Emerald Publishing Limited

Understanding and Designing Structures without a Computer: Plane Structural Systems explains fundamental concepts of structural analysis and design, providing readers with a clear understanding of the behaviour of a wide range of structural systems based on their load-carrying mechanisms. The book employs a comprehensive qualitative and quantitative approach, supported by illustrative diagrams throughout.

Clearly structured, the chapters guide readers from simple to complex concepts with new topics building on previous chapters. As a practical reference, the book equips readers with a solid understanding of universal structural principles, enabling safe conceptual and preliminary designs irrespective of the design code being used.

It will also assist readers in interpreting and verifying computer-generated outputs. As the first volume in a two-book series, this title introduces fundamental concepts in structural engineering, including equilibrium and deformation analysis for both statically determinate and indeterminate structures. It explores the behaviour and design of beams, frames, arches and cables, including prestressing from an engineering perspective. Additionally, it examines cable structures such as suspension bridges, cable-stayed bridges, as well as stress-ribbons.

The second volume progresses to more advanced topics of spatial structural systems, foundations and dynamics. Understanding and Designing Structures without a Computer: Plane Structural Systems is an accessible and authoritative resource for readers of all experience levels, fostering a clear understanding of structural behaviour without reliance on computer models.

ICE Core Concepts: Geotechnical Engineering is an engaging, practical introduction to the analysis, design, construction, maintenance and renovation of geotechnical structures. Each chapter presents concise coverage of a core subject area in geotechnical engineering. Topics covered include site investigation, ground improvement techniques, shallow foundations, deep foundations, retaining structures, slopes, embankments, earth dams, machine foundations and reinforced soil structures. Key features include worked examples throughout the chapters, easily digestible topic summaries, over 100 explanatory diagrams, and suggestions for further reading.

Revised and updated, this new edition features

• a new chapter covering special topics, including drains and filters, buried structures and tunnels, earth anchors, pavement structures, marine structures, and containment liner system and landfills
• updates to existing chapters include sustainability considerations, further site investigation techniques, and additional coverage of ground improvement, deep foundations, retaining structures and earth dams
• further illustrative examples, multiple-choice and numerical/conceptual problems as questions for practice.

ICE Core Concepts: Geotechnical Engineering provides broad coverage of geotechnical engineering in a concise and accessible format, and is ideal for students, practising engineers and other related professionals who require a concise introduction to the subject. Together, ICE Core Concepts: Geotechnical Engineering and ICE Core Concepts: Soil Mechanics provide a comprehensive introduction to geotechnical engineering.

This third edition of Designers’ Guide to Eurocode 4: Design of composite steel and concrete structures – EN 1994-1-1 provides comprehensive guidance in the form of design aids, indications for the most convenient design procedures and worked examples to Eurocode 4.

It reveals how to deal with problems that can arise in applying the code and offers background information and references to enable users of the code to understand the origin and objectives of its provision.

This new edition has been fully revised for changes in materials and products, problems that have arisen with interpretation, and response to questions from industry on unfamiliar methods. Brand new topics covered include shallow-floor construction and use of precast concrete in floors, whilst composite structures and shear connections are overhauled.

This book will cover:

• terms, definitions and symbols
• basis of design
• materials
• durability
• structural analysis
• ultimate limit states
• serviceability limit states
• composite slabs with profiled steel sheeting for buildings composite joints in frames for buildings.

With the text following closely the sequence of clauses in the Eurocode and with clause numbers in the margin for quick reference, this book will be an essential read for civil and structural engineers, code-drafting committees, clients, structural-design students and public authorities.

This fun and accessible study of leadership takes readers on an enchanting journey into the world of vampires, werewolves and demons found in the hit television show ‘Buffy the Vampire Slayer.’

In this addition to the Exploring Effective Leadership Practices through Popular Culture series, author Aditya Simha teaches readers how they themselves can become effective leaders. Each chapter includes practical take-aways that readers can use to improve their own leadership skills. Illustrative examples from the Slayerverse (including characters such as Buffy, Xander, Giles, Willow, Tara) are presented in various chapters to aid in understanding the importance of successful leadership.

Whether readers are familiar with the ‘Buffy the Vampire Slayer' or are new to the series, this engaging study will engross even the casual reader. Readers of various backgrounds, from undergrads to professionals, will find the topics of power and gender thoughtfully explored.

The Building Safety Act 2022: Questions and Answers is a practical handbook which clearly explains the implications of this legislation for existing and future construction projects. The book covers each of the main parts of the Building Safety Act, highlights key changes introduced, and offers practical guidance across a range of issues relating to building safety, prevention, protection and management.

For each topic area, the book clarifies a range of key terms, provides answers to frequently asked questions, and gives summaries of key legislative requirements as well as practical guidance for ensuring compliance.

The book also includes practical case studies and examples of records and templates to support a “how to” approach to compliance. Key features include

• accessible and clear Q&A format for easy reference
• tried and tested approach to understanding and implementing new legislation
• clearly structured to cover each part of the Act as well as subsidiary legislation
• practical guidance on key roles, responsibilities and duties
• references to further detailed sources of information.

