Teaching at Scale explores the characteristics and parameters of large-scale online learning by identifying, in its perceived drawbacks, a wealth of educational opportunities in disguise. Scalable learning platforms have exploded in popularity over recent years, with MOOCS (massive open online courses), online degree programs, informal learning communities, and alternative credentials all drawing significant enrollments. But, as many educators are asking, are the challenges to delivering education at scale too great and the compromises too many? This book guides instructors to leverage their complex responsibilities-open-ended assessments at scale, individuated feedback to students, academic integrity in less controlled environments, and more-into significant assets. Informed by real-world institutional experience as well as key research in cognitive science and the learning sciences, each chapter provides practical strategies for educators and administrators seeking to solve problems and fulfill the high-quality, broad-access potential of large-scale instruction for lifelong learners.

Written by a teacher for teachers, Teaching Resilience and Mental Health Across the Curriculum is an integrative approach to pedagogy for educators at the high school and college level to survive, thrive, and sustain in the profession. Blending theory, research, and practice for a comprehensive program for teachers to incorporate well-being tools into the classroom, each of the book's five foundations includes engaging information, strategies, real-world examples, interactive reflection questions, and activities that can be directly applied to teaching and life. Practical guidance in designing real-world curriculum is offered alongside accessible strategies for engagement, investment, and active learning in student-centered classrooms. An essential guide for teachers, it includes techniques for incorporating well-being that are grounded in culturally responsive teaching, trauma-informed instruction, mental health, resilience, and emotional literacy. Teachers will also gain insight on how to make the career sustainable through practices for self-compassion and authentic self-care so they can not only survive, but flourish in and out of school. For all the challenges that students and teachers face, this book defines what it means, and what it takes, to teach in today's classrooms.

Offers a combination of a critical approach to education and psychology alongside a focus on professional dialogue, aimed at psychologists, educational professionals and those who work with them. Provides an alternative approach to the current focus in education establishments (which include instrumentalism and performativity) to support and improve relationships and mental health (particularly relating to teachers, parents and young people). This book addresses a fundamental issue for psychologists in the Western world in that it challenges the profession to uphold a moral and ethical practices.

- 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.

Digital Humanities Workshops is the first volume to focus explicitly on the most common and accessible kind of training in digital humanities (DH): workshops. Drawing together the experiences and expertise of dozens of scholars and practitioners from a variety of disciplines and geographical contexts, the chapters in this collection examine the development, deployment, and assessment of a workshop or workshop series. In the first section, "Where?", the authors seek to situate digital humanities workshops within local, regional, and national contexts. The second section, "Who?", guides readers through questions of audience in relation to digital humanities workshops. In the third and final section, "How?", authors explore the mechanics of such workshops. Taken together, the chapters in this volume answer the important question: why are digital humanities workshops so important and what is their present and future role? Digital Humanities Workshops examines a range of digital humanities workshops and highlights audiences, resources, and impact. This volume will appeal to academics, researchers and postgraduate students, as well as professionals working in the DH field.

Teaching and Learning History Online: A Guide for College Instructors offers everything a new online history instructor needs in one package, including how to structure courses, integrate multimedia, and manage and grade discussions, as well as advice for department chairs on curriculum management, student advising, and more. In today's technological society, online courses are quickly becoming the new normal in terms of collegiate instruction, providing the ideal environment to "flip the classroom" and encourage students to hone critical thinking skills by engaging deeply with historical sources. While much of the attention in online teaching focuses on STEM, business, and education courses, online history courses have also proven consistently popular. However, due to the COVID-19 pandemic, new history instructors are rushed into online teaching with little or no training or experience, creating a need for a guide to ease the transition from classroom to online course development and teaching. A timely text, this book aims to provide both new and experienced college history teachers the information they need to develop dynamic online courses.

