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.

Post-traditional students are rapidly becoming the majority of the higher education student population. This changing demographic within the higher education landscape increases the demand for flexible learning options accessible to non-traditional learners. Redefining Post-Traditional Learning: Emerging Research and Opportunities is a comprehensive research publication that explores shifting demographics within higher education and offers recommendations to current teaching methodologies. Highlighting a range of topics such as adult learners, pedagogy, and international students, this book provides a theoretical foundation, followed by an intentional dissection of current and best research practices through the lenses of andragogy, student demographics, and technology. It is ideal for teachers, instructional designers, curriculum developers, educational professionals, school administrators, policymakers, academicians, teaching professionals, researchers, and graduate students.

The Definitive Guide to Instructional Coaching offers a blueprint for establishing, administering, and assessing an instructional coaching program laser-focused on every educator's ultimate goal: the academic success of students. For more than 20 years, perfecting such a system has been the paramount objective of best-selling author and coaching guru Jim Knight and his team of researchers at the Instructional Coaching Group (ICG). Organized around ICG's seven 'Success Factors' for instructional coaching, this book offers: - An in-depth guide to the Impact Cycle, ICG's research-based and field-tested model for coaching teachers through issues that matter most to them. - Detailed guidance on how to create a 'playbook' of instructional strategies to share with collaborating teachers - and how to model those strategies under different conditions. - Practical advice on preparing for and engaging in substantive, reflective, and teacher-centred coaching conversations. - Best practices for gathering, analysing, and responding to data for improved teaching and learning. - Real-life anecdotes and testimonies from educators and coaches who have reaped the benefits of the Impact Cycle in a diverse array of schools. In addition, each chapter of the book contains a learning map to help orient you and a list of valuable additional resources to complement the text. Whether you're new to coaching or well versed in the practice, The Definitive Guide to Instructional Coaching will no doubt prove a cornerstone of your coaching library for years to come.

Mindful Teaching and Learning: Developing a Pedagogy of Well-Being features a community of scholar-practitioners from across disciplines, methodologies, and ideological perspectives exploring and examining contexts that support mindful teaching, mindful learning, and a pedagogy of well-being. Collectively, these chapters document and analyze the opportunities and challenges within pedagogical sites and discuss how the disposition of mindfulness can be nurtured and sustained in educational practice and praxis. Bolstered by the positive evidence-based standards emanating from clinical settings, mindfulness based training has spread into a variety of other fields like psychology, healthcare, and more recently, education. Within pedagogical environments, an emergent secular conception of mindfulness, under the auspices of educational psychologists like Langer (1987; 1997), Goleman, (2008), Lantieri (2008), Roeser, Skinner, Beers, and Jennings, (2012), and Schonert-Reichl and Lawlor (2010), is making headway. Consequently, Mindfulness Training (MT) resources have been applied to educational contexts in order to maximize the academic, emotional, physical, and psychological benefits provided by this mind-body approach to well-being. Acknowledging the increasing evidence base for the efficacy of mindfulness interventions as well as the elevated stress levels reported by many educators and their students, this book discusses how mindful practices, praxis, and research can inform and support pedagogy, curriculum, and leadership initiatives in higher education in the twenty-first century. Alongside the multitude of recent studies in the area of Mindfulness, contributors discuss their own experiences using Self-study, Contemplative pedagogy, Living Educational Theory, and Curriculum Inquiry. The content of this book examines ways in which to develop habits of mind and courses of action, as well as a curriculum of study that can support educators as they cultivate competencies for thriving and coping with the modern demands of being a teacher.

Teaching content and measuring content are frequently considered separate entities when designing teaching instruction. This can create a disconnect between how students are taught and how well they succeed when it comes time for assessment. To heal this rift, the theory of meaningful learning is a potential solution for designing effective teaching-learning and assessment materials. Design and Measurement Strategies for Meaningful Learning considers the best practices, challenges, and opportunities of instructional design as well as the theory and impact of meaningful learning. It provides educators with an essential text instructing them on how to successfully design and measure the content they teach. Covering a wide range of topics such as blended learning, online interaction, and learning assessment, this reference work is ideal for teachers, instructional designers, curriculum developers, policymakers, administrators, academicians, researchers, practitioners, and students.

