教育学 — 全 下位分類

This collection offers a nuanced portrait of the policies, practices, and pedagogies which inform and are informed by the sociopolitics of scholarly publication at the graduate level.

The volume explores how these dynamics of knowledge production and dissemination impact the academic careers of novice scholarly writers at the MA and PhD level. Aiming to demystify scholarly writing at this level, the book features perspectives from diverse stakeholders, from educators to researchers to administrators to junior scholars themselves. Key issues under discussion include discursive and non-discursive challenges; development of the required literacies for successful publication; the effects of institutional, local, national, and international policies; graduate scholars' mental health and wellbeing; and the affordances and limitations of artificial intelligence. Taken together, the work provides new insights into the complexities involved in graduate scholars' journeys through the scholarly publication process.

This book will be of interest to graduate students, researchers, and other key stakeholders in applied linguistics, English for Research Publication Purposes, TESOL, language and education, and writing studies.

This book addresses a critical gap in our understanding of the factors that influence whether men pursue careers in education.

Drawing on in-depth interviews with fifteen participants from the North Carolina Research Triangle-four high school juniors and seniors, five undergraduates, and six P-12 educators-the book examines the voices of men at different stages of educational and career development to understand the conditions, influences, and experiences that shape their pathways toward or away from education careers. The analysis reveals three key factors influencing these career decisions: pre-collegiate involvement in community educational organizations, religious organizations, youth groups, and men's groups; parental influence; and the lasting impact of former educators who invested in them, believed in their potential, and supported their educational progress. By exploring the unique and transformational journeys of the participants, the book demonstrates how representation, mentorship, and community support shape career aspirations, offering critical insights for educational institutions seeking to improve recruitment, retention, and development of male educators.

Essential reading for students, higher education administrators, and faculty in teacher education, higher education administration, career development, and gender studies in education.

Global health challenges are on the rise with health inequities growing. Higher Education and SDG3 explores how universities and colleges are advancing good health and well-being- from workforce development to innovative research, curriculum change and community efforts- higher education matters to delivering SDG3.

Curated global cases studies illustrate how higher education incorporates SDG3 into its education, research, and partnerships, chronicling good practice and what more needs to be done. From a global research university creating a new business school focused solely on health, to harnessing artificial intelligence to advance data-driven healthcare, supporting the road to universal healthcare, building programme content for the health professions, and a pan-institutional fellows programme addressing environmental justice, the book offers solutions. Detailed accounts enable others to tailor the examples to their local context and scale delivery to meet SDG3 targets.

Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

This book explores how Education for Sustainability and the Environment (ESE) can form an integral part of the teaching of fiction, drama, and poetry with teenage and adult learners.

Building on posthumanism, postcritique, and resonance theory, this book answers an important question: since the environment can no longer be regarded as a fixed backdrop for human action, how can literature help students live and thrive in the Anthropocene? Engaging with empirical case studies of creative and exploratory teaching, and couched in theory drawn from pedagogy and the Environmental Humanities, the book argues that good ESE in the context of literary education must start from an understanding of what good literary pedagogy is. As such, it rejects the common search for texts that transform learners into sustainable citizens, viewing this as an instrumentalization of literature which is unsustainable in its own right. Instead, the book highlights the potential of literary reading and discussion in honing students' capacities for critical thinking, tolerance of viewpoint diversity, and dwelling on complex societal and existential dilemmas. Its case studies feature high school and university students, practicing teachers, and students of Norwegian as a second language, who each work on high-quality texts of poetry, drama, and narrative fiction. A central aim is to provide inspiration for practitioners who wish to integrate ESE in their teaching of literature without becoming didactic or compromising on the analytical, ethical, and creative potential of imaginative literature. It features thorough descriptions of pedagogical approaches and explains how they can be adapted in diverse settings.

Sustainable Literary Classrooms will provide student teachers and teachers of literature on all levels with theoretical motivations and pedagogical ideas for integrating ESE in the literary classroom.

