In today’s complex educational environment, it’s critical for educators to understand the policy landscape. Research-based and grounded in a non-ideological perspective, The American Education Policy Landscape is an essential guide for educators, graduate students, and policymakers alike. This accessible resource unpacks complex concepts and provides a comprehensive overview of early childhood, K-12, and higher education policy issues, including governance structures at the local, state, and national levels; the process of policymaking; issues of educational finance; and the impact of stakeholders. The American Education Policy Landscape provides aspiring and practicing educators, analysts, researchers, and policymakers with the foundational knowledge and context for understanding education policy, enabling them to make effective decisions, provide informed advice, and craft critical research questions on education.
This text provides a basic introduction to what art is and can be in the lives of people who do not necessarily think of themselves as 'artists.' A variety of art themes, genres, materials, and processes that appeal to novice art makers are organized by conceptual themes in a way that allows choices in media, style, or content for open-ended results. The text may be used in secondary or adult studios, but is especially designed for use in online teaching/learning contexts.
James S. Damico, Loren Lybarger, Edward Brudney
This book examines literacy practices of commemoration marking the 40th anniversary of the March 24, 1976 coup in Argentina. Drawing on research conducted across three distinct sites in Buenos Aires in March 2016—a public university, a Catholic church, and a former naval base and clandestine detention center transformed into a museum space for memory and justice—this book sheds light on the ways commemorative literacies at these locations work spatially to mobilize memory of the past to address and advance justice concerns in the present. These labors of justice manifest in three ways: as resistance, reconciliation, and recovery. Damico, Lybarger, and Brudney also demonstrate how these particular kinds of commemorative literacies resonate transnationally in ways that necessitate a commitment to commemorative ethics.
Globalization is blurring the lines between once clearly defined groups of people, making cultural sensitivity more important than ever. Culturally sensitive art education can cultivate the ability for students to empathize with and care about others, but until now, few guidelines have existed to help art educators bring together those from dissimilar cultural backgrounds. Editors Manifold, Willis, and Zimmerman have created Culturally Sensitive Art Education in a Global World: A Handbook for Teachers as a source of useful models for teaching art to students from diverse populations in a culturally sensitive way.
Keith C. Barton and Li-Ching Ho
It was a seemingly simple question that inspired an idea for this book from Li-Ching Ho to Professor Keith Barton: Should the purpose of social studies be to prepare students for democracy, or should it aim for something higher?
“In the United States and many other settings, we have long assumed that the central purpose of social studies, or what we’ve referred to more broadly as ‘social and civic education,’ is to prepare students to take part in the public life of democratic societies,” Barton explained.
Curriculum for Justice and Harmony: Deliberation, Action and Knowledge in Social and Civic Education, expands on whether schools should orient toward more substantive goals, with democratic participation as a means but not the end of public life. In the book, they explore two purposes broad enough to guide all social learning: a view of justice that involves advancing well-being, reducing manifest injustices and removing barriers that limit opportunities, and critical harmony, which promotes social relationships, embraces conflict, values difference and supports balance.
The core of the book is online teaching strategies and activities to engage and motivate our students (Chapters 3, 4, 5, 6). We begin, however, by contextualizing these suggestions by detailing the specific ways the online medium has specifically changed the way our students learn languages; and the expertise and resources we already have available as language teachers to address these changes. (Chapters 1-2). The final three chapters (7, 8, & 9), are for our development as teachers, namely the type of online competencies for us to explore to enhance our expertise, the support administrators can provide, and inspirational online practices as encouragement for us to teach online.
M.J. Bishop, Elizabeth Boling, Jan Elen, Vanessa Svihla
Elizabeth Boling, Professor in Instructional Systems Technology, co-edited this handbook that sets out the priorities for research in the field.
The book is in its fifth update. Revising it is a project that took four years to complete, but is critical as areas for research change as time goes along. Books such as these are published in most fields of scholarship. According to Boling, they pull together the state of knowledge in a field and outline areas for future research and are widely used in doctoral programs as readings that makes doctoral students and faculty scholars aware of the critical areas for research.
“The handbook represents what a field has accomplished in research and what should be priorities for the future. To be an editor on a handbook of research means to help define what is important in a field of study for the several years following its publication,” Boling added.
Dylan Brody and Mary Benson McMullen
As an early childhood educator, you know how important play is for young children. You also know that selecting the right play materials to include in your program matters; there are so many options, and often your budget does not stretch to cover everything. With this book, discover ideas for both familiar and new play materials and how those materials support the cognitive, social and emotional, and physical learning and development of children from birth to age 3.
With a thoughtful selection of appropriate play materials, you can enhance the quality of your program by creating an environment and providing experiences that enable all children to thrive.
