplay between skills and competence, confidence, self-respect, and the respect of others. Of the small number of books and videos available on the subject, most were written by professionals in the field and many begin with the supposition that blindness is at best sad and at worst tragic. Few --maybe none --have the ardent passion for independence that the parent of a blind/visually impaired child brings to the subject. Instead of overwhelming parents and teachers with the difficulty of the undertaking before them, Getting Ready for College Begins in Third Grade will inspire their confidence and enthusiasm for the task at hand.