This book collects the artwork, research, and arts-based educational research understandings around the theme of "connections". It emerges from the 3rd bi-annual 2020 Artful Inquiry Research Group symposium on the theme of "connections". This symposium brought together artists, community members, teachers, students, researchers, and teachers through a virtual platform to explore the way(s) that the arts help to connect people, ideas, places, etc., in this pandemic reality. The book explores four themes: socially engaged connections, cultural connects, personal and pedagogical connections, and making connections during the COVID-19 pandemic. Art plays a predominant role in each chapter, as authors weave together their research and art-based understandings. This book is a valuable teaching resource for undergraduate and postgraduate courses in anthropology, digital ethnography, autoethnography, cultural studies, creativity, and communications. It is of interest to higher education students exploring methodologies and academic researchers and teachers in the fields of creative practice and creativity studies, communications, critical studies, sociology, and the arts.

This book examines challenges associated with the education of teachers in and for rural places. It offers a new perspective with respect to how Canadian educators are shifting the conversation toward a hopeful discourse concerning how educators can foster meaningful rural learning environments, which will contribute to building stronger rural communities and regions. A central focus of the book is emerging reconceptualization of education, place and indigeneity in Canadian education in the wake of the Truth and Reconciliation Commission Though the challenge of addressing rural teaching and learning lies partly in the nuances and complexities of unique places, there are also common threads that affect virtually all communities in rural, regional and remote educational, cultural, economic, and social geographies. Chapters in this collection provide current research in Canadian rural education including examples and stories from the field - contributed by teachers, administrators, and superintendents - on the challenges and creative opportunities that they have discovered in their own rural context, giving hope and inspiration for what is possible. The book will appeal to all readers interested in rural education and teacher education, as well as to those concerned with educational inequality and indigenous education.

Chapter 3 includes 365 social media prompts for academics to use on their own social media platforms. The book will be supported by @academicchatter who will trial suggested posts through their Twitter account to test engagement and also to lead the 365 day challenge once the book is published. The book broadly encompasses applicability with all social media platforms and not just twitter.

- This book provides a systematic comparison of how doctoral thesis are examined around the world. - This book considers case studies of examination practices covering 20 countries which collectively are responsible for over 75% of global doctoral awards. - Adda to the body of literature on doctoral examination by taking into consideration current global developments.

-Offers design educators a comprehensive, hands-on introduction to design education and pedagogy in higher education. -Offers educators concrete methods and strategies to improve design students' learning, holistic development, and design school experience, as well as to help students face challenges posed by the changing nature of the design industry. -Includes international case studies and interviews with thought leaders in design, design education, and higher ed, drawn from across fashion design, architecture, and industrial design. -Written by a leading educator in fashion design.

Joyful Learning: Tools to Infuse Your 6-12 Classroom with Meaning, Relevance, and Fun is a guide for teachers seeking to energize their practice and deeply engage students. Author Stephanie Farley shows how to create student-centered learning experiences that immerse students in meaning, relevance, and joy. She shows how you can foster student engagement and motivation with a combination of choice, challenge, and play, thereby improving learning outcomes. Practical strategies are included in each chapter, such as how to write rubrics that foster effective feedback, how to incorporate performance and competency-based assessment, and how to have students grade themselves through a process of self-evaluation and reflection. Throughout, she offers tools such as targets and rubrics, checklists to guide planning, and prompts that help you apply the ideas to your own assignments and assessments. With the book's specific, immediately applicable examples, you'll be able to help your students feel connected to the lessons, happy about their progress, and joyfully engaged in the learning process.

The demand for effective communication and marketing at the campus level has never been more urgent and yet most administrators come into the role with little public relations expertise or background. Schools must navigate incredibly complex societal issues while they compete for students, engage families, and inspire staff and community members to give their best efforts and support. The Communicating Principal: Practical Strategies for School Leaders provides real-world stories, best-practice guidelines, and practical communication checklists designed to help school leaders better understand their community and bring them in to co-create a vision for positive transformation. From social media and websites to crisis and internal messaging, this book shares systems and supports that make communicating easier and more effective. Every topic is covered from the lens of a principal-what you need, how it can be done quickly and inexpensively, and how to measure success so that it can be shared and replicated. Not every school or district can afford a communication professional; The Communicating Principal is the next best thing.

