Educational practices have seen a wide array of technological advancements in recent years. As learning methods making the transition to online and virtual settings, instructors are required to develop teaching plans that conform to the new era of e-learning. Designing, developing, and deploying these new instructional plans remain a challenge for educators due to a lack of research and knowledge in graphic design techniques. Visual Approaches to Instructional Design, Development, and Deployment is a collection of innovative research on visual-forward approaches to instructional design and applications of visual planning methods in creating effective learning environments. This book focuses on the advancement of online learning techniques using visual design technologies. While highlighting topics including image curation, visual planning, and textual thinking, this book is ideal for instructional designers, researchers, practitioners, instructors, developers, administrators, graphic artists, academicians, and students seeking current research on advancements in instructional design through the use of visual thinking strategies.

Whilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century. The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces. Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified 'translational design' approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations. This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds. Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.

This timely book examines advances in teaching and learning at undergraduate level from the disciplines of geography education, neuroscience and learning science. Connecting these disciplines, the chapters integrate research on how students learn and explain how to teach students to think geographically and develop a deeper understanding of their world. Questioning what it means to think geographically, the contributors identify ten elements that characterize thinking geographically including the weaving of various perspectives, making connections, creating meaning through spatial thinking, relational thinking and multi-scalar thinking. The book offers a collection of turnkey exercises designed by geography educators for use in human geography courses at universities. These insightful exercises are designed to assist with promoting geographic thinking and learning, and provide a matrix that serves as an outstanding resource. Teaching Human Geography makes a unique and significant contribution to geography education as an excellent resource for instructors looking to improve their practice and facilitate learning. Addressing how geography teaching can be transformed, it will also improve undergraduates' ability to think geographically by integrating research in learning science and geography education.

Reflecting the World: A Guide to Incorporating Equity in Mathematics Teacher Education is a guide for mathematics teacher educators interested in incorporating equity concerns into their teaching. The book draws on the authors' research and experience integrating issues of equity, diversity, and social justice into their work as mathematics teacher educators of preservice and inservice preK?9 teachers. Reflecting the World includes both a framework for integrating issues of equity into mathematics teacher education courses and professional development and example lessons. The lessons are organized by content area and include guidance for using them effectively. Elementary and middle grades pre?service teachers are often uncomfortable with mathematics, uncertain about their ability to teach it, and unsure of how it connects to the real world. For many preservice teachers a focus on the real world-and in particular on issues of equity, diversity, and social justice-is more engaging than their past experiences with mathematics and can help lessen their mathematical anxieties. Reflecting the Worldi will assist teacher educators in designing and teaching mathematics content and methods courses in ways that support future teachers to see the relevance of mathematics to our world and in becoming critical, questioning citizens in an increasingly mathematical world. The book provides a set of tools for helping future teachers connect mathematics to the lives, interests, and political realities of an increasingly diverse student body, and in doing so it provides a meaningful answer to the question, "when will I ever use this?"

From the team that brought you Walkabouts - Activating the Modern Classroom presents research and provides engaging, easy-to-implement classroom activities to help elementary-grade teachers address some of today's most pressing challenges. Learn strategies - and the science behind them - to activate educational content with movement in ways that improve behavior, increase focus, and enhance academic engagement and performance. Activating the Modern Classroom includes practical tips for elementary-grade teachers to address pressing classroom challenges. In the book, teachers will learn strategies, and the science behind them, to activate language arts, literacy, math, social studies, and science curriculum in ways that improve student behavior, increase student focus, and enhance student' academic engagement and performance. Ideas for incorporating creative movement into the school day (including activity breaks) are also included. Activating the Modern Classroom includes research-based answers to the following questions: What does current brain research tell us about movement? What are activity breaks? and What is an integrated curriculum? In addition, the book includes research-based strategies for helping kinesthetic learners and describes how moving while learning can help students with ADD and ADHD. The book also includes descriptions of three web-based platforms that can be used in the classroom to integrate curriculum and movement and why and how this is beneficial to students. Finally, the book includes movement-based activities for language arts, literacy, math, social studies, and science that integrate movement and improve student behavior, increase student focus, and enhance student' academic engagement and performance. Ideas for incorporating creative movement into the school day (including activity breaks) are also included.

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.

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.

Immersive technology as an umbrella concept consists of multiple emerging technologies including augmented reality (AR), virtual reality (VR), gaming, simulation, and 3D printing. Research has shown immersive technology provides unique learning opportunities for experiential learning, multiple perspectives, and knowledge transfer. Due to its role in influencing learners' cognitive and affective processes, it is shown to have great potential in changing the educational landscape in the decades to come. However, there is a lack of general cognitive and affective theoretical framework to guide the diverse aspects of immersive technology research. In fact, lacking the cognitive and affective theoretical framework has begun to hamper the design and application of immersive technology in schools and related professional training. Cognitive and Affective Perspectives on Immersive Technology in Education is an essential research book that explores methods and implications for the design and implementation of upcoming immersive technologies in pedagogical and professional development settings. The book includes case studies that highlight the cognitive and affective processes in immersive technology as well as the successful applications of immersive technology in education. Featuring a wide range of topics such as curriculum design, K-12 education, and mobile learning, this book is ideal for academicians, educators, policymakers, curriculum developers, instructional designers, administrators, researchers, and students.

