This book focuses on reflective writing, guiding teachers to recognize their potential as professional leaders. The shift to online and blended learning models now favored in education encourages a broader understanding of leadership, particularly its growing relevance to teachers. These models, combined with reflective writing, foster flexible, inclusive teacher learning that responds to each teacher's strengths, can be used individually and collaboratively to develop teachers as leaders inside and outside the classroom who are critically involved in creating their own professional learning environments. The authors examine leadership in a global range of teaching contexts, each chapter raising diverse issues for teachers aspiring to be leaders in this post-COVID world. All royalties from this book are donated to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC), a school in Joao Pessoa, Paraiba, Brazil, that serves the low vision and blind community in the area. For years, the Institute has collaborated as a supervised internship site for various teacher education university programs, providing inspiring field work experiences such as those described in Chapter 4 by Carla Reichmann. Brill is proud to support this important cause and match the donation to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC).

This book provides an overview of the design and development of learning games using examples from those created by the authors over last decade. It provides lessons learned about processes, successful approaches, and pitfalls that befall developers of learning games and educational transmedia experiences. The book includes stories from the authors' lives that give context to why and how they built these products to help the reader understand whether or not building a learning game is right for them and what challenges they might face. It also gives a framework for thinking ethically about design and research when it comes to designing complex digital systems like educational games.

This bookprovides readers with an overview of recent international research and developments in the teaching and learning of modelling and applications from a variety of theoretical and practical perspectives. There is a strong focus on pedagogical issues for teaching and learning of modelling as well as research into teaching and practice. The teaching of applications of mathematics and mathematical modelling from the early years through primary and secondary school and at tertiary level is rising in prominence in many parts of the world commensurate with an ever-increasing usage of mathematics in business, the environment, industry and everyday life. The authors are all members of the International Community of Teachers of Mathematical Modelling and Applications and important researchers in mathematics education and mathematics. The book will be of interest to teachers, practitioners and researchers in universities, polytechnics, teacher education, curriculum and policy. "

Literacy Learning Begins at Birth . . . . . . and continues throughout our lives! Birth to age 5 is a critical period in building the foundation for later success in reading and writing. Educators play a vital role in nurturing young children's early language and literacy knowledge and skills. However, the specific practices that support literacy development in early childhood are often different than those used with older children. From some of the foremost early literacy development experts in the field comes this practical resource that is a must-have for all educators of infants, toddlers, and preschoolers. Using eight key practices-Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding-as the framework, the authors discuss how educators can support five important areas of young children's early literacy development: Language and knowledge Print concepts Sounds and letters Writing Text comprehension A range of features highlights information about these areas and practices, including the latest research findings, recommended resources, tips for integrating technology into play and learning, and more. With this book, explore how to create effective, appropriate, and fun learning opportunities for our littlest literacy learners.

This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning. The book, having established an evidence-based and pedagogically driven approach to creative learning design, extensively focuses on key challenges facing teaching professionals today. These include utilising information technologies in blended learning formats, differentiating instruction, and developing self-directed learners who can think well. The main purpose of the book is to demystify what it means to teach creatively, explicitly demonstrating the principles of good pedagogic design and communication strategies that underpin such activity. The message is clear - creative teaching competence is both a highly useful and a learnable capability.

The TOTIL method of education will help your child learn twice as much from kindergarten through high school. It's easy to understand and even easier to implement. TOT stands for "time on task," and IL stands for "independent learning." By focusing on these two key areas, your child can be home-schooled to become better at math, English, and advanced subjects. He or she will be able to write, research, and think better when it's time to enter college. Dr. Doris Leclerc Ball, a retired teacher and psychologist, spent more than forty years perfecting the TOTIL method. In this guidebook, you'll discover the critical importance of learner-centered education; the obsolete nature of most teachers and how to replace them; the simple curriculum and materials your child needs to succeed; many other insights on how to help your child learn. Your child can master the knowledge and skills necessary to compete at the highest levels for grades, jobs, and more. It begins with a roadmap for "Revolutionizing Education in America."