The Building Safety Act 2022: Questions and Answers is an essential practical reference suitable for a broad range of professionals, including engineers, architects, project managers, company directors, and health and safety professionals. It is also a valuable resource for students preparing to enter the industry.

Leadership Theories, Frameworks, and Approaches in Practice is a comprehensive guide to theory and practice in leadership studies. Drawing from over a century of leadership literature and the insights of countless scholars and practitioners, this book offers a rich tapestry of knowledge from multiple disciplines.

The book is an essential resource for students, practitioners, training developers, faculty, and scholars. It explores the evolution of leadership theories, paying homage to the thousands of contributors who have shaped the field. Each chapter delves into the history and application of specific leadership theories, providing a deep understanding of how they work in practice.

Leadership Theories, Frameworks, and Approaches in Practice is a tribute to the social scientists and authors who have memorialized their work in books, articles, and resources, crafting leadership into the phenomenon it is today. By bridging theory and practice, it aims to refine and enhance leadership for all.

Research Methods for Studying Young Children is a volume developed to bring together in one source research techniques that researchers can use to collect data in early childhood education. These studies can then contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies. The volume primarily addresses researchers, scholars, and graduate or advanced undergraduate students who are preparing to conduct research in early childhood education. It provides them with the intellectual resources that will help them join the cadre of early childhood education researchers and scholars. The purpose of the volume is to prepare and guide researchers to achieve a high level of competence and sophistication, to avoid past mistakes, and to benefit from the best researchers in the field. This volume is also useful to professors of education who conduct research and prepare teachers in early childhood education. It aims to improve the researchers’ conceptual and methodological abilities in early childhood education. Thus, the volume can be used as a guide that focuses on important contemporary research methodologies in early childhood education and describes them to offer researchers the necessary information to use these methodologies appropriately. 

This volume is designed to be used by students of early childhood education at all levels of professional development as well as mature scholars who want to conduct research in areas needing more in-depth study. It is hoped that Research Methods for Studying Young Children will serve the needs of many individuals in the research community. Scholars seeking the current state of research knowledge in various areas should find this volume useful. Similarly, practitioners who are trying to seek knowledge of research and its practical implications should find this volume helpful as well. The volume’s chapters present several research methodologies to address a variety of hypotheses or research questions that will contribute to the knowledge of the field in early childhood education. 

While cohorts of Gen Z have flocked to TikTok, some governments are fighting to have it banned. But where has it come from and what has enabled its incredible market penetration across various countries and demographics?

Crystal Abidin draws on original empirical work, news reports, and industry interviews to help readers understand TikTok as it has developed among youth cultures. Using anthropological methods to produce deep and insightful ethnographies about TikTok and its core users, TikTok and Youth Cultures will help readers develop a critical understanding of TikTok’s impact on society, its place in the social media landscape, and its cultural relevance around the world.

At the most basic level, the purpose of this book is to help classroom teachers include more (accurate) Latinx stories in their classroom. We believe that when used intentionally, and critically, media representations of Latinx communities and histories are powerful tools of and for high-quality curriculum and instruction. In line with previous iterations of the Hollywood or History? series, we believe inquiry-based lessons are well-suited to capitalizing on this potential. Still, we emphasize that inquiry be rooted in critical approaches and theoretical underpinnings that invite rich discussion on social justice over ephemeral nods to diversity, inclusion, and recognition. Latinos deserve complexity and nuance, truth and beauty. Hence, as we explain throughout the book, students and teachers must examine the historical accuracy of events and the ways (our) stories are told – how, why, where, and on what/whose terms Latinx are represented in film and television. Representation, like education itself, is a political project that is entrenched with systems of power and inequality. This general approach provides a path that, we hope, meets teachers where they are, providing avenues to better learn and refine knowledge of Latinx history for some, and to incorporate additional criticality and perspectives for others. We know most teachers are working hard (often in perilous situations) to include Latinx stories. As such, we hope that the lessons and ideas provide comfort and assurance as well as the opportunity to sit with and better teach the lasting impacts of many uncomfortable, yet often consequential histories. While it is well-established that Latinx histories are marginalized and over-simplified in social studies curricula, we aim to support teachers in breaking a vicious cycle of exclusion (or suspect inclusion) as Latinx histories are largely absent in textbooks and teachers are unsure to include new stories because the curriculum they learned didn’t have them. For those teachers who do feel confident centering Latinx media, this book is for you as well. While the adage don’t preach to the choir makes sense, it also bears mentioning that there are times when the choir needs rehearsal to gather, re-group, expand, and challenge the repertoire. In sum, we sought to create a book that would house a collection of stories that featured a variety of Latinx worlds, histories, and experiences. We hope that we not only provide pathways to increase the diversity of Latinx stories, but give tools for teachers and students to grapple with various projects of Latinx representation.

