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This book contributes to the contemporary revival of pragmatism as a practical and ultimately, as Mayer argues, necessary philosophical stance within democratic schools.

This book demonstrates how humans can become sensitised to, and intervene in, environmental degradation by writing, reading, analysing and teaching poetry. For educational professionals engaged in teaching environmental, sustainability, and development topics, particularly from a humanities-led perspective.

This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education.Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries.The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This edited volume provides detailed analyses of multifunctional forms in English and offers hands-on approaches exemplifying relevant implications and useful applications to language and literacy educators in TESOL, ESL/EFL/EAL and research students in applied linguistics and education.The chapters cover: The multifunctionality of utterances in spoken and multimodal corpora, the multifunctionality of linguistic creativity in different genres, multifunctional pronouns in hard and soft sciences, and professional discourse in the university and secondary school contexts. The volume also offers a comparison of the multifunctionality of verbs between ESL textbooks, native written and spoken English corpora, and between ESL and L1 university students in writing a particular genre; comparisons of the multifunctionality of discourse markers between different registers and between L1 and L2 English speakers, as well as multifunctional metadiscourse markers in different disciplines and paradigms.With detailed analysis of authentic corpus data representing different varieties of English, specialized use in different contexts and disciplines, and practical teaching and learning applications, the volume bridges theory and practice, providing a creatively designed resource for students, educators and researchers looking to understand multifunctional forms in English.

This unique collection of essays from emerging and established curriculum theory scholars documents individuals' personal encounters and lingering interactions with Ted T. Aoki and his scholarship. The work illuminates the impact of Aoki's lifework both theoretically and experientially.Featuring many of the field's top scholars, the text reveals Aoki's historical legacy and the contemporary significance of his work for educational research and practice. The influence of Aoki's ideas, pedagogy, and philosophy on lived curriculum is vibrantly examined. Themes include tensionality, multiplicity, and bridging of difference. Ultimately, the text celebrates an Aokian "way of being" whilst engaging a diversity of perspectives, knowledges, and philosophies in education to reflect on the contribution of his work and its continual enrichment of curriculum scholarship today.This text will benefit researchers, academics, and educators with an interest in curriculum studies, educational research, teacher education, and the philosophy of education more broadly. Those specifically interested in international and comparative education, as well as interdisciplinary approaches - which include perspectives in arts, language and literacy, sciences, technology, and higher education curriculum - will also benefit from this book.

This volume looks at the ways in which climate change education relates to broader ideas of justice, equity, and social transformation, and ultimately calls for a rapid response to the need for climate education reform.Highlighting the role of climate change in exacerbating existing societal injustices, this text explores the ethical and social dimensions of climate change education, including identity, agency, and societal structure, and in doing so problematizes climate change education as an equity concern. Chapters present empirical analysis, underpinned by a theoretical framework, and case studies which provide critical insights for the design of learning environments, curricula, and everyday climate change-related learning in schools.This text will benefit researchers, academics, educators, and policymakers with an interest in science education, social justice studies, and environmental sociology more broadly. Those specifically interested in climate education, curriculum studies, and climate adaption will also benefit from this book.

This volume explores the instructional use of creative writing in secondary and post-secondary contexts to enhance students' language proficiency and expression in English as a second or foreign language (ESL/EFL).Offering a diverse range of perspectives from scholars and practitioners involved in English language teaching (ELT) globally, International Perspectives on Creative Writing in Second Language Education tackles foundational questions around why fiction and creative writing have been traditionally omitted from ESL and EFL curricula. By drawing on empirical research and first-hand experience, contributors showcase a range of creative genres including autobiography, scriptwriting, poetry, and e-Portfolios, and provide new insight into the benefits of second language creative writing for learners' language proficiency, emotional expression, and identity development. The volume makes a unique contribution to the field of second language writing by highlighting the breadth of second language users throughout the world, and foregrounding links between identity, learning, and ESL/EFL writing.This insightful volume will be of particular interest to postgraduate students, researchers, and academics in the fields of ESL/EFL learning, composition studies, and second language acquisition (SLA). Those with a focus on the use of creative writing in classrooms more broadly, will also find the book of interest.

