There has been an evolution of the explanations on the results of research on human learning and how digital technologies have supported the design of more efficient learning environments. Previous theories such as Richard Mayer's cognitive theory of multimedia learning and John Sweller's cognitive load theory have gained signification attention and remain the two main theories within the multimedia learning field. However, there has not yet been a book compiled of several investigations on the specific 4C-ID model that covers different domains of knowledge. The 4C-ID model combines the two main theories of Richard Mayer and John Sweller to advance the field of learning and instruction. 4C-ID Model and Cognitive Approaches to Instructional Design and Technology: Emerging Research and Opportunities explores the behavioral and constructivist approaches to learning and instruction and focuses mainly on the particular cognitive approach and resulting theories and insights of the 4C-ID model. The chapters present the results of three experimental studies applied to the teaching of electrical circuits, initiation to computer programming using the Alice microworld, and computer programming using Python textual language. This book is a valuable resource tool for computer programmers, computer scientists, teachers, educational psychologists, practitioners, researchers, academicians, and students interested in the various approaches to learning and instruction in terms of the 4C-ID instructional model.

It is not difficult to argue that the social sciences are in a period of transition. Our day-to-day lives have been marked by uncertainty as our social lives have vacillated wildly between highs and lows, tensions between fellow citizens have heightened along ideological fault lines, and educators have been placed squarely at the center of public discourses about what-and how-we should be teaching. By any measure, we are living in a time where every moment seems to be rife with high stakes realities that must be navigated. Ladson-Billings (2020) called on educators to reimagine education and contest the notion of a "return to normal." In the current highly polarized context where we see multiple competing narratives, rather than promoting a "return to normal" or "business as usual" approach, we argue that educators must use the lessons of the last two years, as well as draw on what we have learned from history and the social sciences. By asking ourselves how we might interrogate and inform current social landscapes and the challenges that arise from them, we have the opportunity to take leadership in fostering innovation, building solidarity, and re-imagining the teaching and learning of history and the social sciences. We recognize that humans live in multiple complex communities that include intersectional identities; relationships with power, agency, and discourses; and lived realities that are as unique as they are divergent. Consequently, the task of educators, and the goal of this volume, is to provide a clarion voice to a dynamic, relational, and undeniably human social world.

A timely guide to online teaching strategies from bestselling author Doug Lemov and the Teach Like a Champion team School closures in response to the covid-19 coronavirus pandemic resulted in an immediate and universal pivot to online teaching. More than 3.7 million teachers in the U.S. were suddenly asked to teach in an entirely new setting with little preparation and no advance notice. This has caused an unprecedented threat to children's education, giving rise to an urgent need for resources and guidance. The New Normal is a just-in-time response to educators' call for help. Teaching expert Doug Lemov and his colleagues spent weeks studying videos of online teaching and they now provide educators in the midst of this transition with a clear guide to engaging and educating their students online. Although the transition to online education is happening more abruptly than anyone anticipated, technology-supported teaching may be here to stay. This guide explores the challenges involved in online teaching and guides educators and administrators to identify and understand best practices. It is a valuable tool to help you and your students succeed in synchronous and asynchronous settings this school year and beyond. Learn strategies for engaging students more fully online Find new techniques to assess student progress from afar Discover tools for building online classroom culture, combating online distractions, and more Watch videos of teachers building rigor and relationships during online instruction The New Normal features real-world examples you can apply and adapt right away in your own online classroom to allow you to survive and thrive online.

What happens to teaching when you consider the whole body (and not just "brains on sticks")? Starting from new research on the body--aptly summarized as "sitting is the new smoking"--Minding Bodies aims to help instructors improve their students' knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than "brains on sticks." It shifts the focus of adult learning from an exclusively mental effort toward an embodied, sensory-rich experience, offering new strategies to maximize the effectiveness of time spent learning together on campus as well as remotely. Minding Bodies draws from a wide range of body/mind research in cognitive psychology, kinesiology, and phenomenology to bring a holistic perspective to teaching and learning. The embodied learning approaches described by Susan Hrach are inclusive, low-tech, low-cost strategies that deepen the development of disciplinary knowledge and skills. Campus change-makers will also find recommendations for supporting a transformational mission through an attention to students' embodied learning experiences.

