Much of the content that students study in a high school geometry course is totally new to them. The middle school mathematics curriculum does not contain preparatory work for many of these topics as it does in preparing students for the study of Algebra. The proposed text would be a landmark book giving students the ability to gain some understanding of the content before it is formally addressed in the lesson in the course. While many teachers use initial classroom activities called 'DoNows,' there are no structured materials available to teachers of Geometry for this purpose. When teachers do use them, these activities are constructed by the teachers. The text provides the teachers with such materials and is structured to address what the teachers are about to present to the students. The Labs can also be used for exploration of topics at the middle school level enhancing the program there and giving students a better preparation for their high school Geometry program.

The role of technology in the learning process can offer significant contributions to help meet the increasing needs of students. In the field of language acquisition, new possibilities for instructional methods have emerged from the integration of such innovations. The Handbook of Research on Foreign Language Education in the Digital Age presents a comprehensive examination of emerging technological tools being utilized within second language learning environments. Highlighting theoretical frameworks, multidisciplinary perspectives, and technical trends, this book is a crucial reference source for professionals, curriculum designers, researchers, and upper-level students interested in the benefits of technology-assisted language acquisition.

This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education-its concepts, categories, policies, and practices-contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being.

'de Janasz and Crossman have drawn on their professional colleagues to provide an impressive collection of ''tried and true'' experiential exercises to help students gain hands-on understanding of human resource management. These useful exercises engage students in the kind of active learning that is essential to apply HRM theories to concrete, practical situations. In reflecting on their experiential learning, students acquire a deeper, more personal knowledge of what HRM is all about. Teaching Human Resource Management: An Experiential Approach is an essential and valuable companion to more standard texts in HRM.' - Thomas G. Cummings, University of Southern California, US 'This pioneering book by de Janasz and Grossman is a terrific resource. It not only covers a wide range and comprehensive set of topics with which all HRM students (and practitioners) need to be familiar. It also offers well-designed experiential exercises that promote students' active engagement with the topic at hand. I would love to take the course that uses this book!' - Gary N. Powell, University of Connecticut and Lancaster University, US 'An experiential approach to the teaching of HRM makes each topic come alive. By actively participating and becoming highly engaged in each exercise, students generate important lessons that tie theory to practice. The exercises in this book enable all of that and they fill an important gap. ''Tried and true'' exercises in 15 key areas of HR, developed by a diverse group of HR scholars, provide choice, flexibility, and comprehensiveness to any HR course or executive education program.' - Wayne Cascio, University of Colorado, Denver, US This book breathes life into the teaching of Human Resource Management (HRM) by creating learning that applies the theoretical aspects of the discipline to meaningful contexts. In this way, readers will be able to better relate theoretical concepts to workplace decisions and dilemmas. The management of human resources (HR) is a critical function contributing to an organization?s competitiveness in ways that are at least as important as the management of financial and capital resources. To that end, it is essential that future managers and HR specialists destined for careers in business, government and not for profit organizations develop key skills and competences in HR. Experiential learning ignites the desire to learn, while revealing the importance and impact of knowledge and skills necessary to analyze and resolve HR-related dilemmas and challenges in contemporary organizations. While many publications provide direction and advice on the teaching of organizational behavior and leadership, it is harder to find accessible books to support the teaching of HR in motivating and grounded ways. The authors include over 65 exercises, activities, and cases for the undergraduate, MBA and executive learning classrooms. HR professors and practitioners will find it of value and students will be left feeling well prepared for the kinds of situations that await them in the field of? - and situations requiring expertise in? - HR.

