In this overview, Michael Burger's pedagogical goal is to provide a brief historical narrative of Western civilization to enable students to engage more fully with primary sources. The no-frills, uncluttered format and well-written, one-author approach make this book an affordable yet valuable asset for every history student.

The third edition features stylistic and substantive revisions throughout. Volume One includes additional coverage of the neolithic revolution, the evolving self-definition of the West, race in the Middle Ages, the Crusades, and the conquest of the Americas, as well as new and improved maps.

Sources for the History of Western Civilization is a primary source reader designed specifically to allow undergraduate students to interact with historical documents. Michael Burger provides only the editorial guidance that students truly require, without unnecessary interventions.

The third edition gives special stress to certain genres, including letters and biographical writings, to facilitate comparisons across time. Introductions to sources are brief, encouraging students to make their own assessments and giving instructors the freedom to supplement where desired. The third edition features substantive revisions and additional coverage of key topics throughoutas well as new material on the Crusades, Jewish persecution, and European expansion.

Sources for the History of Western Civilization is a primary source reader designed specifically to allow undergraduate students to interact with historical documents. Michael Burger provides only the editorial guidance that students truly require, without unnecessary interventions.

The book gives special stress to certain genres, including letters and biographical writings, and facilitates comparisons across time. Introductions to sources are brief, encouraging students to make their own assessments and giving instructors the freedom to supplement where desired. The third edition features substantive revisions and additional coverage of key topics throughout as well as new sources that include Christine de Pizan's The Book of the Body Politic, letters from German soldiers in World War I, Joe Biden's speech before Independence Hall in 2022, and extensive tables of comparative populations and GDPs of various countries, ca. 1500-2000.

This book combines a methodological guide with an extended case study to show how digital research methods can be used to explore how ethnicity, gender, and kinship shaped early modern Algerian society and politics. However, the approaches presented have applications far beyond this specific study. More broadly, these methods are relevant for those interested in identifying and studying relational data, demographics, politics, discourse, authorial bias, and social networks of both known and unnamed actors.

Ashley R. Sanders explores how digital research methods can be used to study archival specters - people who lived, breathed, and made their mark on history, but whose presence in the archives and extant documents remains limited, at best, if not altogether lost. Although digital tools cannot metaphorically resurrect the dead nor fill archival gaps, they can help us excavate the people-shaped outlines of those who might have filled these spaces.

The six methodological chapters explain why and how each research method is used, present the visual and quantitative results, and analyze them within the context of the historical case study. In addition, every dataset is available on SpringerLink as Electronic Supplementary Material (ESM), and each chapter is accompanied by one or more video tutorials that demonstrate how to apply each of the techniques described (accessed via the SN More Media App).

This book offers a richly observed study of three principals working in some of the most disadvantaged primary schools in Victoria, Australia. It explores their social justice understandings and practices in working to improve the educational outcomes for children in their schools, through autobiography, biographical interviews, in-depth interviews and observations. The work looks into their life histories, the formation of their primary and secondary habitus, and uncovers and examines their encounters with the public education field. Drawing on Pierre Bourdieu's theory of practice and his 'thinking tools', the book investigates how the principals' understandings of social justice are shaped by the intersection of their life and work histories.

This book is of interest to educational leadership scholars interested in the application of critical theory to studies of leadership. The book provides an exemplar for the application of Bourdieu's theory of practice, and it makes a strong contribution to Bourdieusian scholarship, social justice scholarship and educational leadership scholarship.

In 2021, the University Grants Committee of Hong Kong, the funding body for higher education in Hong Kong, initiated a scheme and associated grant fund with the aim of enhancing the use of technology for teaching in higher education institutions in Hong Kong. In the Faculty of Social Sciences, Hong Kong Baptist University, the funding was used to support colleagues in various disciplines to develop teaching and learning projects that capitalized on technology to improve the educational experiences of students. In this book, seven project teams from five disciplines, Education, Geography, History, Social Work, and Sociology, share their technological innovations. Each chapter presents the design, implementation, challenges, benefits, and impact on student learning and experiences of each innovative project. Lecturers, professors and curriculum designers engaged in teaching and learning will find this book an invaluable resource as it provides ways to integrate technology into their teaching practices. Scholars of teaching and learning (SoTL) will also find the book a useful reference for up-to-date technological and pedagogical practices in the social science disciplines.

This book addresses the gap between Computer-Assisted Language Learning (CALL) materials development and its theoretical considerations by offering a comprehensive look into theory, practice, and research on materials development and content authoring for language instruction/practice, drawing on the author's personal experiences along with previous empirical/theoretical research in CALL materials development, content authoring, language teacher education, and e-learning. The book features four sections. In addition to highlighting related theoretical underpinnings, key concepts, linguistic-didactic functionalities and interaction scenarios in materials development, the volume will address the practical issues and considerations not only in the design, development, integration, and evaluation of the technology-enhanced materials development for language instruction but also the protection, usability, and access in authored and/or co-authored content. Furthermore, previous research findings and foci are addressed to highlight the research gaps and pedagogical implications for materials developers, policy makers, and language teachers.

The book can help teachers, educators, and researchers overcome the aforementioned problem by providing a step-by-step guideline on how to effectively integrate technology and design and develop instructional materials for online language instruction and practice.

Feeling Obligated combines theoretical insights with the first-hand experiences of Canadian teachers to illustrate the impact of neoliberalism - the installation of market norms into educational and social policies - on teachers' professional integrity.