The COVID-19 pandemic rapidly transformed the lives of children, young people and families. Depicting the schooling and educational experiences of children, their families and educators during the pandemic in Northern England, Schools and Families on the Frontline highlights the educational inequalities exasperated by the pandemic and critically analyses what this means for education moving forward.

Prioritising the voices of key groups who were often 'talked about' during the pandemic, but seldom 'talked to', this edited collection is a unique in-depth socio-geographical anthology that incorporates a variety of key, but different voices working with academics to show how wider national policy shifts effected one specific locality. Focusing on wellbeing, relationships, education, home-schooling and employment experiences of families, young people and children in England, the chapters shed critical light on how the COVID-19 pandemic and subsequent lockdowns were experienced very differently by different groups of people and as such this book speaks to those interested in inequalities as voiced by those who lived through the experience as it happened.

Reflecting carefully on what these experiences mean for schooling and education more broadly in the decades that follow the advent of COVID-19, this is a much-needed platform for future work and research to build upon the multiple ripple effects such a poignant point in time created in relation to schools, education and society more broadly.

Childhood and Sport presents a critical account of children's engagement with sport, illustrating the social significance of sport for children themselves, their families, communities and wider society. Addressing a gap in sociological research, this book foregrounds children's own voices, challenges adult-dominated narratives and repositions children as active agents in their sporting lives.

Drawing on qualitative data from focus group interviews with 147 children aged ten to twelve, the book adopts a critical childhood studies perspective to centre children's experiences in sport. Across five studies, the book navigates children's views on parental involvement, the intensification of sport, children's sporting role models and the construction of girls' and boys' gendered identities through sport. Informed by sociological theorists such as Bourdieu, Lareau and Butler, the analysis outlines how classed processes, parental cultivation practices and gender performances shape children's participation in sport. Placing children's rich descriptive experiences to the fore, the book reveals the social and cultural stratification and the adult-oriented nature of children's sport, thereby promoting a nuanced understanding of children's sporting identities.

One of few academic texts that combines sport and critical childhood perspectives, this book will appeal to students, academics, and researchers in the fields of childhood studies, sport sociology, education, and leisure studies. It is also a valuable resource for practitioners, coaches, teachers, and policymakers seeking to better understand, support and enhance children's engagement with sport.

Drawing upon the work of philosopher John Dewey, A Deweyan Approach to Teaching Literary Inquiry describes an inquiry-based, process-oriented approach to making meaning from literary texts.

Beginning with a Deweyan examination of why we teach literature, the book then presents its central argument: that textual inquiry should be at the heart of literary education. The chapters systematically address each step in the meaning-making process, offering practical, classroom-tested strategies drawn from the author's forty-year teaching career. This flexible framework transcends specific texts and grade levels, providing educators with a replicable approach that teaches students not what to think about literature, but how to think through it, equipping them with intellectual tools for independent, rigorous reading.

This volume is an essential resource for anyone seeking to move beyond traditional lecture-based approaches to literary study. It will appeal to educators committed to student-centered pedagogy, critical thinking, and the development of transferable reading skills that serve students across disciplines.

Innovative Pedagogies and Ethics in the Age of AI meets the challenges of an era defined by rapidly accelerating artificial intelligence (AI) in higher education. Scholars offer pedagogical innovations in ethics and inclusion vital to the future of teaching and learning. Their research provides theoretical explorations, practical applications, and adaptable frameworks to generate pedagogies that foster meaningful, socially responsible teaching and learning in the age of AI.

The volume brings together leading teacher-scholars from tech ethics, media, communication, the humanities, the social sciences, and STEM. Authors examine how AI is reshaping the conditions of teaching and knowledge production in order to provide both discipline-specific critical guidance and interdisciplinary strategies indispensable to the emergent AI landscape.

Sponsored by the Communication, Information Technologies, and Media Sociology section of the American Sociological Association (CITAMS), Volume 30 of Studies in Media and Communications meets the demand for new forms of critical, inclusive, and ethically grounded pedagogy.

