The first resource to combine the theory of globalizing education preparation programs (EPP) with practice collected from all regions of the world, At School in the World: Developing Globally Engaged Teachers makes the case for the importance of and necessity for incorporating global citizenship and intercultural competence development into education curricula at all levels and in every region of the world. Through insights from the field and practical examples, along with its broad scope, this comprehensive work aims to help teacher educators, teachers, and education policy developers to: develop their awareness of the importance of internationalization of teacher education; develop their intercultural competence; and learn strategies for incorporating global approaches in their courses and programs. This volume includes the voices of 47 emerging and distinguished intercultural education scholars from over ten countries, providing a breadth and depth of experiences and practices never before collected in one book. This is an ideal resource for division leaders of EPP at colleges and universities, education policy developers, teacher preparation faculty, and pre- and in-service teachers (undergraduate as well as graduate).

This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions. The current nature of our complex, rapidly changing world makes it imperative that colleges and universities worldwide find ways to educate their students in new and better ways: this is reflected in a change in focus from teaching and testing to maximizing student learning in line with the core mission of ADCs to ensure students achieve the best possible learning outcomes. This handbook builds on this transformation, as well as the foundational ADC structure and programming guidelines established by the Professional and Organizational Development Network, to offer a comprehensive exploration of professional development in the sector. This handbook is global in scale and comprehensive in scope, addressing various key topics such as organizational structure and leadership, funding, and program design. It calls for professors and academics to reflect on and adapt their methods of teaching independent to their research, and provides helpful frameworks and case studies for researchers designing centers or seeking models for additional programs.

* Addresses a growing interest in understanding the unique epistemological perspectives of historically silenced groups and how those perspectives might both challenge hegemonic norms and expand opportunities for belongingness. * Contributors include the leading foundational and contemporary voices on the positionality and contributions of Black women in U.S. higher education * Emphasizes Black female agency as the authors propose equity-based policies and practices that facilitate inclusion

This edited volume discusses major issues in present-day science and technology education (STE). It is divided into three thematic sections: philosophical foundations and curriculum development; sustainable development, technology and society; and the learning sciences and 21st century skills. Section I examines the history and future of STE curriculum development, along with specific issues within this dynamic area. Section II explores sustainable development in three important aspects: economic development, social development, and environmental protection. Section III covers the 21st century skills that are of overarching importance to the success of learners in school and the world of work. Anchoring each chapter is an assemblage of veteran science and technology education specialists selected from across the world. The book's target is a worldwide audience of undergraduate / post-graduate students and their teachers, as well as researchers. This book's exploration of the ever-increasing advances in STE and its narrative writing style will be of interest to a broad range of readers.

This volume brings together a diverse group of scholars to address a topic that has not received the attention it deserves: the continuing professional development of faculty members who educate prospective teachers. It argues the case that more and better professional development for teacher educators is essential. This book takes a broad-based view of professional development for teacher educators and focuses on endeavors that can be integrated as fully as possible into ongoing responsibilities. Also discussed is how teachers might nourish their collective commitment as a faculty to an ethos and a culture that can also maximize their growth as scholars and their ability to serve a variety of clients better than at present. In addition, it addresses the particular challenges confronting clinical faculty members, their responsibilities, and the relationship between faculty members in schools and colleges of education and those in elementary and secondary schools who assume these evolving clinical roles in many instances.

Teacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result.

The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back.

In an age where practitioner inquiry and action research have often been 'hijacked' for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers' work.

The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model - engineered from less enduring materials - to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today's conservative educational trends and make teacher professional development a force for genuine progress once again.

They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.

Teacher development has come under close scrutiny through which it has become clear that previous assumptions about linking staff development and effective changes confined to specific innovations were too limited. This collection traces the link between teacher development and education change. Each of the chapters helps the understanding of teacher development and points to directions for reform and the improvement of practice. Together they draw on empirical work in Canada, England and the United States, addressing all issues of educational change.

