Books · Educational Philosophy · Emerging Trends · Teaching

Rethinking Curriculum in Times of Shifting Educational Context

Rethinking Curriculum in Times of Shifting Educational Context

English| 2018 | 239 Pages | ISBN : 3319611054

This book engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated?
How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples? This volume addresses elements of reason, nonreason, becoming, dissipation, violence, uncertainty, transcendence, love, and death in order to come to a critical understanding of the relationship between knowledge and knower from these multiple perspectives.

Books · Educational Philosophy · Emerging Trends · Mobile · Social Media · Teaching

Through a Distorted Lens

Title: Through a Distorted Lens

Author: Laura Nicosia

English  | 2017 | 206 Pages | ISBN : 9463510168

This volume examines what and how the media teach, to and by whom, and for what purpose, in a rapidly shifting milieu of media content, platforms, and relations. While intimately concerned with education, authors move the discussion beyond the setting of formal schooling to uncover the ways in which the media contribute to iThrough a Distorted Lens: Media as Curricula and Pedagogy in the 21st Centuryndividual and collective understandings of self and other, and their relations to society and communities in which they move.
In doing so, the text encourages readers to transcend exclusionary discussions of citizenship to consider participation in local and global geographies against a neoliberal backdrop that marginalizes those unable to, unwilling to, and excluded from competing in the free market. Contributors extend their deliberations back to formal school settings to reaffirm pedagogies that rediscover the reading of texts—broadly defined—in the world through multimodalities. In this sense, the text strives to be transdisciplinary, and is appropriate for use in multiple disciplines and fields of study.

Books · Educational Philosophy · Emerging Trends · Teaching

Digitize this book!

Title: Digitize this book! : the politics of new media, or why we need open access now

Author: Gary Hall
University of Minnesota Press | 2008 | ISBN: 0816648700, 9780816648702, 0816648719, 9780816648719, 0816666318, 9780816666317 | 312 pages

Digitize this book! : the politics of new media, or why we need open access now

How open access can transform academia for the better

In the sciences, the merits and ramifications of open access—the electronic publishing model that gives readers free, irrevocable, worldwide, and perpetual access to research—have been vigorously debated. Open access is now increasingly proposed as a valid means of both disseminating knowledge and career advancement. In Digitize This Book! Gary Hall presents a timely and ambitious polemic on the potential that open access publishing has to transform both “papercentric” humanities scholarship and the institution of the university itself.
Hall, a pioneer in open access publishing in the humanities, explores the new possibilities that digital media have for creatively and productively blurring the boundaries that separate not just disciplinary fields but also authors from readers. Hall focuses specifically on how open access publishing and archiving can revitalize the field of cultural studies by making it easier to rethink academia and its institutions. At the same time, by unsettling the processes and categories of scholarship, open access raises broader questions about the role of the university as a whole, forcefully challenging both its established identity as an elite ivory tower and its more recent reinvention under the tenets of neoliberalism as knowledge factory and profit center.
Rigorously interrogating the intellectual, political, and ethical implications of open access, Digitize This Book! is a radical call for democratizing access to knowledge and transforming the structures of academic and institutional authority and legitimacy.

Books · Educational Philosophy · Teaching

Ditch That Textbook

Title: Ditch That Textbook

Author: Matt Miller
English | April 13, 2015 | ISBN: 0986155403 | 240 pages

Are you ready for a change?

Ditch That Textbook: Free Your Teaching and Revolutionize Your ClassroomYou know potential exists for innovative, engaging, revolutionary education if you get the right ideas, right tools, and right people, all in the right order.

If that sounds like you, then you’re ready to DITCH old mindsets and methods and replace them with empowering, liberating ones. Author and teacher, Matt Miller shows you how to choose and incorporate teaching practices that are:Different from what students see daily.
Innovative, drawing on new ideas or modifying others’ ideas.
Tech-laden with the use of digital sites, tools and devices.
Creative, tapping into students’ original ideas as well as your own.
Hands-on, encouraging students to make and try things on their own.Packed with practical advice, specific recommendations for tools, and the encouragement you need to revolutionize your classes, Ditch That Textbook will inspire you to create relevant teaching that gets student buy-in so they’l enjoy learning

Books · Computer Science · Educational Philosophy · STEM · Teaching

The Stem Coaching Handbook

Title: The Stem Coaching Handbook

Author: Terry Talley
English | 2017 | ISBN: 1138651036 | 167 Pages

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Learn how to promote STEM integration in your school district and increase student achievement. In this helpful, easy-to-read book, author Terry Talley sheds light on the key responsibilities and accountabilities of a successful STEM coach and offers a wealth of practical advice for those new to the position and for those who want to refine their skills.