Refugee Education in Canada is a timely exploration of the politics of belonging, complexities, challenges and successes that contextualize refugee education in publicly funded K-12 education.

This Canadian perspective explores the convergences and divergences of refugee education policies, practices, discourses, and narratives informing supporting refugee child and youth integration into education by offering insights to how these various factors shape refugee access to education. Drawing on the perspectives of diverse voices advocating for refugee educational structures that are antiracist, culturally responsive, trauma-informed and grounded in the lived experiences of refugee students, parents and communities, this volume provides recommendations for shifts in policy and practice for teacher candidates, in-service teachers, social workers, settlement workers, administrators, and provincial and territorial policymakers.

Refugee Education in Canada is a much-needed project to ensure that faculties of education, school boards and policy making bodies are responsive to the unique needs of refugee students as Canadian schools support significant refugee student populations, particularly in urban areas.

This book interrogates the structural embedding of racism within educational systems and academia. It brings together an international cohort of scholars to explore how racialization operates across diverse institutional and national contexts. Through a focus on lived experiences and embodied knowledges, the book challenges dominant narratives and practices that perpetuate whiteness and inequality.

A central focus of the volume is the development of creative methodological approaches that center marginalized voices and challenge dominant ways of producing knowledge. Drawing on participatory, creative, and decolonial research practices, the book foregrounds the epistemic and political importance of "otherized" knowledges in understanding and transforming educational inequalities. By bridging theory and action, this collection offers alternative insights into how critical anti-racist praxis can be enacted within and beyond educational and academic contexts. It speaks to scholars, educators, and practitioners seeking to confront structural racism and collectively imagine and work towards more just and humanizing educational futures.

By foregrounding 'otherized' knowledges, this book not only documents the realities of racialised experiences but also envisions transformative possibilities for justice-oriented education. It is an essential resource for scholars and researchers of education, sociology, cultural studies and critical race studies. This essays in this volume were first published in the journal, Ethnic and Racial Studies.

In a rapidly evolving educational landscape, LGBTQ+ beginning teachers still face systemic challenges, including heteronormative school cultures, lack of representation, and inconsistent institutional support. LGBTQ+ Inclusion in Teacher Education is the essential guide for transforming teacher education and early career support into truly inclusive, affirming practice.

In four distinct parts, the book guides readers from entry into the profession, through mentoring and identity development, to inclusive pedagogy and, finally, the systems of leadership, policy and school culture that shape long-term belonging and progression.

Rooted in research but practice led, the lived experiences of LGBTQ+ teachers and teacher educators provide a vivid account of navigating Initial Teacher Education as a beginning teacher. Together, the chapters show that LGBTQ+ inclusion must not be an optional add-on, but a foundational element of teacher education and school leadership.

Across the four sections, each author demonstrates how early choices, professional relationships, classroom practice and institutional structures collectively enable or constrain LGBTQ+ teachers, while equipping readers with research informed strategies to build more inclusive, affirming and sustainable educational environments.

Whether you are a beginning teacher, teacher educator, school leader or mentor, LGBTQ+ Inclusion in Teacher Education equips you to create affirming environments where all educators, and by extension, all pupils, can thrive. In a time when LGBTQ+ rights and representation in education are increasingly politicised, this is a timely, hopeful roadmap for lasting change.

Critical Praxis of College Men and Masculinities: Experiences at the Intersections challenges long-standing assumptions about college men by moving beyond the dominant narrative that treats them as a monolithic group. For nearly four decades, scholarship and practice have largely centered on engaging straight, White, cisgender men in conversations about gender identity and privilege. While these efforts have been valuable, they often overlook the complex realities faced by college men with intersecting marginalized identities.