Design in Mind outlines a framework for a design thinking process that helps educators tackle complex challenges in their educational ecosystems step by step to quickly find fresh ideas and solutions. It invites readers to simultaneously think like educators and designers while centering inquiry, equity, equality and inclusion, supporting creative tension, and encouraging collaborative innovation.

Mentoring in Formal and Informal Contexts is a collection of invited works on mentoring in the many contexts in which it exists. Working with AHEA, the editors identified authors that have demonstrated experience and/or have published in this area. The book is arranged thematically (health care, education, the workplace, etc.) and further sub-themed as appropriate. Mentoring in Formal and Informal Contexts is important because it fills a unique niche in the field of adult education, extends the scope of AHEA to a larger audience, and offers a current volume for scholars and practitioners based on both research and practice-based research. The audience: This collection is appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult education.

This work offers parents, educators, and librarians a practical guide to discovering the ways gender identities are constructed through literacy practices, providing recommendations for addressing gender inequities in schools and in the community at large. Gender and Literacy: A Handbook for Educators and Parents focuses on issues related to the gendered experience of students from pre-kindergarten through grade 12, promoting an understanding that the issues surrounding gender cannot be reduced to broad generalizations. Author Karen A. Krasny seeks to make clear the complex notion of gender construction within the context of redefining what constitutes legitimate literacy practices in schools. This handbook will help to guide educators, parents, and librarians by assisting them in the selection and evaluation of print and media resources. The first chapter explains the need to understand the complex relationship between gender and literacy. The bulk of the book provides readers with a critical review of the studies conducted to investigate gendered literacy practices, while the last three chapters focus on actionable strategies and policy making.

This book focuses on teaching and learning with mobile technologies, with a particular emphasis on school and teacher education contexts. It explains a robust, highly-acclaimed contemporary mobile pedagogical framework (iPAC) that focuses on three distinct mobile pedagogies: personalisation, authenticity and collaboration. The book shows how mobile pedagogical practice can benefit from use of this framework. It offers numerous cutting-edge research resources and examples that supplement theoretical discussions. It considers directions for future research and practice. Readers will gain insights into the potential of current and emerging learning technologies in school and teacher education.

With over 13yrs experience David Vancil shares all of the techniques that he has learned while perfecting his bartending skills in Who's Your Bartender: The Secret Techniques and Basics of Bartending. From Cultivating regular customers to making newcomers feel at home, these techniques offer a bird's eye view of how to become a successful bartender. Vancil Shares his vast knowledge of the ways of a successful bartender as well as the recipes for the wide variety of drinks that a bartender must know and be able to make quickly and efficiently. From classic drinks like martinis and boiler makers to delicious non-alcoholic drinks, this guide presents recipes for hundreds of real, essential, drinks that can be ordered anywhere. Vancil also provides need to know memorization techniques that will help any bartedner remember hundreds of drinks, and recipes in an easy-to-read format. Bartending offers the opportunity to work anywhere in the world. This handy reference guide can help you become a successful bartender. "David Vancil is amongst one of the most enthusiastic, passionate and skilled bartenders I have had the pleasure to work with since my move to Los Angeles from Italy in 2006. His attention to detail and knowledge of both spirits, wine & mixology, make his book a must read for anyone interested in the beverage industry." Diego Meraviglia 4th level certified Sommelier AIS Vice-President, Fourcade & Hecht Wine Selections David Vancil is not just a bartender but an Alchemist who puts the true meaning of "Spirits" in every drink -J.D. Amoro Estrill -Artist "I've never experienced bar service at the level of David Vancil's-he is THE BEST. There is a reason he is called The Sensei When he is behind the bar, it"s like a magician with his cape on. You don't even see his hands moving then abracadabra you've got a drink in your hand. And it's either your favorite drink, or your new favorite drink That's how he works. And he brings this level of service and integrity each and every night. I would take anything David says straight to the bank when it comes to the history of bar service, or the modernization of it. "-Benjamin Yiapan-Fitness Consultant