Teaching and Learning History Online: A Guide for College Instructors offers everything a new online history instructor needs in one package, including how to structure courses, integrate multimedia, and manage and grade discussions, as well as advice for department chairs on curriculum management, student advising, and more. In today's technological society, online courses are quickly becoming the new normal in terms of collegiate instruction, providing the ideal environment to "flip the classroom" and encourage students to hone critical thinking skills by engaging deeply with historical sources. While much of the attention in online teaching focuses on STEM, business, and education courses, online history courses have also proven consistently popular. However, due to the COVID-19 pandemic, new history instructors are rushed into online teaching with little or no training or experience, creating a need for a guide to ease the transition from classroom to online course development and teaching. A timely text, this book aims to provide both new and experienced college history teachers the information they need to develop dynamic online courses.

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.

This book explores the perception, construction and performance of professional identities in initial teacher education (ITE). Drawn from a collection of narrative data from postgraduate students, the author explores these topics through school placement, career choice motivations, the attractiveness of the teaching profession, the presentation of personal and professional selves, and professional standards. The findings of this study can be applied across both European and global dimensions. The use of narrative methodology for data collection, in addition to the implementation of various theoretical frameworks, ensures that the book holds a wide appeal. Interweaving theory with personal experiences, this reflective book will appeal to students and scholars of ITE, as well as early career researchers and practitioners.

This book presents original research into language teacher education (LTE) activities in digital spaces, making use of a multimodal Conversation Analysis (CA) approach to examine multiple datasets and bring new insights into the theory, research, and practice of second/foreign language teacher education. The author conceptualizes a model of Conversation Analytic Language Teacher Education (CALTE), proposing a new knowledge base for LTE, identifying research-informed defining features, mapping the scope of an original praxis base, and providing research evidence from the implementation of this approach in and for digital spaces. The result is an argument for wide implementation and on-going improvement of the CALTE approach, and the book will be of interest to language teacher education professionals, multimodal CA researchers, and applied linguists.

An invitation to write, to play, to be affected, to be permissive in taking note: all these gestures of freedom compose Novel Education. Britzman opens the crypt of research to and finds the perils and pleasures of narrating life in the human professions. It is at once an introduction to psychoanalytic theories of everyday education and a guide to perplexed learning. Each chapter considers the situation of pedagogy through the dream of education and analyzes learning through its emotional experiences and passions. New attention is given to aesthetic conflicts made from trying to know intersubjective life. Topics include studies of inhibition, sexuality, aggression and depression, the problems of sexual enlightenement, the uses of free association and the transference, and the play between creativity and anxiety. The second edition includes a new opening note on the problems of experience and case writing for the human sciences. A concluding chapter, "Writing on the Mind" joins a theory of group psychology to new formulations on creativity for students, teachers, parents, analysts, and children. This thought-provoking book is essential reading for undergraduates and graduates students, those teaching and learning in professional education in the fields of counseling, social work, education, and psychotherapy and anyone involved in the learning lives of others. An invitation to write, to play, to be affected, to be permissive in our note taking: All these gestures of freedom compose the play of novel education.

A manual for teaching Young Adult Literature, this textbook presents perspectives and methods on how to organize and teach literature in engaging and inclusive ways that meet specific educational and programmatic goals. Each chapter is written by an expert and offers a rich and nuanced approach to teaching YA Literature through a distinct lens. The effective and creative ways to construct a course explored in this book include multimodal, historical, social justice, place-based approaches, and more. The broad spectrum of topics covered in the text gives pre-service teachers and students a toolbox to select and apply methods of their choosing that support effective reading and writing instruction in their own contexts, motivate students, and foster meaningful conversations in the classroom. Chapters feature consistent sections for theory and practice, course structure, suggestions for activities and assessments, and takeaways for further discussion to facilitate easy implementation in the classroom. This book is an essential text for pre-service teachers of English as well as professors and scholars of Young Adult Literature.

Learn how to effectively lead and make an impact in early childhood and primary school settings. The New Leader's Guide to Early Childhood Settings explores how to empower educators and caregivers, advocate for early intervention, promote culturally responsive teaching, and confront common fears and hurdles. Packed with helpful resources and strategies, chapters feature key tips about effective communication, leveraging technology, and questions for reflection. Practical and accessible, this engaging guidebook delivers quick, effective advice whether you're just starting out or are an experienced leader newly jumping into the early years.

