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Mobile technologies are one of the fastest growing areas of
technology in education. For learners, they offer an appealing
opportunity to transcend teacher-defined knowledge and approaches
by being able to access multiple, alternative sources of
information anytime and anywhere. While the pace of engagement with
and research into the educational applications of mobile
technologies has picked up dramatically in the last decade, there
is no consolidated view of how to sustain the practices or
opportunities that are being explored. Sustainability is a complex
but crucial issue in mobile learning as educational institutions
are usually required to make substantial investments in mobile
devices and associated technologies, time and training to initiate
mobile learning programs. The complexity of sustainable mobile
learning programs is further exacerbated by the fast pace of change
of digital technologies, where with every change, new possibilities
are opened up and investments required. In addition, educators are
still attempting to reconcile institutions of formal education with
informal mobile learning. The book addresses these issues, with a
particular focus on: exploring the challenges surrounding the
sustainability of mobile learning in K-12 and higher education
investigating the importance of sustaining mobile learning for
diverse populations of students globally discussing theoretical
models for the sustainability of mobile learning providing the
reader with strategies for sustaining mobile learning. Presenting
new research alongside theoretical models and ideas for practice,
the book will appeal to researchers, academics, and postgraduate
students in the fields of education and mobile learning, as well as
those working in teacher education.
Mobile technologies are one of the fastest growing areas of
technology in education. For learners, they offer an appealing
opportunity to transcend teacher-defined knowledge and approaches
by being able to access multiple, alternative sources of
information anytime and anywhere. While the pace of engagement with
and research into the educational applications of mobile
technologies has picked up dramatically in the last decade, there
is no consolidated view of how to sustain the practices or
opportunities that are being explored. Sustainability is a complex
but crucial issue in mobile learning as educational institutions
are usually required to make substantial investments in mobile
devices and associated technologies, time and training to initiate
mobile learning programs. The complexity of sustainable mobile
learning programs is further exacerbated by the fast pace of change
of digital technologies, where with every change, new possibilities
are opened up and investments required. In addition, educators are
still attempting to reconcile institutions of formal education with
informal mobile learning. The book addresses these issues, with a
particular focus on: exploring the challenges surrounding the
sustainability of mobile learning in K-12 and higher education
investigating the importance of sustaining mobile learning for
diverse populations of students globally discussing theoretical
models for the sustainability of mobile learning providing the
reader with strategies for sustaining mobile learning. Presenting
new research alongside theoretical models and ideas for practice,
the book will appeal to researchers, academics, and postgraduate
students in the fields of education and mobile learning, as well as
those working in teacher education.
School Connectedness for Students with Disabilities: From Theory to
Evidence-based Practice focuses on the importance of school
connectedness for students with disabilities, and presents ways in
which this sense of connectedness can be fostered. Written from a
holistic perspective, it embraces a variety of approaches,
strategies and interventions rooted in evidence-based theory and
practice, and examines them not only in regard to the student with
a disability, but also school leaders, teachers, families and
community members. The book describes and defines the concept of
school connectedness, provides the reader with a theoretical
framework from which to examine connectedness and explores
connectedness from the lens of each of its components. It discusses
the importance of assessing school connectedness in order to make
data-based intervention decisions, as well as unpacking the
components of student engagement, school climate, bonding and
attachment. Several school-wide and leadership approaches that
foster school connectedness are presented, as are ways to involve
families. All of these are discussed through the lens of
disability, in order to acknowledge the characteristics of
disability that affect student levels of school connectedness.
School connectedness has become a priority for many schools and
educators internationally. Research demonstrates the importance of
connectedness as a protective factor, and its impact on the health
behaviour, social, emotional and academic outcomes of young people.
Grounded in theory and relevant to practice, this is essential
reading for anyone interested in improving the school connectedness
of students with different disabilities across the lifespan.
School Success for At-Risk Students: A Culturally Responsive Tiered
Approach introduces a model that incorporates cultural
responsiveness into the familiar three-tiered model of behavioural
and academic support. The model is designed to modify learning
environments to support all students, identify students at risk,
and provide a continuum of supports for those who need it. The
characteristics, outcomes, and support needs of at-risk students
are explored in detail. These students include those with
disabilities, those who are English language learners, refugees,
indigenous, LGBT+, students from low SES backgrounds, and those who
are involved with the juvenile justice or out-of-home care systems.