Teacher leadership is a challenge. Frequently, those selected to serve as teacher leaders have no formal training and are provided with limited guidance. Yet, teachers expect teacher leaders to have an extensive "toolbox" containing strategies that can be used to improve educator effectiveness. This book is intended to provide teacher leaders with a repertoire of high-quality "tools" they can immediately and effectively use to complete their job responsibilities. More specifically, the reader will be provided with tools and strategies for leading groups and professional learning activities, collecting and analyzing data and student work, and organizing and facilitating mentoring programs and teacher action research projects. The teacher leader that reads this book will have the tools of a "master craftsman", making them capable of building a better future for teacher and their students.

The 'Insider Guides to Success in Academia' offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia. These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often implicit rules of the game - the things you need to know but usually aren't told by institutional postgraduate support, researcher development units, or supervisors - and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia. Thriving in Part-Time Doctoral Study is a practical guide, designed to support part-time doctoral researchers in navigating their learning experience and providing them with the tools they need to succeed in academia, alongside the work and life challenges they may be facing. Featuring eight highly practical chapters, this book covers every aspect of the part-time doctoral journey from initial planning right through to completion. Easy to dip in and out of with realistic advice, learning points and reflective activities based on real experiences, this book: Reflects a diversity of voices across academic disciplines Features real world examples from doctoral researchers Can be referred to throughout the doctoral journey This key resource will support the reader in considering how best to access and draw on the communities of support available, get the most from a supervisory team, and build professional networks. It recognises that each student's learning pathway is different and offers support to allow each individual to take control and make it their part time doctorate.

Teacher leadership is a challenge. Frequently, those selected to serve as teacher leaders have no formal training and are provided with limited guidance. Yet, teachers expect teacher leaders to have an extensive "toolbox" containing strategies that can be used to improve educator effectiveness. This book is intended to provide teacher leaders with a repertoire of high-quality "tools" they can immediately and effectively use to complete their job responsibilities. More specifically, the reader will be provided with tools and strategies for leading groups and professional learning activities, collecting and analyzing data and student work, and organizing and facilitating mentoring programs and teacher action research projects. The teacher leader that reads this book will have the tools of a "master craftsman", making them capable of building a better future for teacher and their students.

* Aligned with CCSS in ELA and math, and NAGC's gifted programming standards * Able to be used in both general and gifted programs, and can be adapted for solo or class-wide use. * Features detailed lesson plans, handouts, and answer keys/rubrics to make it easy for teachers to quickly use this in their classrooms.

Addressing underlying issues in science education and teacher training, which contribute to continued underrepresentation of racial and ethnic minority students in STEM and STEAM subjects and careers, this timely volume illustrates how a critical postmodern science pedagogy (CPSP) can be used effectively to raise awareness of diversity issues amongst preservice teachers. Using a case study design consisting of class observations, interviews, content analysis, questionnaires, and instructional interventions in preservice teacher training, the volume bridges science and multicultural education and investigates how curricular development and teacher preparation can be used to ensure that science education itself promotes diversity within STEM, and throughout education. Chapters also examine the intersections of science education and science literacy for both students and teachers and, in doing so, promote the importance of positive and accurate representation of diversity within science and research discourse. The book attempts to raise awareness regarding the need for meaningful curricular reform that creates real opportunities to address historical and scientific misinformation, while increasing diversity and inclusion in schools and society. This important text will be of interest to postgraduate students, researchers, scholars, and preservice teachers in the fields of science and mathematics education, STEM, multicultural education, teacher education, urban education, and the sociology of education.

This book shows the results of research in different countries on how to measure digital competence among future generations of teachers and facing the challenges brought by the convergence of analogue and digital media. This book provides answers to the research questions: How should the key competencies related to media pedagogy be effectively measured and compared? What is the level of digital literacy of pre-service teachers in selected countries? The individual chapters are based on a systematic review of research results (from the last two decades) to show trends related to changes in measurement and levels of digital competence. This book is valuable for researchers training future generations of teachers in the use of new media as well as to those trying to measure the development of the information society, as well as those conducting research in the field of comparative pedagogy (including the transfer of the most effective solutions in the field of media pedagogy).