Theodore W. Frick, Rodney D. Myers, Cesur Dagli, and Andrew F. Barrett
Innovative Learning Analytics for Evaluating Instruction covers the application of a forward-thinking research methodology that uses big data to evaluate the effectiveness of online instruction. Analysis of Patterns in Time (APT) is a practical analytic approach that finds meaningful patterns in massive data sets, capturing temporal maps of students' learning journeys by combining qualitative and quantitative methods. Offering conceptual and research overviews, design principles, historical examples, and more, this book demonstrates how APT can yield strong, easily generalizable empirical evidence through big data; help students succeed in their learning journeys; and document the extraordinary effectiveness of First Principles of Instruction. It is an ideal resource for faculty and professionals in instructional design, learning engineering, online learning, program evaluation, and research methods.
Expanding the definition and use of literacies beyond verbal and written communication, this book examines contemporary literacies through action-focused analysis of bodies, places, and media. Nexus analysis examines how people enact and mobilize meanings that are largely unspoken. Wohlwend demonstrates how nexus analysis can be used as a tool to critically analyze and understand action in everyday settings, to provide a deeper understanding of how meanings are produced from a mix of modes in daily social and cultural contexts.
Designed to help readers understand the theoretical and methodological assumptions and goals of nexus analysis in classroom and literacy research, this book provides a comprehensive understanding of the theory, framework, and foundations of nexus analysis, by using multimodal examples such as films and media, artifacts, live action performances, and more.
Pengfei Zhao, Karen Ross, Peiwei Li, and Barbara K. Dennis
Making Sense of Social Research Methodology: A Student and Practitioner Centered Approach introduces students to research methods by illuminating the underlying assumptions of social science inquiry. Authors Pengfei Zhao, Karen Ross, Peiwei Li, and Barbara Dennis show how research concepts are often an integral part of everyday life through illustrative common scenarios, like looking for a recipe or going on a job interview. The authors extrapolate from these personal but ubiquitous experiences to further explain concepts, like gathering data or social context, so students develop a deeper understanding of research and its applications outside of the classroom. Students from across the social sciences can take this new understanding into their own research, their professional lives, and their personal lives with a new sense of relevancy and urgency. The text is organized into clusters that center on contemporary key questions in research and reflect an integrative nature.
Susan R. Jones, Vasti Torres, Jan Arminio
This third edition of the book addresses the essential elements of qualitative research in higher education. This addition includes a wider array of methodological approaches and conceptual frameworks.
With its real-life stories and invitations for reflection and conversation, this book is an ideal professional development resource for pre- and in-service birth–age 3 professionals. The author shares lived experiences of being in four distinctly different baby rooms as a researcher over extended periods of time. She frames each life story around elements of well-being and asks readers to consider whether and how environmental and relational factors supported or hindered the physical, psychological, and emotional health of the children and adults. The author encourages readers to see themselves in the stories, to consider how they may have acted in the circumstances described, and to deliberate on their own practices and beliefs. With empathy and respect, McMullen fully conveys an intent to elevate, celebrate, and honor those who spend their days in infant toddler care and education, while examining the critical role all adults in society play in the lives of our youngest citizens.
Faridah Pawan, Kelly Ann Wiechart, Amber Warren, Jaehan Park
Pedagogy—not technology—drives effective online instruction. The authors of Pedagogy & Practice for Online English Language Teacher Education discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and shows examples of teaching presence in online learning; ways to incorporate reflective teaching in online classrooms; application of universal design for learning principles; use of connectivism as foundation for online professional networks; use of active learning, just-in-time teaching in a hybrid and flipped seminar; demonstrations of hard and soft scaffolding in a writing project; use of the online medium as a "third space" to provide a safe environment; and a description of a “future” being realized by teachers who transition between both face-to-face and online instruction.
Pu Hong, Faridah Pawan
Providing an East-West flow of language teaching knowledge and know-how to balance prevailing Western-centric perspectives, this book is an in-depth investigation of the impact of Western-based language teacher education on the pedagogy and practice of Chinese English language teachers who received their training in Western institutions or those that emphasize Western-based teaching approaches. A significant and growing number of these teachers will influence millions of language learners in China over the next decades.
This book introduces three new subjects to the context of literacy research—play, the imaginary, and improvisation—and proposes how to incorporate these important concepts into the field as research methods in order to engage people, materials, spaces, and imaginaries that are inherent in every research encounter. Grounded in cutting-edge theory, chapters are structured around lived narratives of research experiences, demonstrating key practices for unsettling and expanding the ways people interact, behave, and construct knowledge. Through an exploration of difference, play and the imaginary, the authors present an active set of practices that acknowledges and attends to the global, fragmented, politicized contexts in literacy research.