As student populations grow increasingly diverse, educators and scholars must adopt critical frameworks that foreground systems of oppression and recognize the nuanced experiences of all college men. This book offers a timely and transformative contribution to the field by bridging critical theory, educational practice, and empirical research. It highlights the importance of understanding how race, class, sexuality, ability, and other social identities intersect with gender to shape the lived experiences of college men. Drawing on recent studies, successful initiatives, and praxis-based approaches, this book equips readers with tools to support and engage college men in more inclusive and equity-driven ways.

Grounded in critical theories, Critical Praxis of College Men and Masculinities invites educators, researchers, and practitioners to rethink how masculinities are constructed and supported in higher education. Through this exploration, the book aims to foster more just, diverse, and inclusive environments for all students.

Founded in 1876 as the Agricultural and Mechanical College of Texas, Texas A&M University began with just forty students, six faculty members, and a mission to educate young men in agriculture and mechanics. Over the following 150 years, the institution evolved into one of the largest public universities in the United States, enrolling more than 81,000 students and counting more than half a million former students among its global community. What Endures: A Visual History of Texas A&M University celebrates this remarkable journey through a rich illustrated history drawn from the university's archival collection.

Compiled by university archivists Emily R. Amos, Robin Brandt Hutchison '91, and Krista Jones Oldham, this illustrated volume brings Texas A&M's past to life through photographs, documents, and artifacts. Readers will discover early campus scenes, architectural drawings, historic photographs, and memorabilia from athletics and the Corps of Cadets, along with glimpses of the traditions and milestones that shaped the Aggie experience. Organized by decade, the book invites readers to explore how Texas A&M has changed over time from its earliest years as an all-male military college to a modern research university with a global impact. Each section highlights defining moments as well as everyday life on campus, bringing the people, places, and traditions of Aggieland to life.

This special, heavily illustrated book depicting Texas A&M University's rich history will appeal to current and former students alike, Aggie fans in general, and anyone interested in the history of higher education.

Historicizing Linguistics and Language Learning in the Early Modern Period examines the study, description and teaching of languages between the fifteenth and eighteenth centuries, a period marked by intense linguistic contact, missionary expansion, vernacularisation and the circulation of pedagogical materials across Europe, the Americas, Africa and Asia. Bringing together the History of Linguistics, Missionary Linguistics and the History of Language Learning and Teaching, the volume explores how grammars, dictionaries, vocabularies, catechisms and manuals shaped early modern understandings of language, knowledge and education.

This book offers a wide-ranging set of case studies on linguistic description and language learning in missionary, colonial, educational and multilingual settings. Its chapters address Jesuit and Capuchin linguistic work in Brazil, Kongo, India and Japan, early lexicographical traditions in Kikongo and Tamil, Portuguese and Malayalam grammatical description, non-verbal communication in missionary accounts, Renaissance German language manuals, English-Algonquian encounters in seventeenth-century Massachusetts, and language instruction in Enlightenment Bohemia. Collectively, the volume shows how European grammatical models were transmitted, adapted, challenged and reconfigured when applied to diverse linguistic realities.

This volume will be essential reading for scholars and students of the history of linguistics, missionary linguistics, anthropological linguistics, early modern studies, historical sociolinguistics, language pedagogy, colonial and postcolonial studies, translation history and the history of education. It will also interest researchers working on language contact, linguistic documentation, multilingualism, intercultural communication and the global circulation of linguistic knowledge.

This edited book provides novel, research-based perspectives on the conceptualization of action scenarios in multicultural education and in practice to shed light on the relationship between intercultural pedagogy, higher education, multilingual professionalism and ethical awareness on cultural issues and political and societal dilemmas.

Derived from new cutting-edge research in intercultural education, pedagogy, socialization theories, as well as research on ethnic minorities and cultures, the book considers how students and professionals within the field of intercultural pedagogy obtain awareness through multimodal didactic learning processes of the psychological, sociological, ethical and practical dimensions of education focused on inclusion, social anchoring, and intercultural diversity. Written by twenty-four authors from Northern European multicultural settings, the book represents a unique collaboration between researchers, educators, and practitioners through contributions that discuss pedagogical, educational and professional trajectories based on case-based and practice-oriented learning - conceptualized as action scenarios - that ultimately aim to understand human encounters in teaching, pedagogy, social work.