This second volume of Diverse Pedagogical Approaches to Experiential Learning (Palgrave, 2020) contains a new collection of experiential learning (EL) reflections, case studies, and strategies written by twenty-eight authors across sixteen academic disciplines. Like the first volume, the chapters describe the process of developing, implementing, facilitating, expanding, and assessing EL in courses, programs, and centers both locally and globally. The authors take on new themes in this collection, including discussions on the intersections of experiential learning with race and privilege, cross-cultural competencies, power and gender, professional development and vocational discernment, self-inquiry and reflection, social justice, and more. The authors also address the importance of adapting new pedagogical approaches to EL in response to challenges in higher education presented by the global coronavirus pandemic.

In spite of millions of dollars spent on professional development for teachers, the dream of providing every child with the great teacher they deserve always seems just out of reach. With each new education product and innovation promising to transform teaching and learning, the myth of a silver bullet to cure education's ills is perpetuated. But the silver bullet is already in the classroom: the teacher. Every teacher has the ability to transform their practice if he or she is willing to look inside themselves to make the changes necessary. By using methods described inNavigating the Labyrinth: Teacher Empowerment Through Instructional Leadership, educators can establish a metacognitive process for how they recognize what beliefs they have about how students learn, how they approach research so that it drives instructional decisions, and how they design and deliver instruction that ensures student learning at the highest level. This process is the foundation of effective pedagogy. Daily practice of these methods can establish a standard of professionalism that inoculates teachers against the everchanging "shiny things" in the profession and enable them to become strong instructional leaders.

In spite of millions of dollars spent on professional development for teachers, the dream of providing every child with the great teacher they deserve always seems just out of reach. With each new education product and innovation promising to transform teaching and learning, the myth of a silver bullet to cure education's ills is perpetuated. But the silver bullet is already in the classroom: the teacher. Every teacher has the ability to transform their practice if he or she is willing to look inside themselves to make the changes necessary. By using methods described inNavigating the Labyrinth: Teacher Empowerment Through Instructional Leadership, educators can establish a metacognitive process for how they recognize what beliefs they have about how students learn, how they approach research so that it drives instructional decisions, and how they design and deliver instruction that ensures student learning at the highest level. This process is the foundation of effective pedagogy. Daily practice of these methods can establish a standard of professionalism that inoculates teachers against the everchanging "shiny things" in the profession and enable them to become strong instructional leaders.

Along with the infamous "Reviewer 2," journal editors are a leading cause of angst among scholars. When editors are bad at their jobs, careers are damaged, reputations of journals suffer, and the overall scholarship within a field is weakened. Yet, despite their importance to the practice of academia, most editors do not receive any formal training on the editing process. Even well-published authors face a steep learning curve when navigating all of the moving parts of a scholarly journal and providing quality feedback to authors. This book is intended to be a guide for scholarly journal editors. It walks current and prospective editors through the various steps of the editing process, including establishing an editorial vision, creating editorial teams/boards, interpreting reviewers' comments and writing decision letters, and publicizing published articles and improving journal metrics. A secondary goal of the book is to provide authors with a peek inside the process of journal editing. By better understanding the decisions that editors make, authors can make more informed choices about which journals they should submit their work, as well as improve their chances for publication.

The 'Insider Guides to Success in Academia' offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia. These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often implicit rules of the game -- the things you need to know but usually aren't told by institutional postgraduate support, researcher development units, or supervisors -- and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia. This engaging, researcher-centred guide offers early career researchers foundational grants literacy that will serve them throughout their careers. It provides an insight into the culture of grantseeking, as well as tactics for grant-writing. Getting Research Funded provides clear strategies on how to stage your research and understand project development, find aligned funding bodies and schemes, build strong research teams and partnerships, get the project right, and effectively plan your grantseeking. Based in Australia and the UK, the authors use their knowledge and extensive engagement with global researcher cohorts to offer a well-honed understanding of the funding landscape, the pressures and priorities affecting ECRs, and the best way to support them in effective grantseeking. This book is ideal reading for anyone looking for a succinct and supportive guide to ensure they have all the tools to get their research funded.

