Bücher veröffentlicht von Information Age Publishing

Creativity is a hot topic in education. As such, there is no shortage of insights or suggestionsfor how teachers might incorporate creativity into their curriculum. Wadingthrough these suggestions can, however, be quite daunting. This is because many ofthese suggestions imply that teachers need to somehow radically change their approachto teaching, adopt a new curriculum, or add-on to their existing curriculum. Consequently,many teachers feel that such changes are not feasible and may even come at thecost of supporting students' academic learning.This book provides an alternative. Teachers need not adopt a new curriculum, radicallychange what they are already doing, or attempt to add more to their already overflowingplate of curricular responsibilities. Rather, teaching for and with creativity is often more about doing what one is alreadydoing, only slightly better.The aim of this book is to help teachers understand how they can make slight changes to their own teaching, which can substantiallysupport the development of students' creative potential and result in a more creative approach to teaching. Theinsights and practical suggestions presented in this book represent some of the newest and most promising work being donein the field of creativity studies. This book is unique in that it presents teachers with concrete ideas for how to simultaneouslysupport creativity and learning. A particularly novel feature of this book is that it offers a blend of theoretical insightsand vivid classroom examples to illustrate the kinds of opportunities and challengesthat teachers face when they attempt to teach for and with creativity. As such, thisbook will provide teachers, scholars, researchers, and anyone interested in classroomcreativity with new directions for future research and educational practice.

A volume in International PsychologySeries Editors: Uwe P. Gielen, Senel Poyrazli, and Harold Takooshian(sponsored by APA International Psychology Division, Division 52)This book provides a global overview of pioneers in international psychologywith contributions from distinguished authors from representative nations aroundthe world. Chapters offer biographical profiles describing the personal historiesand professional contributions of leading figures in psychology from across theglobe that represent the diversity of psychology. This volume can serve as a coreor supplemental text for a broad range of courses in Psychology, InternationalStudies, and Education, with particular interest to those teaching international psychology, cross-culturalpsychology, and history of psychology.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

Middle Grades Research Journal is a refereed, peer reviewed journal that publishes original studies providing both empirical and theoretical frameworks that focus on middle grades education. A variety of articles are published quarterly in March, June, September, and December of each volume year.

This volume fills a significant gap in the scholarship on social studies education by providing thoughtful reflectionson research methods in the field. It is not a "how to" guide but an exploration of key issues related to the design and implementationof empirical studies. The authors are active researchers who use varied methods in diverse settings-including historicalresearch, international comparative studies, survey research, interviews with students and teachers, classroom observations,self-studies and action research, and emancipatory methodologies. They use their own experiences to examine such topics asthe conceptualization of research questions, relationships with participants, researchers' identities, and elicitation of students'and teachers' thinking. This collection should become indispensable for both beginning and experienced scholars in socialstudies.

As the demand for online learning grows, designing and managing large classes in online and blended learning environments can be challenging for faculty. This book aims to provide practical assistance to higher education faculty who teach large online or blended classes. The authors who contributed to the book include higher education faculty, instructional designers, facilitators in providing faculty development and researchers with years of experience and understanding as well as interest in improving the effectiveness of large online classes. They share their experiences in designing and delivering active, engaging, collaborative teaching and learning by using innovative technology tools and instructional strategies. We hope that this book adds to the relevant literature by continuing conversations started before the COVID-19 pandemic but brought to the fore by it. Moving forward, it is our intent to provide readers with examples of how instructors around the world adapted to the new reality of teaching online since early 2020. Distilling what has worked and why from areas that require further analysis would benefit us all by identifying strategies, structures, support services, and policies that could augment online education, with a particular focus on large virtual classes.

"This book focuses on global health - mental, spiritual, and social, three topics that are particularly relevant now that our world is struggling to survive the pandemic. At the United Nations we are very aware of the third sustainable development goal, the promotion of good health and well-being. Mental, spiritual, and interpersonal health are crucial in realizing this goal. Thus, we begin with looking at mental health around the world, then spiritual health in different faith traditions, and finally social health which includes interpersonal interactions within families and in communities. This second book in the UN book series continues with the three principal tenets of the UN Book Series. 1. The key current issues that affect our world are addressed. Since COVID 19 has had a devastating global impact, this book focuses on health. 2. As the problems facing our world are very complex, there is need for many voices from different disciples to address these challenging issues. Thus, this book includes authors from our professions of psychology and social work, as well as spiritual leaders, lawyers, and community activists 3. This book is co-edited and co-authored by students and recent graduates. Students have much to contribute beyond technological skills and generation of literature reviews. Thus, in this book they equally share in editorship and authorship of chapters. This book is written for anyone interested in global health. It should be of particular importance for faculty, students, practitioners who would like to learn more about current issues in global mental health as well as spiritual and social health"--

"This book focuses on global health - mental, spiritual, and social, three topics that are particularly relevant now that our world is struggling to survive the pandemic. At the United Nations we are very aware of the third sustainable development goal, the promotion of good health and well-being. Mental, spiritual, and interpersonal health are crucial in realizing this goal. Thus, we begin with looking at mental health around the world, then spiritual health in different faith traditions, and finally social health which includes interpersonal interactions within families and in communities. This second book in the UN book series continues with the three principal tenets of the UN Book Series. 1. The key current issues that affect our world are addressed. Since COVID 19 has had a devastating global impact, this book focuses on health. 2. As the problems facing our world are very complex, there is need for many voices from different disciples to address these challenging issues. Thus, this book includes authors from our professions of psychology and social work, as well as spiritual leaders, lawyers, and community activists 3. This book is co-edited and co-authored by students and recent graduates. Students have much to contribute beyond technological skills and generation of literature reviews. Thus, in this book they equally share in editorship and authorship of chapters. This book is written for anyone interested in global health. It should be of particular importance for faculty, students, practitioners who would like to learn more about current issues in global mental health as well as spiritual and social health"--

Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science?The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers' lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher's Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher's Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.

Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science?The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers' lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher's Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher's Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.