This book takes a theoretical perspective on the study of school algebra, in which both semiotics and history occur. The Methodological design allows for the interpretation of specific phenomena and the inclusion of evidence not addressed in more general treatments. The book gives priority to "meaning in use" over "formal meaning." These approaches and others of similar nature lead to a focus on competence rather than a user 's activity with mathematical language.

This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the challenges they face in today's early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well. Schools today face an increasing number of language learners, the mainstreaming of special population students, and working with a standards-driven curriculum. All of these present new challenges for teachers as they attempt to meet their students' educational needs. As a result of this new classroom environment, and the educational needs they present, teacher educators must now seek different approaches to prepare prospective teachers to meet these needs because the traditional approaches to teacher preparation, such as coursework independent of fieldwork, are no longer effective in equipping teachers to address these issues. This book examines in detail the new approach of service learning.

An investigation of the developing discourses of English language teachers in teaching and training, showing how teachers are shaped by the discourses they participate in and how they shape these discourses. By analysing professional development through professional discourse the book sheds light on what teachers do and why they do it.

The Four Question Method identifies the questions that drive the thinking that real people do when they take the human world seriously. The authors, Jonathan Bassett and Gary Shiffman, have figured out how to describe and teach what it takes to answer those questions well. This inquiry method gives educators a way to integrate content 'coverage' - through storytelling! - with practice in thinking skills that are central to history and its affiliated academic disciplines, together called social studies. The Four Question Method helps teachers to plan more effectively and students to learn more effectively. It provides guidance for writing research essays. And it transfers: the skills our students practice will work for them when they encounter and make their own history.

This volume brings together research on how gameplay data in serious games may be turned into valuable analytics or actionable intelligence for performance measurement, assessment, and improvement. Chapter authors use empirical research methodologies, including existing, experimental, and emerging conceptual frameworks, from various fields, such as: computer science software engineering educational data mining statistics information visualization. Serious games is an emerging field where the games are created using sound learning theories and instructional design principles to maximize learning and training success. But how would stakeholders know what play-learners have done in the game environment, and if the actions performance brings about learning? Could they be playing the game for fun, really learning with evidence of performance improvement, or simply gaming the system, i.e., finding loopholes to fake that they are making progress? This volume endeavors to answer these questions.

Curriculum Revolutions is a tool to assist schools in creating, building and maintaining a joined-up curriculum that is cohesive and coherent. Martin Robinson's unique curriculum wheel leads you through a continuous cycle of planning, designing, delivering, reflecting upon and reviewing your curriculum. The process will involve your managers, teachers and pupils, ensuring all understand the importance of a well-functioning curriculum as the cornerstone of the school and the quality of education it delivers. Good curriculum design is a collaborative affair, so each revolution of the wheel focuses on how to get staff working together productively. Most importantly, from a design point of view, Curriculum Revolutions explores the potential pitfalls in the curriculum shape that a school adopts, either consciously or unconsciously. Robinson argues that a sophisticated understanding of the underlying structure, or 'thought architecture', can make all the difference to the quality of the continuing, unfolding project of good curriculum design.

To this point in time, teacher education has been approached in mostly insular ways because it is largely driven by state and national education policies. However, the spread of the global economy and the increased stature of international comparison tests (i.e., TIMSS) has changed all that. All countries in the world understand that education is vital to human and economic prosperity and that teacher education unavoidably is implicated. But the snag is this: political forces shaping public opinion in individual nations (particularly the U.S.) are deeply divided concerning how teacher education should proceed. This book acknowledges this Achilles heel tension, but does not become weighed down by it. Instead, it focuses on 'the practical' (Schwab, 1969), matters that have been locally deliberated and enacted. Pedagogies are named, origins (cultural/practical/theoretical/policy roots) are traced and a live example of the pedagogy unfurling in the local setting is presented from an insider-view. After that, the conditions necessary for the pedagogy to be transported successfully to another international location are discussed.