Barack Rosenshine's Principles of Instruction are widely recognised for their clarity and simplicity and their potential to support teachers seeking to engage with cognitive science and the wider world of education research. In this concise new guide, Rosenshine fan Tom Sherrington amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.The second half of the book contain Rosenshine's original paper Principles of Instruction, as published in 2010 by the International Academy of Education (IAE) - a paper with a superb worldwide reputation for relating research findings to classroom practice.

Leading and managing an early education program is both challenging and rewarding. Early Childhood Leadership and Program Management (Quick Guide) gives practical tips on running a child care program that boosts the confidence of new directors. It draws on the skills they already have, proposes strategies that focus on quality for teaching and learning, and organizational planning. It also addresses how to infuse a diversity-rich mindset to create successful environments for all staff, families, and children.

In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson--what they call ""today's lesson""-or it doesn't happen at all. The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards. Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book: Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice. Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target. Shows how to use learning targets to guide summative assessment and grading. Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment.What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.

Working in an interdisciplinary manner is long pursued but a difficult goal of science and mathematics education. The interdisciplinarity of science and mathematics can occur when connections between those disciplines are identified and developed. These connections could be expressed in the educational policies, curriculum, or in the science and mathematics teachers' educational practices. Sometimes those connections are scarce, but in other moments, full integration is achieved. Interdisciplinarity Between Science and Mathematics in Education presents results of good practices and interdisciplinary educational approaches in science and mathematics. It presents a broad range of approaches for all educational levels, from kindergarten to university. Covering topics such as computer programming, mathematics in environmental issues, and simple machines, this premier reference source is an excellent resource for administrators and educators of both K-12 and higher education, government officials, pre-service teachers, teacher educators, librarians, researchers, and academicians.

This book is intended to inform and educate college/university faculty about how to design, implement and evaluate their own PBL program in the undergraduate and graduate educational learning environment. The objective of this 'how to' book is to provide college/university faculty with ways to establish, use and evaluate a successful problem based undergraduate or graduate program. There is an increase in businesses and schools that are using some form of problem-based learning on a daily basis. By educating undergraduate and graduate students with this service delivery model they will be better prepared to enter the work force and perhaps increase their marketability. This can be used as professional development to learn how to use PBL in undergraduate and graduate courses. Also, college faculty can model to their students how to use PBL in their own classrooms in the future.

Contributions by Frederick Luis Aldama, Melissa Burgess, Susan Kirtley, Rachel Luria, Ursula Murray Husted, Mark O'Connor, Allan Pero, Davida Pines, Tara Prescott-Johnson, Jane Tolmie, Rachel Trousdale, Elaine Claire Villacorta, and Glenn Willmott Lynda Barry (b. 1956) is best known for her distinctive style and unique voice, first popularized in her underground weekly comic Ernie Pook's Comeek. Since then, she has published prolifically, including numerous comics, illustrated novels, and nonfiction books exploring the creative process. Barry's work is genre- and form-bending, often using collage to create what she calls "word with drawing" vignettes. Her art, imaginative and self-reflective, allows her to discuss gender, race, relationships, memory, and her personal, everyday lived experience. It is through this experience that Barry examines the creative process and offers to readers ways to record and examine their own lives. The essays in Contagious Imagination: The Work and Art of Lynda Barry, edited by Jane Tolmie, study the pedagogy of Barry's work and its application academically and practically. Examining Barry's career and work from the point of view of research-creation, Contagious Imagination applies Barry's unique mixture of teaching, art, learning, and creativity to the very form of the volume, exploring Barry's imaginative praxis and offering readers their own. With a foreword by Frederick Luis Aldama and an afterword by Glenn Willmott, this volume explores the impact of Barry's work in and out of the classroom. Divided into four sections-Teaching and Learning, which focuses on critical pedagogy; Comics and Autobiography, which targets various practices of rememorying; Cruddy, a self-explanatory category that offers two extraordinary critical interventions into Barry criticism around a challenging text; and Research-Creation, which offers two creative, synthetic artistic pieces that embody and enact Barry's own mixed academic and creative investments-this book offers numerous inroads into Barry's idiosyncratic imagination and what it can teach us about ourselves.