The concepts of cultural responsiveness and competence are defined
and discussed, then incorporated into a framework that includes the
Response to Intervention and Positive Behavioural Interventions and
Supports frameworks. This revised framework is investigated in
regards to theory, research, and practice. The importance of
cultural competence for at-risk students and ways to improve this
in schools are suggested. This book is a necessary companion for
educators and researchers who have an interest in exploring the
nature and context of educating at-risk students from the
perspective of a culturally responsive multi-tiered system of
support. It will also be of interest to a wide range of individuals
working in education with at-risk youth, including preservice and
veteran teachers, leadership teams, school psychologists, and
school counsellors, as well as teacher educators.
School Connectedness for Students with Disabilities: From Theory to
Evidence-based Practice focuses on the importance of school
connectedness for students with disabilities, and presents ways in
which this sense of connectedness can be fostered. Written from a
holistic perspective, it embraces a variety of approaches,
strategies and interventions rooted in evidence-based theory and
practice, and examines them not only in regard to the student with
a disability, but also school leaders, teachers, families and
community members. The book describes and defines the concept of
school connectedness, provides the reader with a theoretical
framework from which to examine connectedness and explores
connectedness from the lens of each of its components. It discusses
the importance of assessing school connectedness in order to make
data-based intervention decisions, as well as unpacking the
components of student engagement, school climate, bonding and
attachment. Several school-wide and leadership approaches that
foster school connectedness are presented, as are ways to involve
families. All of these are discussed through the lens of
disability, in order to acknowledge the characteristics of
disability that affect student levels of school connectedness.
School connectedness has become a priority for many schools and
educators internationally. Research demonstrates the importance of
connectedness as a protective factor, and its impact on the health
behaviour, social, emotional and academic outcomes of young people.
Grounded in theory and relevant to practice, this is essential
reading for anyone interested in improving the school connectedness
of students with different disabilities across the lifespan.
School Success for At-Risk Students: A Culturally Responsive Tiered
Approach introduces a model that incorporates cultural
responsiveness into the familiar three-tiered model of behavioural
and academic support. The model is designed to modify learning
environments to support all students, identify students at risk,
and provide a continuum of supports for those who need it. The
characteristics, outcomes, and support needs of at-risk students
are explored in detail. These students include those with
disabilities, those who are English language learners, refugees,
indigenous, LGBT+, students from low SES backgrounds, and those who
are involved with the juvenile justice or out-of-home care systems.
The concepts of cultural responsiveness and competence are defined
and discussed, then incorporated into a framework that includes the
Response to Intervention and Positive Behavioural Interventions and
Supports frameworks. This revised framework is investigated in
regards to theory, research, and practice. The importance of
cultural competence for at-risk students and ways to improve this
in schools are suggested. This book is a necessary companion for
educators and researchers who have an interest in exploring the
nature and context of educating at-risk students from the
perspective of a culturally responsive multi-tiered system of
support. It will also be of interest to a wide range of individuals
working in education with at-risk youth, including preservice and
veteran teachers, leadership teams, school psychologists, and
school counsellors, as well as teacher educators.
This book brings a refreshing perspective to preparing students
with disabilities and their families for all aspects of independent
life. Many of the transitions experienced by younger children set
the stage for future changes, yet do not receive the attention they
deserve in the literature. This publication offers a
strengths-based approach that includes philosophical perspectives
and evidence-based practices to assist this vulnerable population
with lifespan changes and challenges. Each chapter addresses
transitional needs and their assessment, and relevant interventions
from the perspectives of an application to schools, families and
communities. Multicultural perspectives are integral to all these
chapters. The book covers transition from: - home to early
childhood education - early childhood education to primary school -
primary school to secondary school - primary school to special
settings - juvenile justice settings back into the community -
school to work - school to further education or training -
post-school settings to retirement. Lifespan Transitions and
Disability: A holistic perspective is a necessary companion for
postgraduate education students and researchers who have an
interest in exploring the nature and context of special and
inclusive education today.
This book brings a refreshing perspective to preparing students
with disabilities and their families for all aspects of independent
life. Many of the transitions experienced by younger children set
the stage for future changes, yet do not receive the attention they
deserve in the literature. This publication offers a
strengths-based approach that includes philosophical perspectives
and evidence-based practices to assist this vulnerable population
with lifespan changes and challenges. Each chapter addresses
transitional needs and their assessment, and relevant interventions
from the perspectives of an application to schools, families and
communities. Multicultural perspectives are integral to all these
chapters. The book covers transition from: - home to early
childhood education - early childhood education to primary school -
primary school to secondary school - primary school to special
settings - juvenile justice settings back into the community -
school to work - school to further education or training -
post-school settings to retirement. Lifespan Transitions and
Disability: A holistic perspective is a necessary companion for
postgraduate education students and researchers who have an
interest in exploring the nature and context of special and
inclusive education today.
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