Dr. Jones returned to the high school classroom after 15 years in higher education, most recently as an Associate Dean. This text chronicles his journey into his new teaching career. The premise of the text is framed on the attributes of a relational pedagogy. As such, the book discusses the relationships that Dr. Jones developed throughout the academic year. In this capacity, relational pedagogy allows the reader a unique lens through which to view the schooling process in this metropolitan southern town. In the book, Jones examines topics such as standardized testing, racism, sexuality, cheating, among other topics, through a critical theory paradigm. In doing so, Jones is able to interweave theoretical concepts within the daily actions of the schooling process. As such, the text is a unique reconceptualization of schools and the purpose of schools.

American education is at a critical juncture because the traditional skills taught in schools and universities might no longer be valid to prepare students for a global economy. This is a prevailing argument in the education reform debate. Corporations are now being turned to for the solution. Regarding western educational discourse, transitional periods in education extend as far back as the Middle Ages in Europe. In America, since the turn of the century there has been an underpinning influence on education: the role of business. Yet, how often do we hold businesses accountable for their contributions to education? Business and education alliances can greatly benefit the system on both the K-12 and university levels. However, if the work that education is supposed to accomplish is underestimated and the plight of education is handed blindly over to a corporate paradigm, there might be more harm done than good. For some, it might seem unsavory that education has turned into a profitable business. For others, it is a dream come true. Although several scholars have analyzed the correspondence between education and the economy, few have examined it using a British pedagogical framework combined with an economic typology of power. The goal of this book is to explore the existence of certain capitalist realities in the American education system to find a balance between the distinct ideologies of education and business. This book is a theory-building exercise that centers on a descriptive multiple-case study of two senior high schools: a private, Jesuit school with a mission to educate students for university disciplines and a public charter school designed for career preparation, both located in Washington, D.C. A combination of survey, dialogic, observational, and documentary techniques was employed in a multi-methodological approach. This enterprise draws on Basil Bernstein's pedagogical theory of symbolic educational knowledge codes while attempting to fill a gap in its theoretical apparatus. The endeavor highlights some effects of alliances between business and education, while exploring concepts of power, critical thinking, and knowledge. A realist theoretical lens is a key component in this study where business norms are conceptualized as a social entity ontologically effectual to educational processes. Traditional forms of education are revealed to be in competition with alternative forms of education, where the high-technology age is perceived as a contributor to educational change. One of the unique analyses drawn from the research fieldwork elucidates differences between a religious paradigm and a careerist pedagogical approach. Ultimately, three contextual themes emerge from the data: entrepreneur ethics, social skills, and technology; all of these are indications of how business mores are apparent in education. The salient theme in this endeavor is the control of knowledge by institutions and/or individuals. The Imprint of Business Norms on American Education is an important book for social entrepreneurs, education reformers, education and sociological studies.

This book is Volume 43 of the Educational Media and Technology Yearbook. For the past 40 years, our Yearbook has contributed to the field of Educational Technology by presenting contemporary topics, ideas, and developments regarding diverse technology tools for education. The Yearbook has inspired researchers, practitioners, and teachers to consider how to develop technological designs, curricula, and instruction. The audience for the Yearbook typically consists of media and technology professionals in K-12 schools, higher education, and business contexts. The Yearbook editors have dedicated themselves to providing a record of contemporary trends related to educational communications and technology and strive to highlight special movements that have clearly influenced the educational technology field. This volume continues the tradition of offering topics of interest to professionals practicing in other areas of educational media and technology. Includes research on emerging and contemporary topics in the field of educational technology; Provides an ongoing report on the current issues in the field of educational technology; Contains a section presenting organizations dedicated to educational technology; Includes a section presenting graduate programs in the field of educational technology; Includes a section presenting mediagraphy in the field of educational technology.

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?"

This collected book is about the eduLab projects, an initiative with focus on Scaling Change through Apprenticising and Ecological Leadership, designed to surface and spread ground-up information and communication technology-based pedagogical innovations. It presents the goals and rationale behind eduLab, an overview of the research projects conducted by its principal investigators during its funding tenure, as well as synthesizing thoughts on the entire endeavor. This book not only marks the achievements of the eduLab programme but also serves as inspiration for future projects. It presents Singapore education in action - a continually evolving and adapting education system that delivers a system well known for its high quality as much as it is forward-looking.

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.

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.

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.

