While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. Academic Knowledge Construction and Multimodal Curriculum Development presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process. This book will also aim to challenge the assumption that information accessibility is synonymous with learning. It is an essential reference for educators and practitioners interested in examining the complexity of academic knowledge construction in multimodal, digital worlds.

The varied chapters of this book seek to capture the complexities of teaching and learning in today's schools, and they share an interest in exploring the influences of knowledge construction in the moment and over time. Teaching and learning are human processes, interrelated and dynamic. We assembled this collection to unpack what it means to teach and to learn, teasing out some of the implications and challenges of such complicated educational processes that are often misconstrued as causal or linear. As educators currently residing in the United States, we find this a particularly pressing agenda, given the current focus on common core standards and reducing teaching and learning to conceptual and pedagogical stepby-step procedures. Our primary concern in putting together this book was to provide a conceptual and political foundation from which to construct and defend understandings and practices of teaching and learning that embody the complexity of educational endeavors and relationships. The isolation of teaching from learning, and the othering of both teachers and students, one from the other, suggests that knowledge is synonymous with information. This book challenges such assumptions. The project underlying this text can be seen as a means of rethinking how teachers' and students' perspectives of practice and curriculum influence what learning opportunities are provided to students. Chapters written by established and new thinkers in the field of education demonstrate the ways in which teachers reformulate relationships between teaching and learning in school settings. Our second objective is to examine local constructions of knowledge over time and how those constructions are consequential for teacher and student learning. By examining patterns of practice and processes of knowledge construction in elementary, secondary, and undergraduate classrooms, the authors of these chapters lay a foundation for examining commonalities and differences in the construction of knowledge and practices across educational levels, disciplines, and in-school and outof-school settings.

The varied chapters of this book seek to capture the complexities of teaching and learning in today's schools, and they share an interest in exploring the influences of knowledge construction in the moment and over time. Teaching and learning are human processes, interrelated and dynamic. We assembled this collection to unpack what it means to teach and to learn, teasing out some of the implications and challenges of such complicated educational processes that are often misconstrued as causal or linear. As educators currently residing in the United States, we find this a particularly pressing agenda, given the current focus on common core standards and reducing teaching and learning to conceptual and pedagogical stepby-step procedures. Our primary concern in putting together this book was to provide a conceptual and political foundation from which to construct and defend understandings and practices of teaching and learning that embody the complexity of educational endeavors and relationships. The isolation of teaching from learning, and the othering of both teachers and students, one from the other, suggests that knowledge is synonymous with information. This book challenges such assumptions. The project underlying this text can be seen as a means of rethinking how teachers' and students' perspectives of practice and curriculum influence what learning opportunities are provided to students. Chapters written by established and new thinkers in the field of education demonstrate the ways in which teachers reformulate relationships between teaching and learning in school settings. Our second objective is to examine local constructions of knowledge over time and how those constructions are consequential for teacher and student learning. By examining patterns of practice and processes of knowledge construction in elementary, secondary, and undergraduate classrooms, the authors of these chapters lay a foundation for examining commonalities and differences in the construction of knowledge and practices across educational levels, disciplines, and in-school and outof-school settings.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Le veterinaire, Seth Davies arrive a Senaka, Wyoming, en quete de paix et d'anonymat pour echapper a son passe. Depuis toujours, il n'est qu'une cible pour les problemes et la douleur et Seth en a deja eu plus que sa part. Kasey Whitedove, apres un coup d'oeil a Seth en deduit le pire. Aucun homme blanc ne peut aimer les animaux de la maniere dont s'attend la population Cheyenne et Kasey rend le premier jour de Seth a Senaka plus que penible. Puis, un accident met Kasey dans la position inconfortable de devoir revoir ses croyances - tout en desirant ardemment Seth - en depit du danger de se reveler en tant que loup-garou et des sombres secrets de la vie de Seth. Poursuivre Seth et le tenir a l'abri de son passe va devenir le role le plus important de la vie de Kasey.

Veritables compagnons, numero hors serie Nicholas Cartwright a fait tout ce qui etait en son pouvoir pour oublier cette nuit, six mois plus tot a Senaka, quand son veritable compagnon l'a rejete, le laissant brise et desabuse. Se refugiant dans son travail, il s'y adonne jusqu'a l'epuisement, tout en trouvant les caresses d'un autre insupportables. Tout a coup, son compagnon a besoin de son aide et demande peut-etre plus que ce Nick est pret a lui accorder. Thayne Whitedove a toujours ete une ame errante, passant ses journees sur les routes et ses nuits dans les bras d'un amant de rencontre, jusqu'a ce qu'une erreur fatale le pousse a chercher secours aupres des siens. A sa grande consternation, la seule facon de reparer sa faute est d'accepter ce qu'il refuse par-dessus tout... son compagnon. Thayne doit choisir entre continuer a fuir ou rester et se battre pour le pardon de Nick.