You’ll discover how to…

– Build positive working relationships with teachers and faculty
– Organize professional development opportunities such as PLCs and book study groups
– Develop hands-on instructional strategies based off the needs of your students and the strengths of your staff
– Promote technological and scientific literacy to prepare students for success in the 21st Century
– Enhance student engagement using project-based learning and growth-based assessment models

Designed to be read either as a step-by-step guide or as a reference, The STEM Coaching Handbook is loaded with insights and accounts from experienced STEM educators across the country. No matter your level of expertise, these tips will help you make your district’s STEM program more effective for all students.

Books · Coding · Educational Philosophy · Teaching

Designing Professional Development for Teachers of Science and Mathematics

Title: Designing Professional Development for Teachers of Science and Mathematics

Authors: Susan Loucks-Horsley, Katherine E. Stiles
2010 | ISBN-10: 1412963605, 1412974143 | 424 pages

This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science Designing Professional Development for Teachers of Science and Mathematicseducators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasizes the importance of:
Continuous programme monitoring
Combining strategies to address diverse needs
Building cultures that sustain learning
An inspiring blend of theory and practical wisdom, Designing Professional Development for Teachers of Science and Mathematics remains a highly regarded reference for improving professional practise and student achievement.

Books · Educational Philosophy · Emerging Trends · Teaching

Taking a fresh look at Education

Title: Taking a fresh look at Education

Author: Mary C. Dalmau
English | 2016 | ISBN: 9463008675, 9463008683| 204 Pages
Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study

Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study</i> examines the use of self-study in professional learning through justice in education, collaboration, teacher education, and the concept of a Professional Working Theory. Justice in education includes research on pedagogy in inclusive practices, on social justice issues within a doctoral program through the lens of critical race theory, and on indigenous epistemologies and experiences. Collaboration can be seen across several chapters as an integral part of teacher education, and is discussed specifically in chapters addressing research on praxis inquiry within Active Group Practice (a collaborative dynamic) – and on collaboration as a critical aspect of self-study research by teachers addressing efficacy of practice for students with significant disabilities. Included in the discussion on teacher education is research on the beliefs and practices of mid- and later-career literacy/English teacher educators. Professional Working Theory (PWT) addresses the critical aspects of teacher knowledge, experience, and ethics. Specifically, this book includes research on examining the process involved in developing a PWT, on the development of teacher identity of preservice teachers through their engagement in creating PWTs, and on the process of and reflections on developing PWTs with teacher educators and U.A.E. and U.S.A. graduate students within the context of literacy and special education. This book brings to the fore the work of Mary C. Dalmau as a teacher educator whose career embodies the values of inclusion across educational settings, the empowerment of teachers, and the importance of ethics in educational decision making.

Title: The Road to Independence

Author: Svanborg Rannveig Jónsdóttir
English | 2016 | ISBN: 9463007989, 9463007997| 180 Pages

The Road to Independence: Emancipatory Pedagogy
People throughout the world have creative minds with unlimited potential for change. The Road to Independence: Emancipatory Pedagogy offers ways to empower people through education so that we can live and prosper together in a sustainable world. The emancipatory pedagogy of innovation and entrepreneurial education is presented as a road to independence: as a way to enable everyone to reach their inherent potential.
Books · Educational Philosophy · Teaching