This volume of Advances in Music Education Research with the idea of research as "situated inquiry." We intend this metaphor to stand for a general description of the contextualized processes music education researchers use to frame, generate, augment and refine knowledge. The works in this volume illustrate the many ways in which knowledge has been constructed out of multiple approaches to studying an idea or exploring questions. All seek to expand our knowledge of music education in some form. How we go about engaging in knowledge construction, and what we learn from the different processes involved, is a function of the activities, contexts, and cultures in which our work is "situated." Both knowledge and action is "located," that is, research is placed, positioned or embedded (Lave & Wenger, 1990). Each study illustrates these ideas: All are informed by different theoretical frameworks, use different pathways to explore problems of interest and concern, and have something important to say to different constituencies or stakeholders. All, however, are the result of perceived phenomena or human interpretations of a context. Situated inquiry is neither a quantitative nor qualitative approach to research, nor is it a "mixed-methods" approach. Rather, situated inquiry is a function of the beliefs and behaviors of the individuals involved in it. It is also a function (and outcome) of the individuals who seek to join a community of practitioners who practice and engage in research. Although the authors in this volume identify with or have self-selected to employ specific kinds of approaches, they exemplify their communities of practices by the very discourses and structures of their reports. Active perception, however, remains central to their inquiry and to the way they frame, generate, augment and refine knowledge.

The latest research innovations and enhanced technologies have altered the discipline of materials science and engineering. As a direct result of these developments, new trends in Materials Science and Engineering (MSE) pedagogy have emerged that require attention. The Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education brings together innovative and current advances in the curriculum design and course content of MSE education programs. Focusing on the application of instructional strategies, pedagogical frameworks, and career preparation techniques, this book is an essential reference source for academicians, engineering practitioners, researchers, and industry professionals interested in emerging and future trends in MSE training and education.

This fascinating sequel to the 1998 Teaching Economics to Undergraduates provides more alternatives to the lecture and chalkboard approach that dominates university economics teaching. Distinguished contributing authors provide a wide range of innovative teaching techniques and examples aimed at more effectively engaging undergraduates in the learning of economics. New topics covered in this volume include game theory, using active learning techniques in large classes, a streamlined content agenda for macroeconomic principles, distance learning, and assessment of student learning. Other chapters revisit topics from the first volume, though often from different perspectives or with new approaches provided by different authors. Topics covered in these chapters include cooperative learning techniques, using technology in the classroom (including dozens of websites), bringing the work of the Nobel Laureates into undergraduate classes, and teaching with experimental economics, case studies, or team writing assignments and presentations. Teaching Economics is an invaluable and practical tool for teachers of economics, administrators responsible for undergraduate instruction and graduate students who are just beginning to teach. Each chapter includes specific teaching tips for classroom implementation and summary lists of dos and don'ts for instructors who are thinking of moving beyond the lecture method of traditional chalk and talk.

A rich and abundant treasury in celebration of the forest, this book is about encouraging children's natural fascination with the forest and its inhabitants. The authors have produced an enchanting book where imagination, story and play bring alive the world of the forest. Full of games, facts, celebrations, craft activities, recipes, foraging, stories and Forest School skills, The Children's Forest is much more than a manual: it is an invitation Engages children with nature through play and imagination in the forest and woods. Appealing to teachers, parents, and children, this book focuses on British and Irish trees, plants, animals, stories, poems, songs, crafts, and activities

This comprehensive guide captures important trends in international relations (IR) pedagogy, paying particular attention to innovations in active learning and student engagement for the contemporary International Relations (IR) classroom. This book is organized into three parts: IR course structures and goals; techniques and approaches to the classroom; and assessment and effectiveness. It is up-to-date with teaching practices highlighted by leading journals and conferences sponsored by the International Studies Association (ISA) and the American Political Science Association (APSA). Collectively, the chapters contribute to continuing dialogues on pedagogy in the field and serve as a critical resource for faculty in IR, political science, and social science.

"Ethical English" addresses the 'ethos' of English teaching and draws attention to its 'spirit' and fundamental character, identifying the features that English teaching must exhibit if it is to continue to sustain us morally as a liberal art and to provide the learners of increasingly plural societies with a broad ethical education. Mark A. Pike provides practical examples from the classroom, including assessment and teaching, knitting these with an ethical critique of practice, stimulating readers to engage in critical reflection concerning the teaching of English. This book not only shows readers how to teach English but also helps them to critically evaluate the ethics of the practice of English teaching.