Shiksa Speaks: A White, Non-Jew’s Understanding of the Cuban Jewish Diaspora and Its Legacy focuses on Cuban Jews, or Jewbans, whose family emigrated from Eastern Europe to the island in the 1920s then again to the US after the 1959 revolution in which Fidel Castro took power. It highlights the historical, social, cultural, and political experience of Jewbans as well as the narratives they have passed along to subsequent generations residing largely in South Florida. This “double diaspora,” as it has been called, is of personal and scholarly interest. This book is mix of history with personal narratives shared in interviews with Jewbans across three generations.
After an introduction and brief history of the Jewban diaspora, the book is organized into two parts. Part One is organized around themes that emerged from personal interviews as well as from prior research. Part One includes five chapters: identity, community, family, work ethic, risk-taking and resilience, and idealized Cuba. In Part Two, themes that have been identified in other research but that were minimally noted by interviewees form the basis of the chapters. These are privilege and politics today. The book concludes with personal commentary from the perspective of the daughter of an immigrant with a significantly different trajectory and offers thoughts on what the Jewban story offers to the areas of immigration studies and diasporas as well as the ways the narratives told by the Jewban double diaspora do and do not help promote a more peaceful and just world.

This book explores the intersection of social equity-related issues with concerns within the field of public administration in Canada. Shifts in public sector governance, populist discourse and political extremism, democratic instability, and super-wicked challenges such as climate change and environmental disasters, demographic transformations (aging society along with increased migration), financial crises, terrorism, housing crises, religious conflicts and racial inequities, dominate the landscape. This book challenges scholars from schools of public administration to use a social equity lens to reimagine and rethink the ways in which public administration is currently practiced, with the goal of abandoning colonial logics that betray social equity. The chapters in this volume include contributions from a diversity of authors, each contributing their unique perspectives on social equity as they relate broadly to their areas of expertise. The authors share a common interest in critically exploring how social equity intersects with their areas of public administration research or practice including concerns with environmental justice, Indigenous rights, education and decolonization.
This book is intended for three audiences: (1) scholars who are also involved in teaching public administration; (2) students of public administration who want to learn more about what they are learning, and why social equity matters to their field of study; and (3) public administrators who are managing public institutions and who may also be involved in training public administrators.

Leveraging Crisis for Equitable School Improvement: Leadership Strategies from the Field is a must-read for school leaders seeking to navigate crises effectively while prioritizing equity. The book draws on real-world examples and extensive research to explore how school leaders can leverage crises to bring about equitable school improvement. It provides practical guidance on crisis leadership, from assessing the crisis to delivering resources and connecting with the community. The authors highlight the disproportionate impact of crises on marginalized populations and the need for a coherent and equitable response to crises, especially in the wake of the COVID-19 pandemic. They also address the challenges faced by school leaders in managing crises, including limited funding and access to resources. Leveraging Crisis for Equitable School Improvement is a valuable resource for anyone interested in crisis leadership, equity in the public school system, and improving education outcomes for all students. The book's insights and strategies will help school leaders build more resilient, equitable, and effective schools that can thrive in the face of crises.

It is More Than the Miracle Question aims to help counselors, and specifically school counselors, figure out how to utilize a theory, mindset, or belief system in their everyday work with clients. These ideas on how to think like a solution focused counselor were born at the Brief Family Therapy Center in Milwaukee, Wisconsin. This book is not a strict academic text but instead offers insights and ideas for utilizing Solution Focused Therapy based on training at the Brief Family Therapy Center, years of supervised practice using Solution Focused therapy, readings, research, and decades of training others on how to utilize Solution Focused Therapy.

Continue your journey in Trauma-Informed education with the 3rd installment of our series, Contemporary Perspectives on Developing Trauma-Informed Teachers. In this volume, we delve into the heart of educational evolution: Intentional Partnerships to Create Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches.

Discover the profound impact of Trauma-Informed Practices (TIP) on the educational landscape as we challenge traditional paradigms, encouraging educators to shift their perspectives from 'what is wrong with you?' to a holistic understanding of 'what has happened?'

Driven by a deep commitment to holistic student well-being, this edited text is a beacon of hope for in-service teachers seeking to truly understand and address their students’ needs. Through intentional partnerships with Early Childhood Centers, K-12 schools, and Districts, educators are equipped with the knowledge, skills, and expertise to implement trauma-informed practices rooted in asset-based approaches. By recognizing the profound influence of trauma on student behavior, development, and readiness to learn, educators can forge a path towards true student success.

This resource is a testament to the power of collaboration and innovation. Explore essential tools, strategies, and approaches designed to empower teachers in creating safe, sustainable classroom environments. With a keen focus on equity, resilience, and pedagogical excellence, we pave the way for a brighter future in education.