This narrative ethnography adopts an aesthetic lens to relay the various lived experiences of a non-traditional, Midwestern public high school during its final year in its original building. Extending upon previous research of high school dropouts, I examine how this one particular high school incorporated a self-paced curriculum with a focus on "family" to address the unique learning needs of students at risk of not graduating. By employing elements of grounded theory, narrative inquiry, and autoethnography, I share the stories of Walgut High School's (a pseudonym) roughly sixty students as they struggle to navigate their respective roles in a dominant cultural narrative to which they've never felt like they belonged. Through the extensive and organic voices of the primary participants-as well as my observations of my own participation in the school culture over the course of a year-this project serves to offer insights not only into the school experiences of marginalized adolescents, but also into Walgut's myriad successes and failures. In particular, this piece highlights the vitality of unconditionally caring or "hospitable" teachers (Derrida, 2000), while ultimately questioning the presumed utility of a high school diploma. The story concludes not by lauding the alternative mine created for Walgut's canaries, but by questioning the purpose and stability of all scholastic minds. As American schools continue making strides to accommodate and support the complex and oftentimes contradictory needs of their students, what it means to succeed as a teacher in (and prepare teachers for) these diversified, inclusive learning spaces is growing increasingly complicated. Indeed, given the shifting paradigm of American public education, teacher preparation programs must continue to adapt their practices and philosophies in order to equip their teacher candidates with the skills needed not only to thrive but also find purpose and meaning in schools similar to this project's Walgut. While this book doesn't claim to offer any answers to the myriad questions concerning the future of public schools, it does endeavor to offer a springboard from which all education stakeholders can continue engaging in healthy and productive discussions of how best to prepare students (and teachers) for autonomous, democratic, curious, creative, and compassionate citizenship both in and apart from their academic communities. To this end, rather than write from a detached, traditionally academic vantage, I have sought in these pages to compose from a personal (albeit limited), passionate (albeit subjective) and participatory (albeit someone marginalized) perspective. In my pursuit of social justice for the characters of Walgut High School, I begin first by exposing my own privileged role in perpetuating injustice. Only through recognizing and naming our own demons can we ever begin to exorcize the System writ large. Thus, in this book's lack, there is possibility; in its futility, hope.

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.

The chapters in this text are designed to provide administrators and leaders with background and strategy to help assist them in designing their own "play" calls when dealing with employees, unions, and labor leadership. Each chapter herein contains "Coaches Corner" and "You Make the Call" case study sections to help review the educational leadership message that was set forth in the pages of the chapter and provide a real-life inbox scenario for leaders and aspiring school executives who can discuss different play calls to utilize in specific circumstances. Sharing these discussions among students and leadership teams allows for growth and a sharing of ideas among individuals in the field.

The revised edition of A Different View of Urban Schools updates a unique story about the realities of urban education in America and provides new insights on the origin of urban education issues; the route to a diverse and effective teaching force; and the impact of federal legislation and corporate involvement on urban schools. Dr. Epstein's analysis of problems is fascinating; her program for the creation of joyful engaging education is equally impressive. The result is a new perspective on what educational reform requires in American cities. This book will be useful to teachers, policy makers, school board members, and parents as well as in classes in multicultural education, ethnic studies, and the social foundations of education.

Within educational research, the over-disciplining of Black and Indigenous students is most often presented as a problem located within pathologized or misunderstood communities. That is, theories and proposed solutions tend toward those that ask how we can make students of color from particular backgrounds more suited to US educational standards rather than questioning the racist roots of those standards. Tender Violence in US Schools takes as a provocation this "discipline gap," in exploring a thus far unconsidered stance and asking how white women (the majority of US teachers) have historically understood their roles in the disciplining of Black and Indigenous students, and how and why their role has been constructed over time and space in service to institutions of the white settler colonial state.

Building on the formative work of High Leverage Practices (HLP) for Inclusive Classrooms, this critical companion explores how HLP can be applied to the education of students with extensive support needs (ESN). Each chapter walks readers through a different HLP, exploring its implications for students with ESN and aligning it with current practice, supports, and terminology. Edited by researchers and teacher educators with decades of experience in serving students with ESN and their teachers, this book is packed with rich examples of and detailed supports for implementing HLPs to ensure every student has access to all aspects of their school community.

Building on the formative work of High Leverage Practices (HLP) for Inclusive Classrooms, this critical companion explores how HLP can be applied to the education of students with extensive support needs (ESN). Each chapter walks readers through a different HLP, exploring its implications for students with ESN and aligning it with current practice, supports, and terminology. Edited by researchers and teacher educators with decades of experience in serving students with ESN and their teachers, this book is packed with rich examples of and detailed supports for implementing HLPs to ensure every student has access to all aspects of their school community.