Emotions, creativity, aesthetics, artistic behavior, divergent thoughts, and curiosity are both fundamental to the human experience and instrumental in the development of human-centered artificial intelligence systems that can relate, communicate, and understand human motivations, desires, and needs. In this book the editors put forward two core propositions: creative artistic behavior is one of the key challenges of artificial intelligence research, and computer-assisted creativity and human-centered artificial intelligence systems are the driving forces for research in this area. The invited chapters examine computational creativity and more specifically systems that exhibit artistic behavior or can improve humans' creative and artistic abilities. The authors synthesize and reflect on current trends, identify core challenges and opportunities, and present novel contributions and applications in domains such as the visual arts, music, 3D environments, and games. The book will be valuable for researchers, creatives, and others engaged with the relationship between artificial intelligence and the arts.

Mastering Primary Languages introduces the primary languages curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make language learning irresistible. Topics covered include: * Current developments in languages * Languages as an irresistible activity * Languages as a practical activity * Skills to develop in languages * Promoting curiosity * Assessing children in languages * Practical issues This guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of two leading professionals in primary languages, Paula Ambrossi and Darnelle Constant-Shepherd, to provide the essential guide to teaching languages for all trainee and qualified primary teachers.

There have been a number of books published on various aspects of materials development for language teaching but Developing Materials for Language Teaching is the only one which provides a comprehensive coverage of the main aspects and issues in the field. This second edition brings it completely up to date and expands on the original book. It deals with advances in IT and an increasingly globalized world. It is the only publication which views current developments in materials development through the eyes of developers and users of materials from all over the world. In doing so it applies principles to practice in ways demonstrated to facilitate the effectiveness of language learning materials. The chapters are written so that the book provides critical overviews of recent developments in materials development and at the same time acts as a stimulus for development and innovation in the field. It is intended both for use as a course book on postgraduate and teacher training courses and as a resource for the stimulus and refreshment of teachers, publishers and applied linguists in the field. The book contains updated versions of many of the chapters in the 2003 edition plus new chapters on corpus-informed materials development, materials development for blended learning, materials development for EAP, materials development for ESOL and materials development for young learners.

Physics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning. In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms. To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members.

This timely intervention into composition studies presents a case for the need to teach all students a shared system of communication and logic based on the modern globalizing ideals of universality, neutrality, and empiricism. Based on a series of close readings of contemporary writing by Stanley Fish, Asao Inoue, Doug Downs and Elizabeth Wardle, Richard Rorty, Slavoj Zizek, and Steven Pinker, this book critiques recent arguments that traditional approaches to teaching writing, grammar, and argumentation foster marginalization, oppression, and the restriction of student agency. Instead, it argues that the best way to educate and empower a diverse global student body is to promote a mode of academic discourse dedicated to the impartial judgment of empirical facts communicated in an open and clear manner. It provides a critical analysis of core topics in composition studies, including the teaching of grammar; notions of objectivity and neutrality; empiricism and pragmatism; identity politics; and postmodernism. Aimed at graduate students and junior instructors in rhetoric and composition, as well as more seasoned scholars and program administrators, this polemical book provides an accessible staging of key debates that all writing instructors must grapple with.

This book showcases cutting-edge research papers from the 8th International Conference on Research into Design (ICoRD 2021) written by eminent researchers from across the world on design processes, technologies, methods and tools, and their impact on innovation, for supporting design for a connected world. The theme of ICoRD'21 has been "Design for Tomorrow". The world as we know it in our times is increasingly becoming connected. In this interconnected world, design has to address new challenges of merging the cyber and the physical, the smart and the mundane, the technology and the human. As a result, there is an increasing need for strategizing and thinking about design for a better tomorrow. The theme for ICoRD'21 serves as a provocation for the design community to think about rapid changes in the near future to usher in a better tomorrow. The papers in this book explore these themes, and their key focus is design for tomorrow: how are products and their development be addressed for the immediate pressing needs within a connected world? The book will be of interest to researchers, professionals and entrepreneurs working in the areas on industrial design, manufacturing, consumer goods, and industrial management who are interested in the new and emerging methods and tools for design of new products, systems and services.

