This book offers a new, research-based approach to STEM education in early, elementary, and middle years of schooling, concentrating on building teacher agency and integrated approaches to teaching and learning in High Possibility STEM Classrooms. Author Jane Hunter presents a globally oriented, contemporary framework for powerful Integrated STEM, based on mixed-methods research data from three studies conducted in 14 schools in language-diverse, disadvantaged, and urbanized communities in Australia. Theory, creativity, life preparation, public learning, and contextual accommodations are all utilized to help educators create hands-on, inquiry-led, and project-based approaches to STEM education in the classroom. A set of highly accessible case studies is offered that places pedagogy at the center of practice - an approach valuable for researchers, school leaders, and teachers alike. Ultimately, this text responds to the call for examples of what successful Integrated STEM teaching and learning looks like in schools. The book concludes with an evidence-based blueprint for preparing for less siloed and more transdisciplinary approaches to education in schools. Hunter argues not only for High Possibility STEM Classrooms but for High Possibility STEM Schools, enriching the dialogue around the future directions of STEM, STEAM, middle leadership, technological literacies, and assessment within contemporary classrooms.

This book offers a new, research-based approach to STEM education in early, elementary, and middle years of schooling, concentrating on building teacher agency and integrated approaches to teaching and learning in High Possibility STEM Classrooms. Author Jane Hunter presents a globally oriented, contemporary framework for powerful Integrated STEM, based on mixed-methods research data from three studies conducted in 14 schools in language-diverse, disadvantaged, and urbanized communities in Australia. Theory, creativity, life preparation, public learning, and contextual accommodations are all utilized to help educators create hands-on, inquiry-led, and project-based approaches to STEM education in the classroom. A set of highly accessible case studies is offered that places pedagogy at the center of practice - an approach valuable for researchers, school leaders, and teachers alike. Ultimately, this text responds to the call for examples of what successful Integrated STEM teaching and learning looks like in schools. The book concludes with an evidence-based blueprint for preparing for less siloed and more transdisciplinary approaches to education in schools. Hunter argues not only for High Possibility STEM Classrooms but for High Possibility STEM Schools, enriching the dialogue around the future directions of STEM, STEAM, middle leadership, technological literacies, and assessment within contemporary classrooms.

Technology Integration and High Possibility Classrooms provides a fresh vision for education in schools based on new research from in-depth studies of technology integration in exemplary teachers' classrooms. This timely book meets the demand for more examples of effective technology integration by providing a new conceptual understanding that builds on the popular and highly influential theoretical framework of technological, pedagogical and content knowledge (TPACK). Technology Integration and High Possibility Classrooms details four rich case studies set in different contexts with students ranging from age 6 to 16. Each case study articulates in very practical terms what characterizes exemplary teachers' knowledge of technology integration and how that is applied in classrooms. This highly accessible book clearly demonstrates how theory informs practice and provides new possibilities for learning in twenty-first-century schools.

Technology Integration and High Possibility Classrooms provides a fresh vision for education in schools based on new research from in-depth studies of technology integration in exemplary teachers' classrooms. This timely book meets the demand for more examples of effective technology integration by providing a new conceptual understanding that builds on the popular and highly influential theoretical framework of technological, pedagogical and content knowledge (TPACK). Technology Integration and High Possibility Classrooms details four rich case studies set in different contexts with students ranging from age 6 to 16. Each case study articulates in very practical terms what characterizes exemplary teachers' knowledge of technology integration and how that is applied in classrooms. This highly accessible book clearly demonstrates how theory informs practice and provides new possibilities for learning in twenty-first-century schools.

This book constitutes the refereed proceedings of the 9th International Conference on Asian Digital Libraries, ICADL 2006, held in Kyoto, Japan in November 2006.

The 46 revised full papers, 14 revised short papers, and 6 poster papers presented together with 3 keynote and invited papers were carefully reviewed and selected from a total of 170 submissions. The topics covered by the papers include information extraction, information retrieval, metadata, architectures for digital libraries and archives, ontologies, information seeking, cultural heritage and e-learning. In addition there are 6 papers on national and regional projects on digital libraries and archives.

This book constitutes the refereed proceedings of the 17th International Conference on Asia-Pacific Digital Libraries, ICADL 2015, held in Seoul, South Korea, in December 2015. The 22 full papers, 9 short papers, 7 panels, 6 doctoral consortiium papers and 19 poster papers presented were carefully reviewed and selected from 141 submissions. The papers for this 2015 conference cover topics such as digital preservation, gamification, text mining, citizen science, data citation, linked data, and cloud computing.

Based on an extraordinary array of diaries and letters, this engaging book explores the shifting experiences of adolescent girls in the late nineteenth century. What emerges is a world on the cusp of change. By convention, middle-class girls stayed at home, where their reading exposed them to powerful images of self-sacrificing women. Yet in reality girls in their teens increasingly attended schools-especially newly opened high schools, where they outnumbered boys. There they competed for grades and honor directly against male classmates. Before and after school they joined a public world beyond adult supervision-strolling city streets, flagging down male friends, visiting soda fountains. Poised between childhood and adulthood, no longer behaving with the reserve of "young ladies," adolescent females sparred with classmates and ventured new identities. In leaving school, female students left an institution that had treated them more equally than any other they would encounter in the course of their lives. Jane Hunter shows that they often went home in sadness and regret. But over the long term, their school experiences as "girls" foreshadowed both the turn-of-the-century emergence of the independent "New Woman" and the birth of adolescence itself.

At the turn of the century, women represented over half of the American foreign mission force and had settled in "heathen" China to preach the lessons of Christian domesticity. In this engrossing narrative, Jane Hunter uses diaries, reminiscences, and letters to recreate the backgrounds of the missionaries and the problems and satisfactions they found in China. Her book offers insights not only into the experiences of these women but also into the ways they mirrored the female culture of Victorian America. "A subtle and finely written book... [on] an aspect of the mission world in China that has never before received such probing, affectionate, detailed treatment."-Jonathan Spence, New York Review of Books "An important and often entertaining work....New angles on imperialism and gentility alike."-Martin E. Marty, Reviews in American History "A triumph of sophisticated subtle intelligence. Though quite cognizant of the dark side of the confluence of American nationalism and the missionary enterprise, Hunter's interest is in moving beyond that understanding to explore how the meeting of two cultures affected, and was shaped by, a female angle of vision."-Regina Morantz-Sanchez, Signs "Jane Hunter writes better than most novelists, and she has a topic more demanding and rewarding than the subjects many novelists deal with. Her story of the valiant and ofttimes guilt-ridden women who ventured to China, singly or with spouses, to win the country for Christ creates a world and beckons readers into it."-Christian Century