Instructional Design for Learning

Title: Instructional Design for Learning

Author: Norbert M. Seel
English 2017 | ISBN: 9463009396, 946300940X | 254 Pages
Instructional Design for Learning: Theoretical FoundationsThis textbook on Instructional Design for Learning is a must for all education and teaching students and specialists. It provides a comprehensive overview about the theoretical foundations of the various models of Instructional Design and Technology from its very beginning to the most recent approaches. It elaborates Instructional Design (ID) as a science of educational planning. The book expands on this general understanding of ID and presents an up-to-date perspective on the theories and models for the creation of detailed and precise blueprints for effective instruction. It integrates different theoretical aspects and practical approaches, such as conceptual ID models, technology-based ID, and research-based ID. In doing so, this book takes a multi-perspective view on the questions that are central for professional ID: How to analyze the relevant characteristics of the learner and the environment? How to create precise goals and adequate instruments of assessment? How to design classroom and technology-supported learning environments? How to ensure effective teaching and learning by employing formative and summative evaluation? Furthermore, this book presents empirical findings on the processes that enable effective instructional designing. Finally, this book demonstrates two different fields of application by addressing ID for teaching and learning at secondary schools and colleges, as well as for higher education.

Instructional-Design Theories and Models, Volume IV : The Learner-Centered Paradigm of Education
Title: Instructional-Design Theories and Models, Volume IV : The Learner-Centered Paradigm of Education

Authors: Charles M. Reigeluth and Brian J. Beatty
English | 2017 | ISBN: 1138012939 | 481 Pages

Instructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate. Significant changes have occurred in learning and instructional theory since the publication of Volume III, including advances in brain-based learning, learning sciences, information technologies, internet-based communication, a concern for customizing the student experience to maximize effectiveness, and scaling instructional environments to maximize efficiency.

In order to complement the themes of Volume I (commonality and complementarity among theories of instruction), Volume II (diversity of theories) and Volume III (building a common knowledge base), the theme of Volume IV is shifting the paradigm of instruction from teacher-centered to learner-centered and integrating design theories of instruction, assessment, and curriculum. Chapters in Volume IV are collected into three primary sections: a comprehensive view of the learner-centered paradigm of education and training, elaborations on parts of that view for a variety of K-12 and higher education settings, and theories that address ways to move toward the learner-centered paradigm within the teacher-centered paradigm.

Instructional-Design Theories and Models, Volume IV is an essential book for anyone interested in exploring more powerful ways of fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts.

Books · Data · Educational Philosophy · Uncategorized

Using Data to Improve Higher Education

Using Data to Improve Higher Education: Research, Policy and PracticeTitle: Using Data to Improve Higher Education
Authors: Maria Menon

2014 | pages: 260 | ISBN: 9462097925

In recent decades, higher education systems and institutions have been called to respond to an unprecedented number of challenges. Major challenges emerged with the phenomenal increase in the demand for higher education and the associated massive expansion of higher education systems. In response universities were called to adopt planning and research methods that would enable them to identify and address the needs of a larger, more diverse student body. Higher education institutions began to place greater emphasis on planning and marketing, seeking to maintain their position in an increasingly competitive higher education market. Under the current economic downturn, universities are under pressure to further cut costs while maintaining their attractiveness to prospective students. As a result educational policy makers and administrators are called to select the ‘right’ alternatives, aiming for both efficiency and effectiveness in delivered outcomes. This book provides insights into the use of data as an input in planning and improvement initiatives in higher education. It focuses on uses (and potential abuses) of data in educational planning and policy formulation, examining several practices and perspectives relating to different types of data. The book is intended to address the need for the collection and utilization of data in the attempt to improve higher education both at the systemic and the institutional level.

Books · Educational Philosophy · Teaching

Digital Tools For Knowledge Construction

Digital Tools for Knowledge Construction in the Secondary Grades

Title: Digital Tools For Knowledge Construction

Author: Michael Blocher

English | 2016 | ISBN: 1475828470 | 142 Pages | PDF | 1.18 MB

Digital Tools for Knowledge Construction in the Secondary Grades was written for teachers who wish to gain a better understanding of how to integrate technology into their classrooms from a student-centered perspective. When done so, students must take more control of, and therefore more responsibility for, their learning. This book is divided into two sections. Part I provides a foundation and rational for student-centered learning, instructional strategies for technology integration, and using this approach to help teachers assess their students in meeting academic standards. Part II includes foundational technology information and appropriate use of digital tools for communication, collaboration, research, publishing, and even games for learning. This text provides methods and examples of technology integration that supports students’ achievement of national academic standards by using today’s digital tools for communication, collaboration, research and publishing. When students learn how to become knowledgeable global digital citizens they gain the requisite skills for tomorrow’s creative thinkers, problem solvers, and decision makers.