This book presents qualitative research narratives on children's engagement and learning in play and arts experiences. Using The Artground Singapore - a registered arts charity that offers interactive visual art spaces for children - as a site of study, the book also offers reflective and practical insights into the professional development and incubation of art practitioners dedicated to the creation and implementation of works for young audiences. With reference to other such purpose-built arts spaces specifically dedicated to the engagement and learning of young audiences through play and varied arts experiences, such as The Ark in Dublin and ArtPlay in Melbourne, the authors show how these spaces are also dedicated to the development and creation of new quality works for young audiences through various professional development programmes. The Artground Singapore was developed along similar lines of interest, and provides a dedicated arts space for children and their caretakers to explore, play and create together through its interactive visual arts play space, as well as arts programmes that include music, theatre and dance, amongst others. Sharing critical insights into the aesthetical, logistical, and management aspects of providing a dedicated arts space for children, this book will be of interest to arts practitioners, child educators, and cultural studies scholars interested in dance, drama and music performance and pedagogy.

Exam board: AQA, Edexcel, OCR, Eduqas; SQA Level & Subject: GCSE English Literature; Nationals and Highers First teaching: September 2015 First examination: June 2017 This edition of The Strange Case of Dr Jekyll and Mr Hyde is perfect for GCSE-level students: it comes complete with the novel, plus an introduction providing context, and a glossary explaining key terms. 'He put the glass to his lips, and drank at one gulp. A cry followed; he reeled, staggered, clutched at the table and held on, staring with injected eyes, gasping with open mouth; and as I looked there came, I thought, a change...' A series of brutal incidents - a murder, the trampling of a child - leads lawyer Mr Utterson to try to find out more about the repulsive perpetrator Mr Hyde. More importantly, he begins to question how Hyde is connected to Utterson's old friend, the respectable Dr Jekyll. Robert Louis Stevenson's 1886 novel, with its concern with doubles and the 'dual nature of man', takes the reader into the darker regions of late Victorian London, as Utterson begins to unravel the mystery and confront the horror of Hyde's true identity.

For decades now literary critics have universally praised Faulkner as one of the greatest writers of the modern era, yet students assigned to read his novels in university, college, and high school classes continue to struggle to make sense of his convoluted plots, prolix style, and complex characterizations. The broadest treatment to date of a topic of increasing concern, this book is designed to provide fresh strategies and practical suggestions for the classroom study of several of Faulkner's finest novels and stories, including "The Sound and the Fury, Absalom, Absalom , Light in August, The Unvanquished, " and "Go Down, Moses."

The contributors, all noted Faulkner scholars who regularly teach Faulkner works in their courses, employ a variety of critical theories and approaches. In each chapter, theory is subordinated to tested classroom methods that both motivate and assist students in reading the texts and in understanding why Faulkner remains relevant for contemporary readers. The teaching strategies described in this book draw upon such diverse matters as cultural and social analysis, historical context, reading and rhetorical theory, film and stage techniques, comparative studies, and race, class, and gender issues.

This volume emphasizes the role of chemical education for development and, in particular, for sustainable development in Africa, by sharing experiences among specialists across the African continent and with specialists from other continents. It considers all areas and levels of chemistry education, gives specific attention to known major challenges and encourages explorations of novel approaches. The chapters in this book describe new teaching approaches, approach-explorations and in-class activities, analyse educational challenges and possible ways of addressing them and explore cross-discipline possibilities and their potential benefits for chemistry education. This makes the volume an up to date compendium for chemistry educators and educational researchers worldwide.