Discussions around race and racism may be hot button topics in schools across America – but that doesn’t make the conversation any less imperative. Now a new book from IU School of Education faculty member Marcus Croom aims to make those conversations easier and provide support to teachers as they have these important discussions.
Croom, an Assistant Professor in Curriculum and Instruction, says he wrote the book, “Real Talk? How to Discuss Race, Racism and Politics in 21st Century American Schools,” in response to many indicators that educators want support and guidance on how to discuss public issues in their classes. After the Indiana Black Expo invited Croom to present about race, racism and politics during that summer event, he thought a published guide might not only help these conference participants but also teachers across America. The book includes links to valuable resources, including a free planning template.
Christopher Lubienski, Miri Yemini, Claire Maxwell
Increasingly it is not just the state that determines the content, delivery and governance of education. The influence of external actors has been growing, but the boundaries between internal and external have become blurred and their partnerships have become more complex. This book considers how schooling systems are being influenced by the rise of external actors, including private companies, NGOs, parent organisations, philanthropies and international assessment frameworks. It explores how the public, private and third sectors are becoming increasingly intertwined. Introducing new theoretical frameworks, it examines diverse sites – including Cambodia, Israel, Poland, Chile, Australia, Brazil and the US – to study the role of policies, institutions and contextual factors shaping the changing relationships between those seeking to influence schooling.
Valarie L. Akerson and Ingrid S. Carter
This book details the particular challenges educators faced trying to teach science during the COVID-19 pandemic - and how they connected with their students while continuing to teach.
Akerson, a Professor of Science Education, was part of a self-study team of science teachers and educators that met every two weeks last year to share insights and provide support to each other. After meeting with former student and professor Ingrid Carter and current student and science teacher Claire Cesljarev, they thought it would be a good idea to put all of their experiences together in a volume to share with others.
The newest edition to the National Resource Center’s series on Special Student Populations focuses on supporting LGBTQ+ students on campus. Despite increasing visibility and acceptance in some spheres, many LGBTQ+ students continue to experience a negative climate on college campuses, presenting barriers to their academic and personal success. This volume explores the last decade of research on LGBTQ+ college students with an eye toward understanding their needs and the unique conditions related to their college success. The opening chapter offers useful definitions to help ground practitioners in the current conversation. Readers will also find examples of inclusive excellence and questions for guiding practice to promote a more inclusive learning environment not only for LGBTQ+ students but for all students on the campus.
Faridah Pawan, Wenfang Fan, Pei Miao
This book provides an in depth look into Chinese ESL teachers undertakings at formal and informal levels to support and sustain their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based efforts, and traditional and 21st-century teaching visions. English is a mandated subject for approximately 400 million Chinese public school students. Making transparent the training and professional development received respectively by pre-service and in-service teachers, this book provides a rare window into how Chinese English Language teachers (ELTs) reconcile the two needs with the responsibility to teach large numbers of students while also navigating societal, cultural, and institutional cross currents. It also explores the range of ways China invests in the training and professional development of its English language teachers.
Curtis J. Bonk and Meina Zhu
Transformative Teaching Around the World compiles inspiring stories from Fulbright-awarded teachers whose instructional practices have impacted schools and communities globally. Whether thriving or struggling in their classrooms, instructing in person or online, or pushing for changes at high or low costs and risk levels, teachers devote intense energy and careful decision-making to their students and fellow staff. This book showcases an expansive variety of educational practices fostered across international contexts by real teachers: active and empowering learning strategies, critical thinking and creative problem-solving, cultural responsiveness and sustainability, humanistic integration of technology, and more. Pre- and in-service teachers, teacher educators, online/blended instructors, and other stakeholders will find a wealth of grounded, motivating approaches for transforming the lives of learners and their communities.
Walking with Strangers transforms traditional notions of social research, giving an account of working with racial and linguistic diversity, a topic particularly poignant at this time when racist themes and violence in U.S. culture have risen and intensified" (P. Carspecken). The book explores "complexities, tensions, and dilemmas within human relationships" entailed in doing deep ethnographic research with/within communities. The book takes a methodological orientation, telling the ethnographic story from the inside. Many new methodological ideas are brought forth.
Christopher P. Brown, Mary Benson McMullen, and Nancy File (editors)
The essential resource to the issues surrounding childhood care and education with contributions from noted experts. The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource that offers a review of the historical aspects, best practices, and the future directions of the field. With contributions from noted experts in the field, the book contains 30 interdisciplinary essays that explore in-depth the central issues of early childhood care and education. The handbook presents a benchmark reference to the basic knowledge, effective approaches to use with young children, curriculum design, professional development, current policies, and other critical information.
The expert contributors address the myriad complex policy and practice issues that are most relevant today. The essays provide insight into topics such as child development and diversity, the sociocultural process of child development, the importance of the home environment in the lives of children.