Harnessing Formative Data for K-12 Teachers prepares teachers to apply real-time formative data to classroom instruction amid the expansion of online and blended learning in schools. In today's changing, technology-enhanced educational landscape, teachers must rethink how to generate and use formative data to inform planning and develop systems that lead to all students' success. This book's strategic insights into actionable formative data use will yield differentiated supports for students, helping teachers to foster greater academic outcomes, independent self-monitoring, and readiness for college, career, and lifelong learning. Each chapter includes connections to social justice, best practices for applying data points and field-tested tips for technology integration, and a host of interactive planning guides to support implementation.

The Asia literacy dilemma brings forward a novel approach to the long-standing global debates of Asia-related teaching and learning. By bringing into focus 'Asia' as a curriculum area, the book provides original commentary on the rationale and feasibility of 'Asia literacy' and its role and significance within and for twenty-first-century education. The book's unique contribution lies in a comprehensive problematisation of 'Asia' as planned, enacted and experienced curriculum, bringing together policy, teacher practice and student experiences to present an extensive discussion. By contextualising the problematics of Asia-related curriculum within contemporary national and transnational curriculum challenges, Cairns and Weinmann take account of conflicting discourses of nation-building, ethnocentrism, transnationalism, geo-economics and the purposes of twenty-first-century education. Its use of interview data with teachers and students recentres key actors that are often sidelined in official curriculum policy discourse. The book also introduces the concept of curricularisation to describe the process through which objects and discourses of curriculum are produced and reproduced. In doing so, the book presents a comprehensive discussion of the impossibilities and possibilities of Asia curriculum in the Australian context, providing an innovative longitudinal and integrated understanding of the status quo of Asia curriculum. Highlighting the urgent need to reinvigorate the re-emerging centrality of curriculum in recent education debates around policy, teacher standards, assessmentand learning outcomes, this book is an important reference for education policy experts and academics in the fields of curriculum studies, teacher education and studies of Asia.

This book presents a selection of the best contributions to GIREP EPEC 2015, the Conference of the International Research Group on Physics Teaching (GIREP) and the European Physical Society's Physics Education Division (EPS PED). It introduces readers interested in the field to the problem of identifying strategies and tools to improve physics teaching and learning so as to convey Key Competences and help students acquire them. The main topic of the conference was Key Competences (KC) in physics teaching and learning in the form of knowledge, skills and attitudes that are fundamental for every member of society. Given the role of physics as a field strongly connected not only to digital competence but also to several other Key Competences, this conference provided a forum for in-depth discussions of related issues.

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

This book explores the rich history and depth of the educational field of social studies in the United States and examines its capacity to moderate modern-day anti-democratic forces through a commitment to civic education. Drawing out key significant historical moments within the development of social studies education, it provides a compelling historical narrative of the ideas that shaped the unique curricular field of social studies education. This book resynthesizes each historical stage to show how it resonates with contemporary life and effectively helps readers bridge the gap between theory and practice. Focusing on the key ideas of the field, and the primary individuals who championed those ideas, the author provides a clear, concise, and sharply pointed encounter with social studies education that illuminates the connection from research to practice. Researchers of social studies education will find this book to be a worthy contribution to the ever-important struggle to better understand the type of civic education necessary for the perpetuation of democratic life in the United States. It will also appeal to educational researchers and teacher educators with interests in the history of education, teacher education, civic education, moral education and democracy.