Teaching World Languages in Middle and Secondary Schools: A Critical Introduction is an introductory textbook for teacher education candidates, at either the undergraduate or graduate levels, who are seeking certification to teach a world/foreign language. It might also be used as a methods textbook in programs preparing teachers to work with English Language Learners (ELLs) in public school contexts. There is a growing shortage of world language teachers in the United States, and the market for such educators is likely to increase dramatically in the years ahead. Currently, only about 20% of US students study a language other than English, although this may change if more individuals are prepared to teach world languages. This book stands out from most world language education methodology books by combining ideas, concepts, and practices from two traditions in the world language education literature that rarely overlap: the technical skills and knowledge needed to be an effective and competent classroom teacher, and the growing literature on critical pedagogy in the specific context of world language education.

Writing is a necessary skill that allows people to communicate their ideas. For this reason, writing evokes change, and our words persist long after we are gone. We celebrate heroes of the past by the words they leave behind. Writing for Rights is a basic writing workbook ideal for undergraduate instruction. Lessons about writing are presented in a context of social justice to engage even reluctant writers through a sensibility for equity and community action. The workbook is a timely and relevant instructional document perfect for students at minority serving institutions like the nation’s 100 historically Black colleges and universities. 

Elevating clinical practice in mathematics education has potential to greatly transform the preparation of effective mathematics teachers. In the current climate of education, clinical practice includes: (1) traditional undergraduates in an educator preparation program, (2) post-baccalaureate individuals who have a degree in another field who are working on their initial teacher license, and (3) teachers in residency programs where full-time teachers are simultaneously earning their license. This book provides cases of all three groups with an emphasis on how clinical practices and course work effectively prepares effective mathematics teachers. This book showcases 51 examples of clinical practice in mathematics education. The cases are organized in chapters with each chapter focused on one of the National Council for Teachers of Mathematics Effective Teaching Practices (NCTM, 2014). Each chapter includes cases aligned to the 8 Teaching Practices with discussion questions and an example clinical practice activity.

Moving the Needle: What We Know (and Don’t) About Developing Leaders examines 34 popular and cutting-edge instructional strategies that educators and trainers have employed to help others develop the capacity to lead. Some strategies have been popular for decades—such as student group projects—while others are just now emerging—such as using generative artificial intelligence. The book is designed to be imminently practical. Each chapter describes a different strategy for development, and includes illustrations of the strategy “in action,” examines the state of empirical evidence suggesting what scholars know about the strategy’s effectiveness, and provides resources for where readers can learn more. For strategies with a shallower pool of evidence, the chapter provides suggestions for a future research agenda targeted at scholars interested in researching the methods and outcomes related to each strategy.

The series, Contemporary Perspectives in Data Mining, is composed of blind refereed scholarly research methods and applications of data mining. The series is targeted both at the academic community, as well as the business practitioner. Data mining seeks to discover knowledge from vast amounts of data with the use of statistical and mathematical techniques. The knowledge is extracted from this data by examining the patterns of the data, whether there are associations of groups or things, predictions, sequential relationships between time order events or natural groups. Data mining applications are in business (banking, brokerage, and insurance), marketing (customer relationship, retailing, logistics, and travel), as well as in manufacturing, health care, fraud detection, homeland security and law enforcement.

Expanding the already existing conversation on socially just leadership education, Committing to Action amplifies diverse voices and lived experiences through stories and examples of how to improve engagement and reduce barriers to leadership learning for members of diverse populations. This book is evidence of socially just leadership learning’s potential for positive and sustainable change. Chapters are starting points for leadership educators, where socially just leadership education is explained and explored. Full of empowering recommendations and helpful suggestions, this book provides critical hope for socially just leadership educators.

In Crafting Peace Through Autoethnography: Reflexive Pedagogies for Navigating Difficult Times, Dr. Riva shares her autoethnographic method that employs a transformational pedagogy for conflict resolution and peace studies. Riva recollects her autoethnographic process, connecting her theoretical framework to lived experience. The transformagram learning model is presented as a stepwise approach with a scaffolded template. Students’ transformagram portfolios are showcased, offering examples of the transformational process.

Conflict narratives emerge from autoethnographic and duoethnographic methods that become tools for activating the inner compass, providing directionality for homing in to better-formed storylines and potential flyways. In this creative and reflexive space, story mandalas shapeshift, opening a transformational passageway. Conflict wisdom is enkindled through narrative conflict resolution approaches that increase connectivity and narrative coherency, giving rise to mediatorship.

The transformagram learning model provides a pedagogy that accompanies students as they navigate difficult times. Ample theories, stories, and examples provide peace study scholar practitioners with a model that can be applied to traditional higher education classrooms as well as online learning platforms.

The problem of knowledge, as Aristotle commented in metaphysics, is inscribed in human nature. We all desire to know and understand our reality, the world and God who transcends it. From ancient times it has been a study that, linked to the mystery and complexity of human existence, has required multiple approaches. Furthermore, modern philosophy has given – we could say excessively – a central place to the problem of what can be known and how it is known. From this centrality, the development of German idealism and even existentialism, phenomenology, scientific positivism and analytical philosophy can be understood as a response to what has been presented with a totalizing character and that has opened new forms of address the problem of man's relationship with reality.