This publication will offer a panoramic view of the Socratic Method and expound upon the theoretical and practical aspects and implications of this teaching approach. Traditionally understood as an ancient teaching method arguably conceived and practiced by the philosopher Socrates, scholars in education have boldly explored the definitions, philosophical underpinnings, assumptions, and uses of Socratic dialogue in various learning situations and educational settings. Along with remaining true to Socrates' apparent learning processes and outcomes for his interlocutors - the experiences of aporia (perplexity) in the learning process, the use of one's cognitive resources, and contending with concepts such as virtue and justice, the publication will also investigate the Socratic method's impact on leadership, critical thinking skills, e-learning, adult education, and social emotional learning. By exposing educators to the current and emerging literature on the Socratic Method, there can be a renewed sense of how this instructional strategy can improve students' and teachers' abilities to think and discuss issues and subject-matter carefully and deeply, resulting in student achievement, quality instruction, and human flourishing. This book will be appropriate for teachers (high school and college-level), curriculum directors, instructional designers, and other school leaders. The publication will also equip trainers with information on how to incorporate Socratic discussion in adult training and professional development workshops.

This book will be written primarily for graduate students, advanced undergraduates, and professionals in the fields of school psychology, special education, and other areas of education, as well as the health professions. We see the book as being a viable textbook for courses in research design, applied statistics, applied behavioral analysis, and practicum, among others. We would not assume of the readers any prior knowledge about single subjects designs, nor any prior statistical experience. We will provide an introductory chapter devoted to basic statistical concepts, including measures of central tendency (e.g., mean, median, mode), measures of variation (e.g., variance, standard deviation, range, inter-quartile range), correlation, frequency distributions, and effect sizes. In addition, given that the book will rely heavily on R software, the introductory chapter will also devote attention to the basics of using the software for organizing data, conducting basic statistical analyses, and for graphics. The R commands used to carry out these analyses will be largely automated so that users will only need to define the range for their data, and then enter it into the R spreadsheet. We envision these tools being available on the book website, with instructions for using them available in the book itself. We envision the book as being useful either as a primary text for a course in educational research designs, school psychology practicum, applied behavioral analysis, special education, or applied statistics. We also anticipate that individuals working in schools, school districts, mental health facilities, hospitals, applied behavioral analysis clinics, and evaluation organizations, as well as faculty members needing a practical resource for single subject design research, will all serve as a market for the book. In short, the readership would include graduate students, faculty members, teachers, psychologists, social workers, counselors, medical professionals, applied behavioral analysis professionals, program evaluators, and others whose work focuses on monitoring changes in individuals, particularly as the result of specific treatment conditions. We believe that this book could be marketed through professional organizations such as the American Educational Research Association (AERA), the National Association of School Psychologists, the National Association of Special Education Teachers, the Association for Professional Behavior Analysis, the American Psychological Association (APA), the Association for Psychological Science, and the American Evaluation Association. Within AERA, the following special interest groups would have particular interest in this book: Action Research, Classroom Observation, Disability Studies in Education, Mixed Methods Research, Qualitative Research, and Special Education Research. The book could also be marketed to state departments of education and their special education and school psychology divisions. Currently, many state departments of education require documentation for Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) procedures for individual students. The method taught in this proposed book would allow educators and student support personnel to document the effectiveness of interventions systematically and accurately.

An indispensable resource from the foremost expert on differentiation From pre-assessments of students' needs, interests, and learning profiles, to instructional strategies and on-going assessment ideas, to task cards, rubrics, and final assessments, everything you need to successfully differentiate is here. Full of classroom-tested tips and tools for preparing the classroom, establishing routines, setting goals with students, selecting teaching approaches, making and managing flexible groups, choosing and managing materials, and more, this is the go-to guide for managing a differentiated classroom. For use with Grades K-8.