This book combines information communication technology (ICT) with the creative interdisciplinary teaching approach known as STEM (science, technology, engineering and mathematics). It introduces STEM and Creative Education and shows (through examples and creative activities) the importance and impact that ICT has for STEM and modern education. The book describes the audio visual classroom, the use of the Internet, Social Networking and STEM and provides STEM lessons for both the real and virtual worlds. Instructors will find this unique textbook to be very useful with students, of various ages, in creative education and engineering classes. This special book offers something for everyone. It serves as a guide for teachers in charge of science fairs and creative classes, especially those which require STEM education. It also includes activities to help develop creative thinking and problem-solving skills and prepares students who plan to become teachers and mentors of the future. Readers in general can simultaneously enjoy and learn about ICT's impact on STEM and modern education. In addition, e-learning designers and administrators who want to introduce e-learning systems into their organizations can refer to this book as a reference and a resource. The book complements most e-learning and ICT education books which generally focus too much on technical issues.

In We Can Do This! writing expert and Stella Writes author Janiel Wagstaff pairs examples of student writing with writing lessons. Student writing samples are extremely powerful tools for boosting the growth of young writers and the student samples provided in this book serve as mentor texts and the basis for each lesson. The samples are mentors that are "doable" for students: they highlight skills, strategies, craft moves, and traits within the reach of their intended audience. As teachers and students study the examples, they will think, "I can do that!" Additionally, samples that reflect the most common errors or trouble spots are included, enabling teachers to explicitly teach to these points.

Games-based teaching offers an engaging way for students and adult learners to interact with concepts and build their problem-solving and communication skills. This exciting book will help educators integrate games into their classes and shows how this method of teaching improves motivation, as well as diversifies and solidifies learners' skill sets. Bringing together expert contributors from the Professors Without Borders' global network who have effectively used interactive games-based approaches in their teaching, the book features 13 unique games that teach a wide variety of skills across a range of difficulty levels. The chapters highlight the skills of strategy, decision-making, communication, teamwork, problem-solving, reflective thinking and empathy being used by participants alongside the pedagogical principles that underpin each game. Suitable for online and in-person teaching, this book will be valuable reading for educators working with student and adult learners looking to adopt innovative and interactive teaching methods, as well as those interested in learning about how game-based teaching can improve vital skills.

Keep your virtual students focused and meaningfully engaged with this invaluable teaching resource Engaging Learners through Zoom delivers numerous practical strategies and helpful advice on how to engage students virtually. Many of the tools are also applicable in face-to-face and hybrid environments. Backed by cognitive neuroscience research, this book is a collection of dozens of active, synchronous online learning structures that can be used in any discipline, perfect for middle and high school through higher education. This book provides teachers, college educators, administrators, and trainers the antidote to Zoom fatigue! Transform Zoom (or any video-conferencing platform) into an ideal environment for students to focus more fully, learn more effectively and have more fun! Dr. Brennan, accomplished author, professor and distance education expert, improves learner performance and addresses equity in education with: Over 150 active learning strategy examples with step-by-step directions Ideas for including diverse content across 83 different disciplines Multiple examples for 26 of the most commonly taught courses Engaging Learners through Zoom belongs in the collection of every educator who wants to motivate and inspire their students to excel in a virtual learning environment.