This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "taboo" in the classroom in ways that support students' lived experiences. In times when teachers are scapegoated for adopting culturally sustaining teaching practices and are pressured to "whitewash" the curriculum, it becomes more challenging to create an environment where students and teachers can have conversations about complex, uncomfortable topics in the classroom. With contributions from scholars and K-12 teachers who have used young adult literature to engage with their students, chapters confront this issue and focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, linguicism, and gender identity. Using approaches grounded in socioemotional learning, trauma-informed practices, and historical and racial literacy, this text explores the ways in which books with complicated themes can interact positively with students' own lives and perspectives. Ideal for courses on ELA and literature instruction, this book provides a fresh set of perspectives and methods for approaching and engaging with difficult topics. As young adult literature that addresses difficult subjects is more liable to be considered "controversial" to teach, teachers will benefit from the additional guidance this volume provides, so that they can effectively reach the very students these themes address.

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 volume presents a comprehensive overview of inclusion and diversity in education across the globe. It examines how more inclusive education systems can be built, and covers areas and topics such as disability studies, sexual minorities, and indigenous communities, marginalized communities among others. The book presents perspectives of experienced and distinguished experts and researchers on inclusive practices related to participation, equity, and access from countries such as India, USA, Australia, UK, Canada, South Africa, Japan, Pakistan, Rome, Hungary, Sweden, and others. It discusses how spoken language, race, gender, and religion contribute to inclusion and marginalization. The volume also explores ideas on how schools and educational systems can respond to diversity-related issues, and the lessons learnt about how to improve capacity for further inclusion. Additionally, it provides a holistic understanding of the classroom practices and interventions adopted to handle problems of students with diverse needs. This incisive and comprehensive volume will be of interest to students, teachers and researchers of education, inclusion and diversity, equity and access, disability studies, educational psychology, social work, sociology, and anthropology. It will also be useful for teacher educators of B.Ed. and B. El. Ed courses, and anyone who is associated with or working in the field of diversity and inclusion.

This book provides scholars, teacher educators, as well as reflective school leaders and teachers with valuable insights into what it is to be a teacher in the 21st century. It does so by presenting original research based on a study of several New Zealand schools between 2013 and 2015, and in particular, a focussed study of four of those schools in 2015. The book draws on the findings to take stock of some of the central manifestations of 21st-century learning, especially digital pedagogies and the collaborative practices associated with teaching and learning in modern learning environments. It reflects on the mental shifts and sometimes-painful transitions teachers and leaders are making and experiencing as they enter uncharted waters, moving from traditional classroom practices to ones that emphasise collaboration, teamwork and the radical de-centring of their personal roles. It outlines a blueprint for understanding how to navigate these changes, and describes and explains the nature of pedagogical shifts apparent in digital classrooms and modern learning environments.

Schools derived of learning community cultures consistently provide students better learning outcomes than traditional schools. The book argues that the current approach to preparing teachers as independent agents via on campus classes is not only ineffective, but deprives teachers of extensive development opportunities. The proper location of teacher induction and development is in local schools that are derived of a learning community culture where teachers have a full career of professional development.

In this book, authors Murphy and O'Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O'Neill's new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education.

Despite the multifaceted complexity of teaching, dominant perspectives conceptualize teacher development in linear, dualistic, transactional, human-centric ways. The authors in this book offer non-linear alternatives by drawing on a continuum of complex perspectives, including CHAT, complexity theory, actor network theory, indigenous studies, rhizomatics, and posthuman/neomaterialisms. The chapters included here illuminate how different ways of thinking can help us better examine how teachers learn (relationally, with human, material, and discursive elements) and offer ways to understand the entangled nature of the relationship between that learning and what emerges in classroom instructional practice. They also present situated illustrations of what those entanglements or assemblages look like in the preservice, induction, and inservice phases, from early childhood to secondary settings, and across multiple continents. Authors provide evidence that research on teacher development should focus on process as much (if not more than) product and show that complexity perspectives can support forward-thinking, assets-based pedagogies. Methodologically, the chapters encourage conceptual creativity and expansion, and support an argument for blurring theory-method and normalising methodological hybridity. Ultimately, this book provides conceptual, theoretical, and methodological tools to understand current educational conditions in late capitalism and imagine otherwise. It was originally published as a special issue of the journal Professional Development in Education.