Providing new ontological and epistemological perspectives on the phenomenon action scenarios, this book will be of interest to scholars, researchers, and postgraduate students involved with multicultural education, higher education, and the sociology of education. Policy makers involved with intercultural pedagogy and communication in education will also find the volume of use.

International mobility is increasingly understood not simply as studying abroad, but as an ongoing educational process that extends across preparation, immersion, reintegration, and continued intercultural engagement. This edited volume explores how educators and institutions support students throughout and beyond the study abroad experience, helping sustain intercultural, linguistic, academic, and professional development over time. Combining international perspectives and diverse case studies, the collection highlights the evolving role of educators in shaping meaningful, transformative, and internationally connected learning experiences in higher education.

The volume is organized around three interconnected themes: enhancing students' study abroad experiences and outcomes, supporting reintegration and post-study abroad development, and advancing cross-cultural collaboration and internationalization in higher education. Chapters explore topics such as multilingual and multicultural mentorship, digitally mediated intercultural engagement, reintegration support, experiential and reflective learning, Internationalization at Home, English-Medium Instruction, and the role of educators in supporting interactional competence and global engagement. Drawing on diverse international contexts, the collection demonstrates that meaningful international learning depends not only on mobility itself, but on sustained pedagogical, relational, and institutional support that connects learning abroad to broader educational and internationalization goals.

This volume highlights the importance of intentional pedagogical interventions, reflective engagement, and cross-cultural collaboration in supporting long-term intercultural development and meaningful educational impact. It offers valuable insights for researchers, educators, administrators, and policymakers working in international education and higher education internationalization.

International mobility and study abroad programs are often viewed through the experiences of students, yet behind every successful program is a network of educators, coordinators, and support staff whose work remains largely invisible. This edited volume explores the crucial role these professionals play in shaping international mobility across preparation, program delivery, and student support. Bringing together research and practitioner perspectives from diverse global contexts, the book offers new insights into how educators facilitate meaningful and sustainable study abroad experiences.

The volume examines international mobility through three interconnected themes: educator roles and identities, study abroad program design and implementation, and student preparation for mobility experiences. Chapters explore a broad range of international and higher education settings while also examining emerging forms of mobility, including virtual exchange and digitally mediated international collaboration. The chapters demonstrate that successful international mobility depends not only on institutional structures or student participation, but on the sustained pedagogical, relational, and organizational work carried out by educators across the entire study abroad lifecycle.

This volume makes an important contribution by repositioning educators as central actors in international mobility rather than peripheral administrators. It provides an integrated and practice-oriented understanding of how mobility programs are designed, negotiated, and sustained in increasingly complex global environments. The collection highlights the interconnected nature of educator identity, program design, and student preparation while foregrounding emerging challenges such as virtual mobility, institutional pressures, and changing student needs. As such, the volume offers valuable insights for researchers, practitioners, administrators, and policymakers engaged in international education.

In an era of unprecedented complexity for schools, where mental health challenges, SEND needs, and rising expectations converge, this essential guide offers a transformative solution. Tracey Smith, a leading advocate and practitioner of Values-Based Education (VbE), draws on decades of experience and a wealth of real-world case studies to show how embedding shared human values can revolutionise school culture, academic outcomes, and community wellbeing.

From the corridors of UK primaries to global classrooms, Smith demonstrates how values such as respect, integrity, and compassion are not just ideals, but practical tools for uniting diverse communities, fostering global citizenship, and nurturing resilient, ethical learners. With insights from educational leaders, and field notes, A Framework for Values-Based Education provides both a compelling argument and a practical handbook for educators and policymakers seeking to create inclusive, high-performing schools.

Whether you are a school leader, teacher, or researcher, A Framework for Values-Based Education demonstrates how a values-based approach can address today's educational challenges, building not only academic excellence but also the character and citizenship needed for a fairer, more understanding world.