This book discusses examples of discrete mathematics in school curricula, including in the areas of graph theory, recursion and discrete dynamical systems, combinatorics, logic, game theory, and the mathematics of fairness. In addition, it describes current discrete mathematics curriculum initiatives in several countries, and presents ongoing research, especially in the areas of combinatorial reasoning and the affective dimension of learning discrete mathematics. Discrete mathematics is the math of our time.' So declared the immediate past president of the National Council of Teachers of Mathematics, John Dossey, in 1991. Nearly 30 years later that statement is still true, although the news has not yet fully reached school mathematics curricula. Nevertheless, much valuable work has been done, and continues to be done. This volume reports on some of that work. It provides a glimpse of the state of the art in learning and teaching discrete mathematics around the world, and it makes the case once again that discrete mathematics is indeed mathematics for our time, even more so today in our digital age, and it should be included in the core curricula of all countries for all students.

The book addresses two key barriers to school improvement that are currently impacting educators and school leaders. The first is the churn of constant change in the form of multiple initiatives and compliance overload experienced by today's educators. It is not uncommon to hear a teacher say, "I can't focus on the kids; there are just too many things to do. I'm overwhelmed." Has change itself become a distraction? Has it forced educators to move not toward but away from their primary focus - student learning? The second barrier is a dependency on outdated assumptions, or roadblock thinking, that cause schools to act in ways contrary to sound educational practice. This book challenges educators to embrace forward thinking. Instead of depending on the next newest innovation or program or falling back to "the way we have always done it," the CAR provides a framework that allows educators and school leaders to equitably and coherently address student learning by engaging in the deep conversations that are vital to effective practice. The book offers a universal blueprint that coherently and strategically connects curriculum standards, student learning, professional learning, and school culture to achieve meaningful and sustainable change that directly impacts student outcomes.

Designed to assist educators of young children in building awareness of their roles as members of a global community in an increasingly divided world, this essential guide is an illuminating resource which answers the question: "Is it possible to teach global citizenship in the first five years of life?" Global Citizenship Education for Young Children takes a close look at the practice of two preschools with vastly different histories, curricula and demographics and introduces readers to the range of possibilities that exist within early childhood global citizenship education. Snapshots of practice, strategies to employ and opportunities for self-reflection provide readers with concrete guidance for how to build learning environments that encourage global citizenship in the first years of life.

Unequivocally, advocacy for bilingual learners has been at the forefront of educators' work and has also led to critical theoretical advancements and policies. Nevertheless, the bilingual education field has been challenged by "unsystematic curricular innovations and few important pedagogical advances" (Garci a, in Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on curricular and pedagogical innovations in bilingual teacher education and its impact on bilingual curriculum and instruction is still nascent. This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings. As such, two main questions guiding the orchestration of the volume are: (a) What innovative curricular and pedagogical designs characterize the field of bilingual teacher education in 21st century? and (b) How do or could these innovative curricular and pedagogical approaches for educating future bilingual teachers influence teacher practices in bilingual contexts for advancing curriculum, pedagogy and the achievement of bilingual learners? Following the knowledge construction process characterizing how new curricular and pedagogical developments are established in the field of bilingual teacher education, a distinctive feature of the volume pertains to how its twelve chapters are organized along efforts to develop, implement, and/or research innovative bilingual teacher preparation practices from a range of theoretical, analytical, and research traditions.

The book addresses two key barriers to school improvement that are currently impacting educators and school leaders. The first is the churn of constant change in the form of multiple initiatives and compliance overload experienced by today's educators. It is not uncommon to hear a teacher say, "I can't focus on the kids; there are just too many things to do. I'm overwhelmed." Has change itself become a distraction? Has it forced educators to move not toward but away from their primary focus - student learning? The second barrier is a dependency on outdated assumptions, or roadblock thinking, that cause schools to act in ways contrary to sound educational practice. This book challenges educators to embrace forward thinking. Instead of depending on the next newest innovation or program or falling back to "the way we have always done it," the CAR provides a framework that allows educators and school leaders to equitably and coherently address student learning by engaging in the deep conversations that are vital to effective practice. The book offers a universal blueprint that coherently and strategically connects curriculum standards, student learning, professional learning, and school culture to achieve meaningful and sustainable change that directly impacts student outcomes.

Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process. Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces. These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.

Written by reading research expert Keith Topping, who has had many roles in assessment, including serving on the International Reading Association task force. Appropriate for a variety of educators who make decisions on reading programs, including teachers, instructional/literacy coaches, librarians, curriculum supervisors, and more. Contains practical strategies that districts can use to improve implementation of online tools, which are growing in importance due to COVID-19.