Much of what is known about teaching second language writing today has been based on research in English as a second language, writing in English in English-dominant countries and other contexts, without giving close consideration to the important work of teaching foreign language writing in many languages and contexts around the world. FOREIGN LANGUAGE WRITING INSTRUCTION: PRINCIPLES AND PRACTICES takes a significant step in addressing this imbalance by examining many of the topics that influence foreign language teaching. Fourteen chapters researched and authored by scholars working in nine different countries and regions explore the contexts of foreign language writing pedagogy, the diversity of national and regional approaches, the role of universities, departments, and programs in pedagogy, and the cognitive and classroom dimensions of teaching and learning. This volume provides a cross-section of the current status of foreign language writing instruction, while developing a fuller appreciation for the broadened perspectives that it can bring to second language writing. Both teachers and researchers in foreign language writing will benefit greatly from this collection. - SECOND LANGUAGE WRITINGSeries Editor, Paul Kei Matsuda - CONTRIBUTORS include Rachida Elqobai, Yukiko Abe Hatasa, Icy Lee, Natalie Lefkowitz, Rosa Manch n, Hui-Tzu Min, Marly Nas, Hadara Perpignan, Melinda Reichelt, Marcela Ruiz-Funes, Jean Marie Schultz, Oleg Tarnopolsky, Helga Thorson, Kees van Esch, and Wenyu Wang. - TONY CIMASKO is Visiting Assistant Professor of English at Miami University in Oxford, Ohio. His work has been published in the Journal of Second Language Writing, Computers and Composition, English for Specific Purposes, and the online edition of What Is "College -Level" Writing? Volume 2. - MELINDA REICHELT is Professor of English at the University of Toledo. She has published her work in the Journal of Second Language Writing, World Englishes, Composition Studies, Issues in Writing, the ELT Journal, Modern Language Journal, the International Journal of English Studies, College ESL, Foreign Language Annals, the WAC Journal, English Today, and International Education.

In this book, the educational theory of metacognitive learning and its instructional implications are used to describe and illustrate how learners can become effective or self-directive learners. First, three levels of general knowledge of the learning process are discussed in this book through an overview of research studies. The book then describes how learners can develop along these levels and learn to effectively plan their learning. This book includes study and educational material centered on the learning and instruction of general knowledge of the learning process.

This book uses research and personal stories from university lecturers to explore pedagogical strategies that illuminate how students' minds can be 'switched on' in order to unlock their extraordinary potential. It presents diverse ways to create inspiring learning environments, in chapters written by internationally respected experts in the broad field of the social sciences. Each author illustrates how - through their unique teaching philosophies and practices - they seek to enhance students' experiences and promote their critical thinking, learning and development. The respective chapters provide conceptual arguments, personal insights and practical examples from a broad range of classrooms, demonstrating various ways in which students' sociological imagination can be brought to life. As such, the book is both practical and theoretical, and is primarily aimed at educators working in both higher and further education institutions who wish to develop their understanding of classroom pedagogy as well as gain practical ideas for teaching and learning in the social sciences.

This is an edited volume based on expanded versions of the best 30 papers presented at ETWC 2016 in Bali. Included are contributions from the keynote speakers of ETWC 2016: Robert Branch, Tian Belawati, Steve Harmon, Johannes Cronje, Marc Childress, Mike Spector, Chairul Tanjung, and Rudiantara. The work is organized into the following sections: (a) Effective Technology Integration in Teaching and Learning, (b) Quality Design, Development and Implementation, (c) Innovation and Creativity in Distance Education, and (d) Open Access, Courses and Resources.

This volume explores serious challenging behavior in schools, with an emphasis on promising and research-based approaches to dealing with such behavior. Topics include what we know about (a) the nature and extent of the problem (e.g., rates of aggression, violence, and noncompliance in schools); (b) addressing extreme forms of noncompliance; (c) dealing with serious disruptive behavior; (d) violence prevention programs; (e) schoolwide response to aggression and violence; (f) issues of covert antisocial behavior (e.g., vandalism, truancy, theft); (g) functional behavioral assessment and function-based interventions; (h) legal and policy considerations in disciplining students with disabilities; and (i) promising and needed avenues for further research.

The call to integrate web-based and blended tools into the classroom forces educators and researchers to rethink their assumptions about teaching-and education in general. Although a considerable amount of exploration has occurred in this field, the breadth and scope for dialogue and experimentation must be broadened.Web-Based and Blended Educational Tools and Innovations contributes to this search for better teaching methods by exploring the technical, social, cultural, organizational, human, cognitive, and commercial impact of technology in education. This volume outlines the impact of Web-based technology on the design, implementation, and evaluation of the learning and teaching process, as well as the development of new activities, relationships, skills, and competencies for the various actors that is implied in such processes.