One of the most important transformations in the world today is the adaptation to education and teaching methods that must be made to enhance the learning experience for Millennial and Generation Z students. The system in which the student is passive and the teacher is active is no longer the most effective form of education. Additionally, with the increased availability to information, knowledge transfer is no longer done solely by the teacher. Educators need to become moderators in order to promote effective teaching practices. Paradigm Shifts in 21st Century Teaching and Learning is an essential scholarly publication that examines new approaches to learning and their application in the teaching-learning process. Featuring a wide range of topics such as game-based learning, curriculum design, and sustainability, this book is ideal for teachers, curriculum developers, instructional designers, researchers, education professionals, administrators, academicians, educational policymakers, and students.

This book explores a broad range of innovations in education, such as flipped classrooms, the educational use of social media, mobile learning and educational resources. It also includes theoretical discussions and practical applications related to the use of augmented reality and educational technologies for improving students' engagement and facilitating their future studies and careers. Featuring case studies and practical applications illustrating the effectiveness of new modes of education in which the latest technologies and innovations are widely used in the global context, the book helps readers develop their awareness of the related insights and implications, in order to deepen their understanding and stimulate critical thinking as to how new technologies have made learning and teaching easier in different educational settings.

As with any industry, the education sector often goes through frequent changes. It is every educator's duty to keep up with these shifting requirements and alter their teaching style accordingly. Fostering Reflective Teaching Practice in Pre-Service Education is an essential reference source that provides a detailed analysis of the most efficient and effective ways for teachers to adapt to changes in their industry. Featuring relevant topics such as reflective teaching methodology, lifelong learning programs, pioneer service learning, and technology integration in education, this book is ideal for current educators, future teachers, academicians, students, and researchers that would like insight into the best practices for keeping up with the demanding changes in the education field.

This book presents a critical reimagining of education and educational research in addressing practices of representation and their relation to epistemology, subjectivity and ontology in the context of early childhood education. Drawing on posthumanist perspectives and the immanent materialism of Deleuze & Guattari to conceive of early childhood education, childhood and indeed, adult life, in new ways, it highlights the powerful role of language in subjectivity and ontology, and introduces affectensity as a concept which can be put to work to undo habitual relations and meanings. It proposes that ethical becomings require the engagement of an expansion and intensification of a body's affect or capacity, and offers readers a provocation for enhancing creative capacity as an ethic. This book is an important contribution to the discussions on methods for living and of ways of thinking commensurate with the orientation of a posthuman turn.

This book presents strategies and practices for facilitating effective learning for mainland Chinese students in western based education - regarding e.g. the choice of instructional techniques, attention to students' cultural dislocation aspects, comfort, familiarity, and ease of knowledge transfer. It embeds innovativeness at a conceptual level, and argues for a holistic and "engaged" approach to learning effectiveness for mainland Chinese students.

The book aims to advance global knowledge and practice in applying data science to transform higher education learning and teaching to improve personalization, access and effectiveness of education for all. Currently, higher education institutions and involved stakeholders can derive multiple benefits from educational data mining and learning analytics by using different data analytics strategies to produce summative, real-time, and predictive or prescriptive insights and recommendations. Educational data mining refers to the process of extracting useful information out of a large collection of complex educational datasets while learning analytics emphasizes insights and responses to real-time learning processes based on educational information from digital learning environments, administrative systems, and social platforms. This volume provides insight into the emerging paradigms, frameworks, methods and processes of managing change to better facilitate organizational transformation toward implementation of educational data mining and learning analytics. It features current research exploring the (a) theoretical foundation and empirical evidence of the adoption of learning analytics, (b) technological infrastructure and staff capabilities required, as well as (c) case studies that describe current practices and experiences in the use of data analytics in higher education.

This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.

This book analyses technology enhanced learning through the lens of Disruptive Innovation theory. The author argues that while technology has not disrupted higher education to date, it has the potential to do so. Drawing together various case studies, the book analyses established technologies through a Disruptive Innovation perspective, including virtual learning environments, and includes Wikipedia as an example of successful innovative disruption. The author also examines the disruptive potential of social media technologies and the phenomenon of user-owned technologies. Subsequently, the author explores strategic narratives for technology enhanced learning and imagines what the Disruptive University might look like in the future. This book will be valuable for scholars of technology enhanced learning in higher education as well as those looking to increase their understanding of and practice with technology enhanced learning.

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.