At a time when universities demand immediate and quantifiable impacts of scholarship, the voices of research participants become secondary to impact factors and the volume of research produced. Moreover, what counts as research within the academy constrains practices and methods that may more authentically articulate the phenomena being studied. When external forces limit methodological practices, research innovation slows and homogenizes. This book aims to address the methodological, interpretive, ethical/procedural challenges and tensions within theatre-based research with a goal of elevating our field's research practice and inquiry. Each chapter embraces various methodologies, positionalities and examples of mediation by inviting two or more leading researchers to interrogated each other's work and, in so doing, highlighted current debates and practices in theatre-based research. Topics include: ethics, method, audience, purpose, mediation, form, aesthetics, voice, data generation, and research participants. Each chapter frames a critical dialogue between researchers that take multiple forms (dialogic interlude, research conversation, dramatic narrative, duologue, poetic exchange, etc.).

Looks at James Baldwin for the first time from a strictly Education perspective Continues Dr. Grant's work on the Black intellectual tradition, including books on W.E.B. Du Bois and Anna Julia Cooper. Accessible writing style, but challenges the reader to reconsider Baldwin's legacy.

With the ever-changing climate of education around the globe, it is essential that educators stay abreast of the most updated teaching methods and applications. To do this, fostering teacher education programs that include innovative practices and initiatives within the field is imperative. The Handbook of Research on Teacher Education and Professional Development investigates current initiatives and approaches in educational programs. Focusing on research studies and theoretical concepts on innovative projects related to teacher education and professional development programs, this book is a pivotal reference source for academics, professionals, students, practitioners, and researchers.

Science educators have come to recognize children's reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children's argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.

Through 2020-2021 school year students realized they had to become more autonomous, parents had to become more present, and teachers assumed new roles in the virtual teaching-learning experience induced by the global lockdown. Although this last school year was deeply marked by innovation at all levels, most of the changes were not planned or structured, thus becoming a difficult experience for all the educational stakeholders. Digital transformation carries unimagined possibilities, more interaction, flexibility and autonomy, the possibility for collaborative learning, developing critical thinking, resilience, and, above all, the will to change. This book deepens this discussion of digital transformation in the educational culture and is centered at the intersection of educational technology, information systems, learning sciences, educational psychology and socio-cultural theories. The chapters in this book not only share best practices on innovative technology-based learning strategies, models, and tools, but the authors in the book are also committed to launch a reflective dialogue upon how digital transformation induces the creation of (re)new(ed) educational cultures towards a paradigm shift in the educational context. Providing an overview of research centering on the use of emerging technologies in educational contexts, and dissecting the challenges that digital transformation brings to educational technology, educational practices, teacher training models, students competence and parental roles, among others, this book aims to engage researchers, scholars and practitioners in critical reflection that will deepen the discussion about the potential paradigm shift induced by digital transformation in education.

Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.

This volume draws on findings from the Canada-China Nature Notes Reciprocal Learning Program to explore cross-cultural exchanges in science education in and outside of the classroom. Under the collaborative reciprocity perspective, cross-cultural learning needs to go beyond simple comparison in practices, values, and results and moves to a paradigm that emphasizes a two-way learning process in the context of acting together. Through collaborative work between the international teams and partner schools, the program described in this book shows how collaborative efforts between the two sister schools worked to raise awareness about Chinese farming culture and extend students' outdoor learning experiences. In this book, educators from across the research team share their insights and reflect on the cross-cultural collaborative process and how it impacted the learning experiences of themselves and their students.

Learning to Teach Design and Technology in the Secondary School is a core text for all those training to teach design and technology in the secondary school. It helps you develop subject knowledge, acquire a deeper understanding of the role, purpose and potential of design and technology within the secondary curriculum, and provides the practical skills needed to plan, teach and evaluate stimulating and creative lessons. This fully updated fourth edition includes information on all areas of design and technology, and on new subject requirements relating to exam qualifications. It includes three new chapters on the role of critiquing in design and technology education, transitions after secondary design and technology, and using and producing design and technology education research. Designed to be read as a course or dipped into for support and advice, it covers: Each area of design and technology: materials, textiles, electronics and food Integrating new curriculum topics, such as emerging technologies, into your teaching Developing areas of subject knowledge Health and safety Planning lessons Organising and managing the classroom Teaching wider issues through design and technology Assessment issues Your own professional development. Bringing together insights from current educational theory and the best contemporary classroom teaching and learning, this book will prove an invaluable resource for students on all training routes - as well as their mentors - who aspire to become effective, reflective design and technology teachers.

Accessible and engaging, this book offers a comfortable entry point to integrating language instruction in writing units in grades 3-8. A full understanding of language development is necessary for teaching writing in a successful and meaningful way. Applying a Systemic Functional Linguistics (SFL) approach, Maria Brisk embraces an educator's perspective, breaks down the challenges of teaching language for non-linguists, and demonstrates how teachers can help students express their ideas and create cohesive texts. With a focus on the needs of all students, including bilingual and English language learners, Brisk addresses topics necessary for successful language instruction, and moves beyond vocabulary and grammar to address meaning-making and genre. This book provides a wealth of tools and examples for practice and includes helpful instructional resources that teachers can return to time after time. Moving from theory to practice, this teacher-friendly text is a vital resource for courses in language education programs, in-service teacher-training seminars, and for pre-service and practicing English Language Arts (ELA) teachers who want to expand their teaching abilities and knowledge bases. This book features a sample unit and a reference list of instructional resources.