The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education.We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and 'traditional' ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers.It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL.

This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research.The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students' future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum.Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.

This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work.

This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education.

The authors in this collection explore the multifaceted implications of movement for curriculum, teaching and learning, teacher education, cultural practice, as well as educational research and policy.

This edited collection introduces English and literacy educators to the theoretical, research-based, and practical dimensions of using digital memetic texts¿"memes"¿in the classroom.

This book explores innovative pedagogical practices and teaching and learning strategies in the engineering curriculum for empowered learning.It highlights the urgency for developing specific skill sets among students that meet the current market recruitment needs. The authors present a detailed framework for fostering a higher level of competence in students especially in their communication skills, their knowledge of media and technology tools, and their leadership skills. The book offers examples of new and effective teaching strategies including cognitive, metacognitive, and socio-affective strategies which align well with the existing and evolving technical curriculum.The book will be of interest to teachers, students, and researchers of education, engineering, and higher education. It will also be useful for English language teachers, educators, and curriculum developers.

Bildung in the Digital Age explores the challenges and potentials of digitalization for educational theory and practice and identifies how the pedagogical concept of Bildung can be used to meet these demands.Discussing the educational landscape of a pandemic and post-pandemic world, the book describes how digitalization changes the media foundation of learning and teaching. It further raises questions of how we could think about Bildung in a digitalized world, how Bildung-based online teaching and learning can be implemented, and whether it is possible to understand Bildung and its emphasis on individual freedom and self-determination as a counter-concept to digital surveillance capitalism.The book will appeal to academics, researchers, and postgraduate students in the fields of digital learning, educational theory, and media education.

Global Navigation Satellite Systems (GNSS) provide accurate positioning, navigation and timing (PNT) information for industrial, consumer and military applications. This book provides a primer for students and professionals looking to understand the basic concepts behind GNSS and how they enable autonomy. Easy-to-read descriptions and illustrations of how GNSS signals and information are used for PNT provide the reader with a solid foundation of GNSS fundamentals. Topics covered include the equipment required, sources of GNSS error and correction techniques, and threats to GNSS signals and mitigation solutions. The book also includes how GNSS is combined with other sensor technologies such as inertial navigation systems (INS), laser (LiDAR), sound (radar) and vision (cameras) to enhance navigation and situational awareness for autonomy. Written by GNSS experts at Hexagon's Autonomy and Positioning division, a global leader in assured autonomy and positioning, the third edition includes updates to the various GNSS constellations (GPS, GLONASS, BeiDou, Galileo and more), recent technology advancements to enhance PNT accuracy, and a new chapter on the growing field of automotive autonomy. Real-life applications across transportation, agriculture, mining, marine, unmanned vehicles, defence, survey and more demonstrate how GNSS and autonomy are enabling a sustainable future. With a foreword by Dr. Robert Thirsk, renowned Canadian astronaut, doctor and engineer, this book is sure to inspire the next generation of explorers - on and off the Earth!

The boundaries of sports journalism continue to expand as non-traditional actors emerge and proliferate in the digital environment. This outstanding and vital specialist area within the news industry faces increasing pressure from adjacent fields. Amateur sports enthusiasts (bloggers, streamers or influencers) and team media for sports organizations adopt many of the roles and tasks historically attributed to sports journalism and engage in activities that may be perceived and regarded as journalistic by audiences.The arrival of new actors around the journalistic field, the heavy use of social media and its impact on sports consumption patterns, the search for new business models for news organizations, and the disrupting technology that is being explored and applied in sports coverage all require new conceptual approaches to better understand the sports news industry in the digital age.All of these considerations led eighteen authors from nine countries (Greece, Portugal, Spain, United Kingdom, Germany, Austria, Australia, Ireland, and Sweden) to publish their research contributions and broaden the discussion in this MDPI reprint about the current trends in the sports media landscape and the most pressing challenges that sports journalists need to face in the years to come.