We live in a time where culture increasingly denies the truth and the very desire to seek it. Furthermore, we are confused by the diversity of approaches and what is true in the different areas of our existence and being in the world. Person and Knowledge acknowledges the importance of asking the questions that exist behind knowledge in its various modalities and aspects.

This book is an in-depth discussion between researchers which both enriches the respective visions and moves towards a more comprehensive understanding of human knowledge and its relationship with the human person.

This book contains an Open Access Chapter.

International Perspectives of Diversity, Equity, and Inclusion, the 7th book in the Research in Social Issues in Management series, includes a collection of contributions from around the globe. The amalgamation of these perspectives together broadens the scope of diversity, equity, and inclusion (DEI) research and practice and offers insights that extend beyond the U.S.-focused research that dominates the field.

This book addresses unique facets of organizational diversity and brings to bear diverse cultural contexts, historical legacies, and socio-political considerations from regions as varied as South Korea, England, Ireland, Puerto Rico, Norway, Australia, Germany, Malaysia, Japan, Canada, France, India, Belgium, and Sweden. The contributions challenge prevailing assumptions and expand the theoretical and practical boundaries of the field by providing actionable strategies through which to approach DEI in more culturally sensitive and globally relevant ways

Leading Change through Transformational School Leadership provides insights into the change process as school leaders grapple with many demanding challenges. We are living through tumultuous times, given the unpredictable technological advances, the instability of world politics, the ever-increasing economic disparities worldwide, and the ubiquitous social and cultural upheavals dominating the news through social media. Amidst these global social, political, economic, and cultural transformations, education and schooling remain constants for hope, prosperity, and resilience. Schooling and education have generally been stable institutional and organizational structures, serving students of all ages globally. Schools aren't merely reactive to outside pressures but are, ideally, proactive institutions aiming to forge a better society that provides the requisite knowledge, skills, and ethical dispositions necessary to function in an ever-changing 21st-century milieu. Schools serve to provide high-quality instruction as well as to reinforce common values of goodness, equity, and justice for all.

Consequently, schools, although stable forces, must change to meet the challenging needs of 21st-century living. School leaders, in particular, are responsible for creating ways to improve the educational experience. Whether it's adapting the curriculum to meet societal exigencies, creating new programs to support student learning, advancing the education of teachers, providing greater access to parental involvement, forging connections with the surrounding communities, and much more, schools must remain at the forefront of educational change.

This book draws from the real world of practice, highlighting attempts to navigate an ever-increasing complex, diverse environment and grappling with internal and external vicissitudes that inevitably challenge a school leader's convictions and intestinal fortitude. Because problems are more intractable today, school leaders have relied on several theories of leadership to guide their work in schools. Transformational school leadership theory provides foundational guidance but also draws from other literature bases concerning teaching, learning, teacher leadership, and systems thinking, for example improvement science, which are formative.

This new volume of the Association of Mathematics Teacher Educators (AMTE) Professional Book Series provides mathematics teacher educators practical ideas of how to build community to center conversations and action on equity and justice in mathematics teacher education. This 24-case collection of experiences from mathematics teacher educators (MTEs) expresses how they build community in the following kinds of settings in order to provide examples of how this work can be done in a variety of MTE contexts: Cases to Build Community with Prospective Teachers; Cases to Build Community in Professional Development with Practicing Teachers; and Cases to Build Community with Graduate Students and Fellow Mathematics (Teacher) Educators.

This book is written from and with a critical, practitioner stance and provides a variety of research-based cases (e.g., scenarios, tasks, modules, activities) to support MTEs to build community in mathematics teacher education courses and professional development collaborations. Creating learning communities that center on the joy, beauty, resiliency and variety of experiences and ways of knowing community members, particularly marginalized communities, is critical to promote agency and action that can support critical conversations that disrupt oppression in mathematics and mathematics teacher education.

Culture and Leadership: From Approximation Towards Symbiosis is a unique collection of international scholarly work that explores the connection between culture and leadership. The authors, coming from various theoretical and practical backgrounds, introduce new foundational ideas for studying leadership. They discuss how leadership can be defined and practiced in a dynamic way, considering both the personal and collective cultures of leaders and followers.

This book highlights the importance of understanding the cultural context in which leadership occurs. It emphasizes that effective leadership involves more than just individual traits or behaviours; it requires an appreciation of the cultural dynamics at play. By examining these interactions, the authors provide valuable insights into how leadership can be more effectively understood and applied in different cultural settings.

New Approaches to Mergers and Acquisitions explores the dynamic and often unpredictable world of corporate growth through alliances, mergers, and acquisitions. Just as living organisms experience cycles of birth, growth, maturity, and decline, organisations too face these phases. However, unlike living entities, businesses can achieve immortality through strategic expansion and transformation.

Based on both their academic and client-based research, business gurus Fons Trompenaars and Peter Woolliams delve into the crucial role of mergers and acquisitions in securing long-term survival, whether by enhancing core capabilities, diversifying into new markets, or capitalising on synergies between merging entities. From corporate takeovers to public sector integrations, the book examines a wide array of real-world cases, demonstrating how organisations of all sizes—from multinational corporations to small businesses—grapple with the complexities of consolidation.