This rich collection of essays offers a broad array of perspectives from prominent international 'philosophy for/with children' (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula. The book considers the deep and varied points of contact that exist between the pedagogical and philosophical principles of the philosophical community of inquiry and teacher education and training programs. It is designed to help improve education systems worldwide as they seek to shift their attention towards the student, student inter-relations, and student-other relations and foster independent high-order, critical, creative, and caring thinking within democratic, pluralistic societies. It proposes an innovative, creative way of approaching teacher education and training-a central subject in today's educational world. Offering diverse perspectives on integrating progressive educational philosophy and contemporary pedagogy, Philosophy with Children and Teacher Education is a must-read for all those studying philosophy for/with children and researching in this area.

This volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future. Paving the way to a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors.

This book tells about an exemplary high school Chinese language arts teacher's effort in nurturing life-long readers and writers under the test-driven culture in China's society. It looks closely at his everyday literacy practices, focuses on his ways of creating authentic reading and writing spaces for students beyond test preparation. With the lens of social constructivism, the case study reveals his efforts of creating safe learning environment, modeling his literate life, connecting real life with literacy learning and building a school-wide literate life for students. Furthermore, he also collaborates with other Chinese language arts faculty, reaches out to school administrators and educators to gain any potential teaching resource for students. The findings indicate exemplary teachers are not only equipped with professional knowledge but also inter/intrapersonal knowledge and practical knowledge in their teaching career, which might be enlightening in today's high-stakes testing culture. The book will appeal to scholars of literacy education and teacher education, as well as pre-service & in-service teachers.

This critical volume provides accessible examples of how K-12 teachers use systemic functional linguistics (SFL) and action research to support the disciplinary literacy development of diverse learners in the context of high stakes school reform. With chapters from teachers, teacher educators, and researchers, this book paves the way for teachers to act as change agents in their schools to design and implement meaningful curriculum, instruction, and assessment that builds on students' cultural and linguistic knowledge. Addressing case studies and contexts, this book provides the framework, tools, and resources for instructing and supporting multilingual students and ELL. This volume - intended for pre- and in-service teachers - aims to improve educators' professional practice through critical SFL pedagogy, and helps teachers combat racism and anti-immigrant rhetoric by contributing to an equity agenda in their schools.

Teachers are virtually never taught how learners make decisions about studying, concentration and participation, and are not able to find this in educational literature. The Behavioural Learning Classroom breaks new ground, allowing teachers to harness their students' traits and quirks to produce a more effective and compassionate classroom. Important lessons from behavioural science Optimising lesson design Effective (home)work Marking and feedback Rewards and sanctions The physical environment of the classroom Pupil behaviour Designing behavioural experiments and analysing data Supported by fundamental findings in behavioural science, this book provides practical, accessible, tried and tested techniques to improve the mental wellbeing of pupils and teachers alike. It is an enjoyable and accessible read for any teacher or school leader who wants to enhance their pupils' experience of learning.

This textbook is a comprehensive resource for teaching multicultural children's literature. Providing foundational information on how and why to integrate diverse children's literature into the classroom, this book presents a necessary historical perspective on cultural groups in the United States and context for how to teach children's literature in a way that reflects and sustains students' rich cultural backgrounds. The historical insights and context on diverse cultural groups at the heart of the book allow readers to deepen their understanding of why teaching about cultural diversity is necessary for effective and inclusive education. Part I offers foundational information on how to teach children's literature in a diverse society, and Part II overviews pedagogy, resources, and guidance for teaching specific culturally and linguistically marginalized groups. Each chapter contains book recommendations, discussion questions, and additional resources for teachers. With authentic strategies and crucial background knowledge embedded in each chapter, this text is essential reading for pre-service and in-service teachers and is ideal for courses in literature instruction, multicultural education, and English methods.

