Bøger udgivet af 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.

"Traumagenic events-episodes that have caused or are likely to cause trauma-color the experiences of K-12 students and the social studies curriculum they encounter in U.S. schools. At the same time that the global COVID-19 pandemic has heightened educators' awareness of collective trauma, the racial reckoning of 2020 has drawn important attention to historical and transgenerational trauma. At a time when social studies educators can simply no longer ignore "difficult" knowledge, instruction that acknowledges trauma in social studies classrooms is essential. Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum. The 20 Hollywood or History? lessons are organized by themes such as political trauma and war and genocide. Each lesson presents film clips, instructional strategies, and primary and secondary sources targeted to the identified K-12 grade levels. As a collection, they provide ready-to-teach resources that are perfect for teachers who are committed to acknowledging trauma in their social studies instruction"--

"Traumagenic events-episodes that have caused or are likely to cause trauma-color the experiences of K-12 students and the social studies curriculum they encounter in U.S. schools. At the same time that the global COVID-19 pandemic has heightened educators' awareness of collective trauma, the racial reckoning of 2020 has drawn important attention to historical and transgenerational trauma. At a time when social studies educators can simply no longer ignore "difficult" knowledge, instruction that acknowledges trauma in social studies classrooms is essential. Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum. The 20 Hollywood or History? lessons are organized by themes such as political trauma and war and genocide. Each lesson presents film clips, instructional strategies, and primary and secondary sources targeted to the identified K-12 grade levels. As a collection, they provide ready-to-teach resources that are perfect for teachers who are committed to acknowledging trauma in their social studies instruction"--

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.