This book is a rich resource for all those who support the learning of teachers. These teachers of teachers (ToTs) may find themselves: Being responsible for staff development within the context of a school; Running a one-off workshop or a longer in-service programme; Teaching university-based elements of an initial teacher preparation (ITP) programme; or Mentoring a trainee during the classroom based elements of their ITP or as part of an ongoing programme of inservice provision. Based on many years of experience in the field as ToTs and researchers, the authors provide strategies which support the following processes and practices: Designing and planning effective programmes to support teacher learning Planning sessions or sequences of sessions on such programmes Engaging in a one-to-one mentoring process Assessing teachers and their learning Managing your personal development as a ToTs

Community colleges serve as the open door to higher education for marginalized, place bound, and/or financially challenged students and communities. One of the key ways marginalization occurs in diverse geographies is through access limitations: access to affordable postsecondary education, access to curricula that lead to viable professions, access to diverse educational role models, and access to employment opportunities that can sustain communities. This underscores the importance of understanding "place" when addressing access and equity in higher education and the role of community colleges. The discussion of access and equity through the community college has implications for teacher education. Considering the documented importance of having a diverse teacher workforce in K-12 schools and the current mismatch between the diversity of students and the teachers in their schools, community colleges have a significant role to play. This book explores many topics related to the community college role in K-12 teacher education, including the community college mission, the policy landscape, partnerships, the transfer function, the community college baccalaureate, and others. Throughout the volume, the authors explore implications of access, equity, and geography and conclude with recommendations to guide future research and practice.

In the era of globalisation and ease of international connectivity and business interactions, professionals from all over the world benefit from having a well-rounded view of business culture and organisational practise at the regional level. Cases on Management and Organizational Behaviour in an Arab Context provides a presentation of teaching cases emphasising the positive and negative experiences on a variety of management topics. Focusing on organisational behaviour and leadership in Arab countries and the impact of culture in management and behaviour, this publication is an essential resource for business professionals, managers and upper-level students seeking real-life examples of management and organisational situations in the Arab business world.

Teacher education is an evolving field with multiple pathways towards teacher certification. Due to an increasing emphasis on the benefits of field-based learning, teachers can now take alternative certification pathways to become teachers. The Handbook of Research on Field-Based Teacher Education is a pivotal reference source that combines field-based components with traditional programs, creating clinical experiences and "on-the-job" learning opportunities to further enrich teacher education. While highlighting topics such as certification design, preparation programs, and residency models, this publication explores theories of teaching and learning through collaborative efforts in pre-Kindergarten through grade 12 settings. This book is ideally designed for teacher education practitioners and researchers invested in the policies and practices of educational design.

This book charts the origins and development of teacher preparation in Scotland from 1872 onwards, covering key milestones in policy and practice, and looking ahead to the future. Rachel Shanks, in this edited collection, brings together a narrative of the drivers influencing teacher preparation in Scotland across the nineteenth, twentieth and twenty-first centuries, answering fundamental questions: How has the role of universities in teacher preparation and the acceptance of education as an academic discipline changed over time? What have been the impact of policy changes such as Curriculum for Excellence and the Donaldson Report 'Teaching Scotland's Future'? What role does partnership-working play in the preparation of teachers in Scotland? The book includes contributions on the historical development of teacher preparation and the current pathways into teaching which include undergraduate degrees, the one year Professional Graduate Diploma in Education, Online and Distance Learning and Masters routes. There are individual chapters on the topics of school placement, teacher induction, Catholic teacher preparation, the Episcopal Teaching Training College, and the preparation of English language teachers. Concluding with suggestions on how teacher preparation may develop in the future, this book is a truly comprehensive record of the historic, current and potential evolution of teacher preparation in Scotland.

Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, England, Finland, The Netherlands, Norway, South Africa and South America to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education.

Early Career Teachers in Higher Education explores the experiences of Early Career Teachers (ECTs) through 13 personal teaching journeys from academics working across Africa, Asia, Australasia, Europe and South America. This edited volume contains the subjective narrative of each contributor's entry into academia, their pedagogic practice and the development of their multiple teaching identities. Their personal narratives and testimonies presented here will provide a valuable resource for ECTs and academics around the world as they begin teaching in higher education. In addition, this edited book highlights contemporary issues, such as precarity, casualisation, fragmentation of academic responsibilities and intersectionality, that shape contemporary ECT workloads.

Teacher candidates need authentic practice with language learners so that they can test and hone their skills based on the concepts learned in their teacher education programs with real students. These candidates need practice before and beyond student teaching and fieldwork. If they are given the chance to practice during as many teacher education courses as possible and have access to language learners throughout their programs, they can focus on applying the specific content of each class they take in a real-world context with real students. Engaging Teacher Candidates and Language Learners With Authentic Practice highlights strategies teacher educators can use to give their teacher candidates authentic practice attached to coursework. By focusing on ways that authentic practice has been integrated into teacher preparation programs and studies that have been realized, this publication will provide practical ways for others to provide this authentic practice, which is much needed in teacher preparation programs. This book highlights topics such as pedagogy, student engagement, and intercultural competence and is ideal for educators, administrators, researchers, and students.

This book reports on a study on physics problem solving in real classrooms situations. Problem solving plays a pivotal role in the physics curriculum at all levels. However, physics students' performance in problem solving all too often remains limited to basic routine problems, with evidence of poor performance in solving problems that go beyond equation retrieval and substitution. Adopting an action research methodology, the study bridges the `research-practical divide by explicitly teaching physics problem-solving strategies through collaborative group problem-solving sessions embedded within the curriculum. Data were collected using external assessments and video recordings of individual and collaborative group problem-solving sessions by 16-18 year-olds. The analysis revealed a positive shift in the students' problem-solving patterns, both at group and individual level. Students demonstrated a deliberate, well-planned deployment of the taught strategies. The marked positive shifts in collaborative competences, cognitive competences, metacognitive processing and increased self-efficacy are positively correlated with attainment in problem solving in physics. However, this shift proved to be due to different mechanisms triggered in the different students.