Anne M. Phelan and Melanie D. Janzen illustrate the miserable conditions in which teachers teach, their efforts to navigate and withstand those circumstances, and their struggle to respond ethically to students, especially those already marginalized economically and socially. Exploring how educational policies attempt to recast teachers as skilled clinicians, the book revitalizes a conversation about teaching as a vocation wherein the challenge of obligation is of central concern. Haunted by what has already happened and threatened by what may yet occur, Feeling Obligated foregrounds the challenge of ethical obligation in teaching and makes a strong case for the revitalization of teaching as a vocation, involving commitment, resolve, and trust in a future yet to come.

Editors Don C. Sawyer III, JT Torres and Suzanne S. Hudd encourage instructors to broaden their understanding of the institutional and societal contexts in which their classes are taught, as well as the demographic makeup of their student bodies. The book further suggests flexible frameworks and strategies for effectively engaging in socially just pedagogical activities, where multiple perspectives are empowered and classroom community is forged. It models a reflective, lifelong approach towards equity; one that engenders a temperament that can readily be applied outside of the classroom to facilitate wider social justice initiatives in the workplace and in society at large.

A crucial read for academics, scholars and researchers in higher education and teaching methods in the social sciences, this book will also be a blueprint for increasing inclusivity in the classroom, benefitting instructors beginning their diversity equity and inclusivity training, as well as institutional administrators who oversee faculty programming.

This book offers an expert perspective on two key phenomena in the development of the information society, namely digital inclusion and digital exclusion. Despite the intensive digitalization of various areas in human activity, the lack of proper information and communications technology (ICT) literacy, the lack of access to high-speed Internet, and the still unsatisfactory level of e-services are a reality in many regions and countries. This edited book presents a unique overview of research related to the dynamics of digital exclusion and the development of digital competences, as well as an analysis of the most effective educational solutions to foster the digital inclusion of disadvantaged groups.

This book is particularly useful for educators dealing with the topic of digital exclusion and inclusion and who are looking for knowledge on enhancing digital competences in disadvantaged groups. It is also helpful for social policy makers involved in designingsolutions to minimize various forms of digital exclusion. Finally, this book serves as a reference for academics and students from the disciplines of pedagogy, social policy, new media psychology, media sociology, and cultural anthropology.

Expert contributors employ an array of constructivist and critical epistemological approaches, including indigenous, anti-racist, decolonial, feminist, and intersectional viewpoints, to conceptualize and elucidate their proposed pedagogical frameworks. Chapters demonstrate why and how theoretical and practical principles of transformative pedagogy can respond to the goal of making higher education classrooms not only more inclusive, but also transformative and empowering spaces for teachers and learners alike. The book addresses a crucial gap in higher education, offering a comprehensive toolkit tailored to both undergraduate and advanced students which encourages learners to create a positive social change.

Combining practical teaching methods and grounded pedagogical theory, this book will be a highly beneficial read for scholars and researchers teaching in a variety of fields in humanities and social sciences as well as those specializing in teaching and learning, curriculum and pedagogy, and teaching methods in a variety of disciplines. Its blueprint for increasing inclusion and equity in teaching will also benefit professionals and practitioners engaged in formal and non-formal education settings with adults and youth.

This open access publication presents a global panorama of institutional strategies, academic programs, scholarly insights as well as teaching and learning practices taking stock of the Future Skills Turn taking place in higher education. Future Skills have evolved to be one of the most important priorities for the development of higher education institutions globally. Students and graduates learn how to acquire Future Skills for their lives and careers and for shaping societies towards more sustainable futures. Institutions, teachers and policy makers gain insights into strategies to shape the Future Skills Turn in higher education and create the University of the Future.

A common question posed to PhD students from friends and family is, "What will you do after?" But many students are too focused on the PhD itself and have not yet had a chance to sufficiently think about post-PhD life. This book is a collection of 31 interviews with those who have completed a PhD and are now in a non-academic role. Interviewees provide background into their PhD topic and discuss how they transitioned to their current position, including what additional training was necessary and how their PhD training has helped them succeed. In these interviews, two broad non-academic career paths are explored: academic-adjacent careers use research expertise through industry, policy, and publishing; and skill-transfer careers, applying transferable abilities like critical thinking. Recognising a PhD need not lead to a faculty career opens possibilities to leverage doctoral skills in impactful new contexts.

Focusing on the inner workings of scholarly communities, The Value of Theorizing evaluates the 'quality as popularity' fallacy and highlights the importance of alternative methods of thinking. Styhre draws on American pragmatism and analytical philosophy to construct his approach, bringing together theories of instrumental and methodological pragmatism. He goes on to dissect inferentialist theory, the semantics of language, and the political economy of new theory, amalgamating these to make an invaluable contribution to this ever-changing field.

Highlighting the importance of reason in assessing the quality of theory in a university setting, this innovative book will prove an intriguing read for scholars of management and the social sciences with an interest in their research environment, as well as researchers of American pragmatism, analytical philosophy and the philosophy of language. It will also appeal to scholars, policy makers and university employees who are interested in refining university governance practices and the process of research.

Key areas of coverage include:

• Social-emotional and cognitive development during infancy and early childhood.
• Temperament in infants and toddlers.
• Neurobiological influences from infancy through early childhood.
• Parenting and caregiving of infants and toddlers.
• Reflective functioning, mentalization, and infant development.