This book brings together the most influential writings of Douglas Barnes, a pioneering figure whose work transformed understandings of language, learning and classroom practice in the second half of the twentieth century, and continues to shape contemporary thought on oracy. Centred on Barnes's meticulous attention to exploratory pupil talk and its role in meaning-making, the collection showcases how spoken language mediates learning across the curriculum.

The examples of Barnes's sustained investigations into classroom discourse in this volume demonstrate the lasting impact of his sociolinguistic and socially-oriented psychological approaches to language. Readers will gain insight into the ways Barnes has analysed pupil-teacher interactions, the cultural resources learners bring to school, and the conditions under which classroom talk effectively supports conceptual development. The selected writings reveal why Barnes's research is foundational to debates on curriculum, pedagogy, and the role of oracy in learning.

This book will serve scholars, teachers, policymakers and teacher-educators seeking a historically grounded understanding of how spoken language supports engagement, comprehension and knowledge-building. It offers an essential perspective on the evolution of language education and the enduring significance of Barnes's contribution to the field.

Living Sustainability in Higher Education offers a new way of visualising the university: as an arena in which ideas of sustainability and justice manifest in the daily interactions that occur between students, academics and the myriad communities that live and work in and around campus.

Rather than content to be taught, it presents sustainability as something that is lived. Every decision, by individuals, institutions and governments, is simultaneously sustainable and unsustainable, just and unjust. They result in some societal objectives being advanced and others frustrated; one group of stakeholders advantaged over another. The book's central contention is that the totality of the university experience, and the challenges and opportunities that this comprises, enables a person to learn how to navigate these tensions throughout their lifetime.

Essential reading for anyone interested in how higher education sustainability can be improved, this key title is grounded in the theoretical frameworks of sustainability learning, environmental justice and nexus. Showcasing pedagogical innovations and best practices using a global range of institutions, a powerful argument is made for higher education to move beyond its current structures and 'ways of doing' to embrace more progressive pedagogies that have sustainability and justice at their core.

Lingering colonial influences, environmental changes, and international events make the provision of equitable, quality education in the Caribbean challenging. As a group of small states, the Caribbean faces complex educational crises that disrupt inclusion, access, and participation.

This edited collection sheds light on current research that tackles educational development concerns in the Caribbean, with the three chapters from African spaces providing a point of south - south reflection. Noting the important role that education plays in the empowerment of people and the social, economic, and political advancements of a society, the book illustrates interdisciplinary approaches towards educational reform, bringing to the fore methodologies and insights for enhancing inclusive practices, teaching pedagogies, and institutional capacities within the region.

Within the context of developing nations, the chapters explore policies, practices, and institutional frameworks which exist or can be developed to foster the provision of equitable quality education at multiple levels within education delivery. They consider empirical and conceptual frameworks that can be combined to guide educational improvement in the Caribbean and Africa, provide guidance and practice examples which respond to a diverse audience inclusive of policymakers, teachers, and students, and advance international and regional discussions to accelerate progress towards equitable education.

A rigorous, evidence-based pedagogical foundation for educators who wish to help students maintain and cultivate their critical thinking skills in the age of generative AI.

The book provides an important overview of the cognitive impacts of offloading intellectual labor to AI, and defines and probes key concepts such as critical thinking, AI literacy, and meta-cognition. It contextualizes the challenge faced by educators by mapping the global state of AI literacy integration across K-12 and higher education, identifying how and where AI literacy is being taught, and where it is currently missing. The book reflects on best practices and evidence-based research from around the globe, providing educators with specific and actionable methods to help their students gain the skills, motivation and habits of mind to use AI more selectively and avoid offloading their cognitive capabilities. It also explores strategies for knowledge transfer and retention, featuring insights from diverse critical thinkers, and provides educators with guidance on designing "AI resilient" assignments and assessments and integrating education-focused AI models that effectively incentivize critical thinking and learning.