With practical approaches, structured methodologies, and client-based case studies, New Approaches to Mergers and Acquisitions offers a fresh perspective on achieving sustainable business integration. It is an essential read for business leaders, policymakers, consultants, and students seeking to understand and master the complexities of corporate consolidation. Purchase of this book includes exclusive access to app-based content, enabling readers to explore the application of specific concepts in further detail.

The ebook edition of this title is Open Access and freely available to read online.

As we move into a world where the borders between professional activity in the physical world and the online space are becoming increasingly blurred, up to now there has been little attention paid to the risk that this occupational necessity frequently presents. This book fills that gap; exploring the online abuse of women at work, author Susan Watson uses verbatim accounts to demonstrate that online abuse is the consequence of being a woman on the internet.

Timely, necessary, and the first of its kind, Gendered Online Abuse Against Women in Public Life focuses on digital abuse encountered across the public sphere and brings together both theoretical ideas and policy recommendations. Presenting evidence drawn from 50 rich and visceral semi-structured interviews and a large corpus of Twitter data, the chapters identify how abuse differs by occupation, and devises a seven-element framework that occurs in every episode of online abuse - tested through the qualitative analysis of 10 million tweets sent to 250 women across the UK: data that is no longer available following the platform’s change of ownership. The design of recommendations at an individual, organisational and structural level provides workable solutions to a vicious problem, revealing how online abuse directed at women is misogynistic, frequently includes violent threats, and dismisses women’s contributions to online discussions.

Addressing how the expectation that women in public life maintain a digital presence precipitates online abuse, Watson offers a series of recommendations for ways that online abuse can be managed, countered, and ultimately ameliorated. Highly interdisciplinary, combining scholarly investigation and public policy insight, this is essential reading for students, academics and policymakers alike.

The Prince Edward County, Virginia School Closing: A Compilation of Research Studies provides readers with a series of qualitative methodology approaches and topics. The collection of studies in this book contributes greatly to the research literature surrounding the school closing and examine topics such as (1) restorative justice, (2) massive resistance, (3) role of memory/racial healing, (4) the Civil Rights Movement, (5) socialization, (6) addressing silence, and (7) the importance of place.

Within Reach is a text for anyone interested in improving instructional practices with their students, and in expanding those practices from classroom to classroom. The multifaceted sections of the text broaden the audiences: teacher leaders, administrators, practicing teachers, and teacher/administrator preparation programs in higher education. The content from Within Reach can be used to build systems and practices to increase instructional effectiveness to address diverse students’ learning needs. The text offers research-based, effective, instructional practices and how they relate to diverse learners and Common Core, as well as to understand how to employ teacher leaders to network such practices.

Within Reach is an excellent match for district and federal funding because it focuses on professional development to bridge the achievement gap, instructional accountability measures, and making connections to the Common Core. Districts can access funding through Title 1, Common Core funding initiatives, and federal grants. It can also be adopted in higher education teacher and administrator preparation programs. For example, in teacher preparation programs, Within Reach covers topics such as Teaching Multiculturalism Education, Teaching Students with Mild to Moderate Disabilities, Teaching English Language Learners, and Language Acquisition and Development Certification Courses, and Teacher Leadership.

Educational research worldwide has shown that outdoor learning is a positive element of educational practices, which benefits children’s mental health and wellbeing, physical wellness, cognitive development.

The BERA Guide to Outdoor Learning offers diverse perspectives on outdoor learning in all educational settings and advocates a teaching philosophy centred on immersive experiences, nature connection, play, dialogue and experiential learning, making use of place-based pedagogical perspectives. This collection shows how outdoor, play-based learning can support the teaching in all educational contexts including Higher Education. The theoretical framework for the future of research and practice in outdoor learning will benefit practitioners in both primary and secondary schools, school leaders, teacher educators and outdoor learning providers. Accompanied by case studies and vignettes, chapters exemplify how research in alternative and under-represented aspects of outdoor learning can support the development of curriculum and pedagogy to develop creative and meaningful learning experiences for all children to deepen their learning across a ‘broad and balanced’ curriculum.

Published in partnership between the British Educational Research Association (BERA) and Emerald Publishing, The BERA Guides are short, research-informed yet accessible introductions to key, interdisciplinary topics impacting education research and practice for a broad academic audience.

Do Better illustrates the meaning of ableism through compelling narratives of graduate students in student affairs and higher education graduate preparation programs, who self-identify as disabled. These stories provide meaningful examples based on lived experiences. Furthermore, they aim to help higher education professionals, faculty, and staff recognize ableism and identify ways to dismantle these oppressive realities, both in their own practices and environments of influence.