How do you sufficiently progress beyond the status quo when an entire rural community views the status quo as sufficient progress? Educating children in poverty remains the most important educational challenge of our time. What few people know is this: the rate of child poverty in our nation's rural communities is actually higher than it is in our country's urban centers. Hardball Leadership is a best practices guide for rural school leaders who are passionate about closing the achievement gap and committed to leading their districts to significant academic improvement. Based upon original research that examined the leadership practices of effective rural superintendents who led their districts to dramatic academic improvement, this book's insights include: *Establishing a strong academic culture where every student can and will be successful *Developing a system for improving teacher instructional performance *Fostering an academically-focused partnership with the board of education *Managing school-based controversy in a productive way *Building and sustaining a financially strong district This leadership handbook will help rural school leaders build an academic pathway that will lead their students towards a happy and prosperous life.

This book is based on the author's practice in teaching and learning literature. It approaches this subject as a privileged context for critical thinking, knowledge construction, and autonomy both for teachers and learners. It emphasizes practice though linking it with theory. Readers will fi nd many examples to clarify explanations. It presents concept mapping as a powerful tool to facilitate one's expression of thinking+feeling+acting when experiencing a literary text. The book offers the opportunity of a hands-on participation in working with concept maps and of interacting with the author through email, if the reader feels like doing it. The aim here is to suggest ways to achieve a context of freedom and autonomy in literature classes as well as to encourage more readers to love reading and literature.

Many teachers in public schools find themselves increasingly unsure of what the law expects of them in the classroom. The general public and government regulators are holding them to higher and stricter standers of conduct, but their educational preparation has not kept up with the changing environment. Knowing Where to Draw the Line: Ethical and Legal Standards for Best Classroom Practice is an ideal guide for teacher education programs, offering a comprehensive account of the legal information that will arm teachers for legal survival in the classroom. Organized for both easy reference and thorough examination, Knowing Where to Draw the Line: Ethical and Legal Standards for Best Classroom Practice instructs teachers on how to deal with students, parents, administrators, and local communities, covering an exhaustive list of legal issues including: Sexual harassment, Discipline, Contract negotiations, Liability, and Medical Concerns. In addition, Knowing Where to Draw the Line: Ethical and Legal Standards for Best Classroom Practice highlights a number of court cases and uses hypothetical cases to further aid teachers in understanding these vital concerns.

In a seemingly tumultuous time of political change, caring and healing are needed now more than ever. This is especially true in education, which has been criticized for a disproportionate focus on the technical aspects of teaching with less focus on its "human" aspects. Creating Caring and Supportive Educational Environments for Meaningful Learning is a collection of innovative research on the practical and theoretical questions involved in organizing traditional and nontraditional areas of study around themes of care and support for students within the framework of current educational systems and standards. While highlighting topics including service learning, ethics of care, and student mental health, this book is ideally designed for teachers, administrators, researchers, and academicians seeking current research on the importance and ethics of the human aspects of education.

This title explores best practice for engagement with challenging educational contexts through service-learning drawing on the contributors' international experience. "Service-Learning and Educating in Challenging Contexts" explores the potential of service-learning identified as a way to integrate community service with academic study to enrich the on-going professional development of educators, especially in schools that are located in challenging contexts. This collection offers a further refinement of what typically comes under the remit of service-learning, switching the focus from the learning experience of the learner, to the educator and the deep and enriching professional learning opportunities that service-learning can offer. This approach to service-learning promotes collaborative practices amongst professional and in-service educators, and encourages an integration of theory and practice. The international contributors use their own experiences as well as current research to provide a thorough exploration of service-learning from national and international perspectives.