The Sixth Edition of this comprehensive resource helps future and practicing teachers recognize and assess literacy problems, while providing practical, effective intervention strategies to help every student succeed. DeVries thoroughly explores all major components of literacy, offering an overview of pertinent research, suggested methods and tools for diagnosis and assessment, intervention strategies and activities, and technology applications to increase students' skills. Substantively updated to reflect the needs of teachers in increasingly diverse classrooms, the Sixth Edition addresses scaffolding for English language learners and the importance of using technology and online resources. It presents appropriate instructional strategies and tailored teaching ideas to help both teachers and their students. The valuable appendices feature assessment tools, instructions, and visuals for creating and implementing the book's more than 150 instructional strategies and activities, and other resources. New to the Sixth Edition: Up-to-date and in line with national, state and district literacy standards, this edition covers the latest shifts in teaching and the evolution of these standards. New material on equity and inclusive literacy instruction; understanding the Science of Reading; using technology effectively; and reading and writing informational and narrative texts. New intervention strategies and activities are featured in all chapters and highlight a stronger technology component. Revamped Companion Website with additional tools, videos, resources, and examples of teachers using assessment strategies.

This edited collection documents the challenges experienced by teacher educators, in-service teachers and student teachers in Hong Kong triggered by protests, civil unrest and the global outbreak of the Covid-19 pandemic, and identifies innovative practices in curriculum, pedagogy and assessment that have enabled them to overcome the challenges in online teaching. It offers implications for teacher professional development through reflective practices and the enhancement of the scholarship of teaching and learning in the teacher education sector in Hong Kong and beyond. Teaching and learning in various education sectors in Hong Kong experienced unprecedented challenges starting in late 2019. The suspension of face-to-face teaching resulted in the reliance on e-technology and online teaching and learning. Many teachers and students felt unprepared and thus experienced emotional distress. On the other hand, the challenges opened up opportunities for teacher educators to revamp their instructional and assessment practices to cater for students' learning needs in the online environment. The chapters are split into five sections, covering the situation of teacher education in challenging times, stakeholders' experiences and challenges in teaching and learning, curriculum and pedagogical innovations, assessment and feedback practices and finally scholarship of teaching and learning. The book will be of particular interest to those who are committed to professional development through strengthening their reflective practice, online teaching and the scholarship of teaching and learning. It will also be an ideal text for education scholars and postgraduate students in curriculum planning, innovative online pedagogies and assessment practices in teacher education and the broader higher education context.

Sixty-seven years after Brown V. Board of Education, public education is more segregated and entrenched in white supremacy than in the Jim Crow Era of this nation. The authors argue that an equitable education begins when we remove white supremacy from our teacher preparation programs. This book analyzes the multiple ways in which educator preparation programs continue to center whiteness and white supremacy. Innovative and affective practices are offered by the authors to enhance our educator preparation programs to center the lived experiences of students with marginalized identities in order to create a high-quality, equitable, educational experience.

This open access book shares revealing insights into the development of mathematics education research in Germany from 1976 (ICME 3 in Karlsruhe) to 2016 (ICME 13 in Hamburg). How did mathematics education research evolve in the course of these four decades? Which ideas and people were most influential, and how did German research interact with the international community? These questions are answered by scholars from a range of fields and in ten thematic sections: (1) a short survey of the development of educational research on mathematics in German speaking countries (2) subject-matter didactics, (3) design science and design research, (4) modelling, (5) mathematics and Bildung 1810 to 1850, (6) Allgemeinbildung, Mathematical Literacy, and Competence Orientation (7) theory traditions, (8) classroom studies, (9) educational research and (10) large-scale studies. During the time span presented here, profound changes took place in German-speaking mathematics education research. Besides the traditional fields of activity like subject-matter didactics or design science, completely new areas also emerged, which are characterized by various empirical approaches and a closer connection to psychology, sociology, epistemology and general education research. Each chapter presents a respective area of mathematics education in Germany and analyzes its relevance for the development of the research community, not only with regard to research findings and methods but also in terms of interaction with the educational system. One of the central aspects in all chapters concerns the constant efforts to find common ground between mathematics and education. In addition, readers can benefit from this analysis by comparing the development shown here with the mathematical education research situation in their own country.

Elementary Online Learning offers school- and district-level leaders and administrators a field-tested approach to developing formal and interdisciplinary online education, in-house and from scratch, for grades K-5. While it is possible today to purchase off-the-shelf online platforms from for-profit companies, many elementary schools have the option of creating their own programs, curricula, and instructional strategies that are deliberately tailored to the strengths and needs of their own communities. This book provides practical and effective approaches to cohesive, data-driven program design, synchronous and asynchronous teaching, professional development, family partnerships, and much more. Each chapter is full of research-based ideas, recommendations, and prompts that will help schools yield online education that is interdisciplinary, socially just, and student-driven.