The book seeks to honor the experiences of individuals with disabilities and provide opportunities for improvement in the areas of inclusion, community, and belonging. There is much work to be done in supporting disabled individuals within the collegiate environment and this book highlights both the challenges those with disabilities face in the classroom, graduate assistantships, and other relevant campus environments. Do Better provides solutions and strategies for integrating more inclusive practices into our work. The narratives shared within this book indicate problems that graduate students face and also opportunities for improvement.

The insidious nature of ableism means that it occurs on college campuses in a multitude of ways. Ableism creeps into the lived experiences, social interactions, academic endeavors, and professional opportunities within the field of higher education and student affairs. Do Better raises awareness about the various forms of ableist oppression faced by graduate students, aiming to inspire action and drive change.

Addressing social justice issues in a physical education context is necessary both at the higher education and PK-12 settings. Limited undergraduate and graduate programs educate their students about social justice issues, thus, resulting in licensed teachers who lack the content knowledge, comfort level and pedagogical tools on how to educate students about issues related to social justice. Grounded in the transformative pedagogy theoretical framework, this book will offer practical lessons and strategies on a wide variety of social issues (e.g., body, race, self-identity, immigration) that can be used in teacher education and the PK-12 setting. The goal is for teacher educators and practitioners to feel more comfortable with teaching about and for social justice and believe this resource will enhance their content and pedagogical knowledge in the quest to achieve that goal.

The purpose of this book is to provide physical education teacher educators and PK-12 physical education teachers with lesson plans and resources on how to address social justice issues in a physical education setting. This book will include sample lesson plans/activities that address a wide variety of social issues – the what, the how and the challenges and possibilities that the author(s) encountered when teaching such a lesson/activity. Addressing social justice issues has been limited in physical education, both in higher education and PK-12, especially in the United States. Numerous scholars, internationally, have engaged in research studies that explored how social justice issues are addressed in physical education teacher education. Although we have research to support the limitations and complexities of teaching about sociocultural issues and for social justice, a more practical resource for teacher educators and inservice teachers is needed.

The market for this book will be physical education teacher educators and PK-12 physical education teachers throughout the world.

STEM Teacher Preparation and Practice for the 21st Century: Research-based Insights introduces the reader to a collection of thoughtful, research-based works by authors that represent current thinking about the future of science, technology, engineering, and mathematics or STEM as it known today, as well as STEM education for a rapidly evolving global society and the preparation of STEM teachers to meet the educational needs of a changing educational landscape. Each chapter focuses on STEM teaching and the preparation of teachers who will enter classrooms to instruct the next generation of students in STEM.

Research in the learning sciences focuses on the cognitive, epistemological, and socio-cultural characteristics of scientific and engineering research communities in their efforts to improve Science, Technology, Engineering, and Mathematics (STEM) education. STEM education is a means to help individuals develop different strategies in order to solve interdisciplinary problems and gain skills and knowledge as they are engaged with STEM related activities through formal and informal learning programs.

Research also suggests that STEM may well stand as the new general education for the 21st century. In much of the current discourse on teacher quality and preparation, two essential points for consideration have emerged: the strength of the relationship between teacher content knowledge and student achievement, and the specific representations of knowledge that are most conducive to effective teaching. Add to these two points one additional: the nature of transforming a chaotic system of discreet preparation and clinical experiences into a coherent, aligned and logical system of continuous and progressive development and support throughout a teacher’s career. These three points apply to STEM teacher preparation, induction and professional learning as well as to teacher preparation, induction and professional learning in general.

Importantly, the contributing authors to this book have brought to the foreground research-based insights concerning STEM teacher preparation. Each chapter presents clear paths to understanding and reimagining STEM teaching and the importance of STEM teacher preparation, acknowledging the value of STEM literacy and the interdisciplinary nature of STEM teaching.

This edited collection provides middle and high school classroom teachers of English language arts, social studies, and other disciplines the inspiration and insight necessary to utilize an arts integration approach in their teaching. Whether you want your students to create documentaries, maps, mixed media, songs, quilts, dances, masks, or a remix of multiple art forms, the point of school can and should be more about how students create their own meaning in powerful ways and harness their creativity for social good. Arts integration is one approach demonstrated to be invaluable in these terms, moving teachers and students into a mindset of ‘what can we create today?’, sure to inject energy into classrooms, learning, and lives.

This edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.

While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

This book captures the experiences of children in U.S. public schools and how they utilize artmaking to disrupt injustices they face. These first-time authors, who represent school children, parents, teachers, and community leaders, focus on artmaking for social change. Their first-tellings provide thought-provoking insights regarding the impact of artmaking on their capacity to promote social justice-oriented work in K-12 school communities.

As the U.S. continues to experience significant demographic shifts, including increases of homeless children, children identified with learning differences, thousands of refugees and immigrants, children living in poverty, children in foster care, and increasing numbers of Children of Color, those who work in schools will need to know how to address disparities facing these underserved communities. These U.S. demographic shifts and issues facing underserved populations provide opportunities for children, teachers, families, and school leaders to deepen their understanding regarding their experiences within their communities and K-12 schools as well as ways to interrupt oppressive practices and policies they face every day through art as social action.