The "ideal" 21st century teacher in public schools has a keen understanding of the racialized history of education and has already taken a critical stance regarding that history. This teacher is a changemaker and able to create classroom conditions that enable children and youth to be changemakers as well. In order to convert teachers into this ideal educator, alternative professional development must be undertaken that has as its goal the transformation of teachers and teachings for the eventual transformation of classroom environments and educational experiences, particularly for students of color. Unfortunately, such transformative teacher professional development has been in short supply in the age of high-stakes standardized testing and the deprofessionalization of the teaching profession. Anti-Racist Professional Development for In-Service Teachers: Emerging Research and Opportunities is a crucial reference book that addresses the historical, sociological, and pedagogical background concerning racial issues in education and proposes an alternative model for professional development as a tool for transforming schools and teachers to be critically sensitive and become changemakers. The book includes data from the author's national survey of teacher professional development, examples of assignments, teacher work products, and the author's self-critique/reflections, which draw upon 20 years of working to transform teachers and teaching on how to improve outcomes. The book also presents composite profiles of P-12 teachers such as the transformations of teachers who already "knew it all," the new teacher at a punitive public charter school with high turnover, teachers who take leadership within the school and in the larger community, and teachers who significantly changed their practice for the long-term. Moreover, the authors offer policy recommendations for funding and designing teacher professional development experiences that meet the needs of professional teachers who intend to stay in the field of education, provide immediate impact on students, and that engage all students to become critical changemakers. As such, this book is ideal for teachers, educational leaders, administrators, policymakers, academicians, researchers, and students.

Literacy is a skill for all time, for all people. It is an integral part of our lives, whether we are students or adult professionals. Giving all educators the breadth of knowledge and practical tools that help students strengthen their literacy skills is the focus of Read, Write, Lead. Drawing on her experience as a mentor teacher, reading specialist, instructional coach, and staff developer, author Regie Routman offers time-tested advice on how to develop a schoolwide learning culture that leads to more effective reading and writing across the curriculum. She explains how every school-including yours-can: Implement instructional practices that lead to better engagement and achievement in reading and writing for all students, from kindergarten through high school, including second-language and struggling learners. Build Professional Literacy Communities of educators working together to create sustainable school change through professional learning based on shared beliefs. Reduce the need for intervention through daily practices that ensure success, even for our most vulnerable learners. Embed the language of productive feedback in responsive instruction, conferences, and observations in order to accelerate learning for students, teachers, and leaders. In their own voices, teachers, principals, literacy specialists, and students offer real-life examples of changes that led to dramatic improvement in literacy skills and-perhaps just as important-increased joy in teaching and learning. Scattered throughout the book are ""Quick Wins""-ideas and actions that can yield positive, affirming results while tackling the tough work of long-term change.

Management education is one of the most popular fields of study worldwide, and as it continues to grow, so does the need for updated, relevant programs to best prepare students for the business world. Case studies have become popular as a means to teach real world applications, but require flexibility in form and content catered to each audience in order to garner the intended affects. Case Studies as a Teaching Tool in Management Education demonstrates the benefits and challenges associated with teaching through case studies in management studies, by weaving theory and practice to form a comprehensive outline for educators. This publication is essential reading for managers, business professionals, teachers in higher education, and advanced management students.

Edited by David Schwarzer, Montclair State University, Mary Petron, Sam Houston State University, and Christopher Luke, Ball State University A volume in Research in Second Language Learning JoAnn Hammadou Sullivan, Series Editor "Research Informing Practice-Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal journey and exploration of teaching methods, novelty, risk-taking, and reflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based research in an assortment of instructional settings. Theoretical issues and an array of practical applications are presented, as well as additional research opportunities and guidelines for implementation in a variety of teaching and learning venues. While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact with each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes a village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices, experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.

Multiple intelligences (MI) as a cognitive psychology theory has significantly influenced learning and teaching. Research has demonstrated a strong association between individual intelligences and their cognitive processes and behaviors. However, it remains unknown how each of or a combination of these intelligences can be effectively optimized through instructional intervention, particularly through the use of emerging learning technology. On the other hand, while efforts have been made to unveil the relationship between information and communication technology (ICT) and individual learner performance, there is a lack of knowledge in how MI theory may guide the use of ICTs to enhance learning opportunities for students. Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities is an essential reference book that generates new knowledge about how ICTs can be utilized to promote MI in various formal and informal learning settings. Featuring a range of topics such as augmented reality, learning analytics, and mobile learning, this book is ideal for teachers, instructional designers, curriculum developers, ICT specialists, educational professionals, administrators, instructors, academicians, and researchers.