This book is essential reading for educators - teachers, professors, and librarians - currently grappling with the challenge of preserving critical thinking in an age of pervasive AI and will be particularly useful to those teaching information literacy, media literacy, and digital literacy.

Adaptive teaching is more than a strategy: it is a movement, a call to elevate every learner through equity-driven pedagogy and rigorous curriculum design. This book offers a practical, research-informed framework for teachers who refuse to settle for low expectations, equipping them with the tools to challenge every student, every day.

By weaving together the latest insights on assessment, productive struggle, and metacognitive growth, the authors provide real-world case studies from classrooms worldwide. At its heart are four core pillars:

• high expectations and ambitious learning intentions for all
• continuous and inclusive assessment for in-the-moment adaptation
• hard-thinking scaffolds with gradual release to build independence
• instruction and curriculum that create opportunities for depth and reflection

This essential companion invites educators to rethink what's possible, to transform their classrooms into dynamic spaces where every learner sets sail towards more profound understanding and mastery.

Whether you're an early career teacher or a seasoned leader, this book will inspire you to embrace the power of adaptive teaching and reorient the compass guiding your practice.

Evaluative thinking is a cornerstone of effective teaching practice, providing educators with a powerful lens to reflect on and enhance their work. This book presents a comprehensive framework for understanding, implementing, and sustaining evaluative thinking in educational settings, bridging the gap between theoretical foundations and practical applications.

The book introduces the concept of the evaluative mind frame, which is designed to help educators, particularly within school systems, operationalise evaluative thinking in a sustainable and impactful way. It explores how evaluation methods and evaluative thinking can be used to chronicle, map, and monitor progress, successes, failures, and roadblocks as educational innovations and practices unfold. At the heart of the framework are three interconnected components: Purposeful Recognition, Evaluative Action, and Use & Impact, all centred around evaluative judgment. These components provide educators with practical tools to navigate the complexities of teaching and learning, fostering a culture of continuous improvement and adaptability.

Ideal for educators, school leaders, and policymakers, this book serves as both a theoretical foundation and a practical guide for developing and sustaining evaluative mind frames. It equips readers with the essential guidance on how to enhance educational decision-making, offering actionable insights to transform teaching practices and drive positive outcomes in schools.

Critical Perspectives on Primary School Governance in England explores how primary school governor training shapes educational leadership and accountability. Drawing on original mixed-methods research and the critical pedagogy of Paulo Freire, Dr Sarah Chung challenges the compliance-driven models that dominate current training provision. Instead, this book advocates for a transformative, dialogic approach that empowers governors as reflective, ethical leaders.

Through rigorous analysis and vivid practitioner voices, Chung reveals the limitations of fragmented, procedural training and argues for a model that fosters agency, collaboration, and democratic participation. The book's insights extend beyond England, providing globally relevant lessons for governance systems grappling with the balance between professionalisation and lay participation.

With practical recommendations and a fresh theoretical lens, this work is essential reading for academics, policymakers, training providers, and anyone committed to reimagining school governance.

This teacher education resource compiles lessons learned from the Association of Teacher Educator (ATE)'s three-year nationwide Inquiry Initiative, a collaborative partnership focused on opportunity gaps in education. The book brings together project contributors to address the central question of how to bridge these opportunity gaps through inquiry, practice, and praxis in today's world. Chapters introduce the ATE Inquiry Initiative and its six focus areas: addressing systemic inequalities; equitable literacy instruction; clinical practice; educational policy; equitable learning opportunities in STEM, Social Studies, and Technology; and disrupting inequalities. Each focus area chapter invites project contributors to discuss their research findings and implications for policy and practice in teacher education. The book closes with reflections on the Initiative's processes and outcomes and how these are key in dismantling systemic inequities within education. Ideal for teacher education faculty and higher education administration, this text captures the Initiative's efforts to positively impact teacher educators and better the conditions in which they prepare teachers in support of positive classroom environments for PK-12 students.