Students climb to new heights in reading and writing with these fun, engaging, reproducible word-building games! Students read clues on each rung, then change and rearrange letters to create words until they reach the top. All the while, they're analyzing sound-symbol relationships, broadening their vocabulary, and building spelling skills to become better readers. For use with Grades 1-2.

Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching - the 'what to teach' aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members. The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: 'To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged'. ""Curriculum and Teaching Dialogue"" seeks to fulfill that mission.

In Running the Room: The Teacher's Guide to Behaviour, Tom Bennett rewrote the book on behaviour management, and outlined the psychology and dynamics underpinning student habits. In this companion, he goes into more detail about how to apply those principles to the classroom. Addressing a wide range of circumstances, he explores popular teacher dilemmas such as: How to deal with students who are late? What are the best ways to work with parents? Managing cover lessons successfully How to tame smartphones The best way to design a seating plan How to start the lesson for the first time Dealing with low-level disruption Getting the class quiet when you - and they - need it the most And many more. Using practical examples and evidence-informed techniques, Tom demystifies the puzzles that complex behaviour often presents, and guides teachers new and old carefully to a better understanding of how to run the room they way everyone deserves.

Educational TV in the post-war years was a cornerstone for delivering high-quality knowledge over a geographically-dispersed and culturally-segregated public. As de facto massive learning, virtual environments have been shaped by both open university initiatives and corporate courseware activities. The educational technology institutes seek a new paradigm for delivering instruction and simultaneously expanding higher education. Advanced Technologies and Standards for Interactive Educational Television: Emerging Research and Opportunities is a critical scholarly publication that examines the concept of promoting learning through mass communication through the use of extended augmentation and visualization interaction methodologies and the deployment of wide-area collaborative practices. Featuring a range of topics such as gamification, mobile technology, and digital pedagogy, this book is ideal for communications specialists, media producers, audiovisual engineers, broadcasters, computer programmers, legal experts, STEM educators, professors, teachers, academicians, researchers, policymakers, and students.

A volume in International Social Studies Forum: The Series Series Editors Richard Diem, University of Texas at San Antonio and Jeff Passe, Towson University With the national push towards inclusion, more students with disabilities are being placed in general education settings. Furthermore, when placed, more students with disabilities are entering social studies classrooms than any other content area. Classroom teachers are being asked to "reach and teach" all students, often with little support. There are numerous texts on the teaching of social studies, an equal number on teaching students with disabilities. Blending best practice in social studies and special education instruction, this book provides both pre - and in-service educators simple, practical strategies that support the creation of engaging, relevant, and appropriate social studies opportunities for all students. Though the strategies presented are useful for all students, they are particularly beneficial for students with disabilities. From Universal Design for Learning, mnemonics, graphic organizers, and big ideas, to co-teaching, screen readers and the Virtual History Museum, this book offers hands-on, practical ideas general educators can use when teaching K-12 social studies in inclusive classrooms.

Children of the post-industrial society must achieve financial status by their own efforts sustained from early periods life and are supposed to be equipped with various qualities, both in terms of formal and informal education and extracurricular and leisure activities. Contemporary children almost inherently know how to use the devices of information technology, and through these devices, they encounter ideas, languages, etc. that are different from the ones immediately experienced within their social frame. Consequently, students themselves demand new inclusive teaching practices that expose them to global cultures. Sociological Perspectives on Educating Children in Contemporary Society is a collection of innovative research on the methods and applications of how culture influences the way children are educated. While highlighting topics including global economics, multicultural teaching, and education differentiation, this book is ideally designed for teachers, sociologists, school administrators, curriculum designers, course developers, academics, researchers, and students seeking current research on the interrelationship between children, education, and society.

Research on linguistically and culturally sustaining education has recently placed increased attention on the need to rethink the field by promoting more equitable linguistic pedagogical opportunities for all students, including immigrant and newcomer youth. It has been evident for some time that immigration patterns around the globe have been increasingly shifting, posing a new challenge to educators. As a result, there is a gap in the literature that is meant to address educational practices for immigrant communities comprehensively. The Handbook of Research on Advancing Language Equity Practices With Immigrant Communities is a critical scholarly book that explores issues of linguistic and educational equity with immigrant communities around the globe in an effort to improve the teaching and learning of immigrant communities. Featuring a wide range of topics such as higher education, instructional design, and language learning, this book is ideal for academicians, teachers, administrators, instructional designers, curriculum developers, researchers, and students in the fields of linguistics, anthropology, sociology, educational policy, and discourse analysis.

Without a rich learning source that presents state-of-the-art pedagogy covering the key areas of contemporary practice, the industrial field may fall out of line with the current times. By reforming itself to embrace new norms such as social responsibility, deploying modern construction methods including modular building, and modernizing construction contracts, the recent literary material will only positively influence the workforce of the world. Claiming Identity Through Redefined Teaching in Construction Programs provides scholarly insights into the learning and teaching mechanisms developed at different institutions to address the ever-changing attributes in the field of construction management. Featuring topics that include artificial intelligence, industrial law, and operations management, the book is ideal for educators, industrial managers, academics, researchers, and students.