Across millennia, humans have told stories to entertain, to share information, and pass on cultures and traditions. Stories are so integral in our lives that their significance can go unrecognised. This book examines the role of narrative in human experience and emphasises its profound impact for young children.

Building on work of seminal theorists, the volume looks beyond the stories young children encounter in books and explores narrative in many rich and vibrant forms in different contexts. Contributions from international researchers and authors, whose work has advanced understandings of narrative and its influence on children and society, are included. It invites the reader to consider:

• What can be learnt about children when we closely observe their narrative play.
• The kinds of narratives children construct.
• The diverse ways narrative emerges in children's play, drawing and emergent writing.
• The role of objects and materials in children's narratives.
• The ways narrative is stimulated by and imbued with the senses.
• The significance of the moving, feeling, sensing body in narrative play.
• The role of narrative in promoting social justice and wellbeing.

This is a definitive reference work for all practitioners, teachers, researchers and students interested in the power of story and narrative in early childhood education.

This book guides and empowers secondary social studies teachers to craft inquiry-based learning within their classrooms that fit their students' needs and interests.

Inquiry is necessary in a democracy-especially an increasingly polarized one. Open inquiry promotes critical thinking and teaches the importance of evidence-based arguments to students. The role of the teacher is still fundamentally important and necessary when facilitating an inquiry in the classroom, and well-crafted inquiries provide ample context and are well supported by the instructor. This text provides readers with practical examples from scholarship and experienced educators demonstrating ways teachers can use inquiry to teach social studies better. Teachers will gain a rich understanding of how to teach with primary sources through inquiry-based learning and to build meaningful inquiries for their classrooms. Each chapter ends with an inquiry for preservice teacher preparation.

With best strategies for inquiry design, facilitation, and modification for students at various reading and grade levels, this is an essential guide for secondary social studies and history teachers to incorporate open inquiry into their classes.

Early Childhood Education for Sustainability offers an interdisciplinary perspective on early childhood education for sustainability, linking to research, practice and policy developments, in responding to the growing concerns about the environmental, economic, social and political crises in the 21^st century.

Promising a pathbreaking dive into practice, research and policy developments into sustainable developments in early childhood education and care, author Fengling Tang takes an interdisciplinary approach to sustainability by engaging with a wide range of perspectives and approaches including ancient philosophies, early childhood heritage such as a Froebelian perspective, spirituality, environmental activism, social justice, democratic education, and the Posthuman new materialist lens. Drawing on multiple research methods via documentary research, empirical research evidence from early childhood settings including England and China, and a dialogic approach to personal experience and professional reflections, the chapters invite creative critical engagement of readers with the important aspects around sustainability.

Exploring the critical need to explore alternative thinking and approaches to maintain and sustain human well-being and wellbeing of the planet earth in the 21^st century, this is important reading for students in higher education, practitioners, researchers, policy makers and stakeholders in the early childhood context and beyond.

This book provides a transformative blueprint for institutional change and effective teaching and learning strategies during an era of technological and societal disruption.

Distilling hundreds of hours of faculty inquiry and professional development from UC Riverside's innovative RIDLE 4X initiative, it documents the collaboration between 60 faculty over 28 departments across six colleges -spanning from the physical sciences to the digital arts-showcases the results from their communities of practice to improve inclusive teaching and dismantle institutional silos.

The book introduces the "Multipedagogies" framework, a synergistic blend of digital inclusion (DX), flexible modalities (FX), active learning (LX), and just-in-time interventions (RX) designed to shatter "bottleneck" courses and close persistent equity gaps. Targeted at faculty, provosts, deans, and instructional designers, this collection moves beyond isolated teaching tips to offer a holistic, 360-degree perspective on systemic reform that intentionally flattens academic hierarchies to include perspectives from every campus stakeholder.

Featuring detailed case studies and scalable administrative models, this book is essential reading for researchers, administrators, and students of higher education, educational technology, and educational innovation.