Authors call upon decision-makers who serve children from disenfranchised populations to utilize artmaking to create equal access for children to explore social justice, equity, reflective practices, and promote authentic social action and change through artmaking. Authors reflect on this artmaking process as a catalyst for increasing consciousness, creating imaginative possibilities, and facilitating meaningful change in schools. Authors urge readers to create equal access art spaces to build bridges among schools, families, and communities. Together, they contend that artmaking promotes courageous conversations and encourages the exploration of what it means to live this significant work.

The premise of this book is very simple. While acknowledging that much progress has been made since the end of World War II to improve life conditions for billions of people and reduce the likelihood of war, current global challenges threaten to undermine, undo, or even reverse much of the progress made. Growing political and social polarization, and the resultant increasing fear of each other, is on a trajectory that could cause unprecedented harm. The book illustrates how everyone can have an impact on peace and that many already do so in both constructive and negative ways, illustrated by many examples. The book offers an expansive view of peace, which includes promoting human rights, identifying and resolving situations of slow violence, working to promote fair and sustainable economic development, identifying and resolving injustices, and establishing institutions and practices for resolving conflicts by communicative means.

The book especially focuses on the role universities can and should play in promoting peace. Universities, which have played a pivotal role in creating a more humane and just world through their research, teaching and scholarship, now face the challenge of thoughtfully examining how each discipline and vocation and the university as a whole can contribute to fostering peace. In general, universities help to prepare students actively to work for peace by cultivating their capacities at reasoning and reflecting, developing their skills in communicating and research, and fostering among them an active awareness of their responsibilities as citizens of the world. While not every discipline or vocation shares the same level of responsibility to advance peace, all have the potential to do so as they intentionally and thoughtfully look for avenues to do so.

John Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.

Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.

LET THE MUSIC PLAY! Harnessing the Power of Music for History and Social Studies Classrooms provides readers an accessible introduction to employing music in history and social studies classrooms. Teachers who wish to develop lessons using music as a resource will find coverage of the significant relationship between music and social studies, pedagogical models designed to facilitate using music within history and social studies lessons, and coverage of salient historical themes in which music has been integral.

The book begins by establishing the connection between music and social studies themes. Here readers will explore the ways musicians have attempted to address social, political or historical events and issues through song. Through relevant research and exclusive interviews done for this book, the thoughts of prominent musicians noted for songs promoting social consciousness and selfawareness - including Ian MacKaye, Henry Rollins and Aaron Bedard–are shared. The views of teachers and students in terms of the connections between music and the social studies as well as their inclinations to using music in social studies classrooms are also prominently addressed. Additionally, the book furnishes readers with a practical guide to using music in the social studies classroom. Through explanation of four models for using music in the classroom, readers gain relevant ideas useful for a wide variety of instructional methodologies. And finally, the authors delve into three of the most enduring themes in American history and social studies curricula: race, labor and class. Through an examination of these topics, within the framework of music, readers are given the opportunity to discern the way music has manifested in each of these topics. Readers will also enjoy lesson plans and annotated playlists associated with each of these topics.

After a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences. The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.

Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. The chapters provide specific examples of content inclusion, share high leverage practices, and provide advice for others infusing race, class, gender, and sexuality in the curriculum.

We examine Hart’s peripatetic career as teacher, editor, journalist, lecturer, and public philosopher. It is biographical as well as an intellectual history of a fascinating character and prolific author.

Our goal is to resurrect Hart’s intellectual life in order to more deeply understand the significant issues he not only confronted, but endured. These issues primarily include academic freedom and humanizing education, with their direct links to community organizing and Danish folk schools—themes that run throughout the book. Instead of seeing Hart’s intellectual life as a cautionary tale against forceful criticism, we offer a view consistent with Hart: we should embrace the “full and frank” sense of academic freedom in order to demonstrate a truly democratic mode of associated living in universities and civic communities. Respecting different views should not mean mollifying critique. The opposite, in fact, is in keeping with our view of the open exchange of ideas characteristic of free societies and legitimate institutions of higher education.

Other themes of significance in this book include the status of the social foundations in teacher education, social welfare, pacifism, community organizing, the broader purposes of schools and universities in the U.S., and Hart’s commitment to adult education via Danish folk schools and rural community living. The politics of teacher education are legion, and this was no less so when Hart began his career in the early twentieth century. Debates were had about the degree to which normal schools, as two-year teacher training sites, should broaden their technical scope to include the liberal arts. This is the distinction between teacher training and teacher education. Those in favor of classroom management and efficient controls or methods for dispensing curriculum faced criticism from those who thought schools should be embryotic spaces for individual and democratic growth. Hart was clearly on the side of individual and democratic growth and this meant, in part, less order, less routine, and less bureaucratic imposition of standards from bureaucratic hierarchies. Positively, it meant engaging in debates that challenge students to think differently than they have ever thought before. As we show in the following pages, Hart was enormously successful at challenging ideas...and many people would rather not be challenged. As we noted above, this position results in demonstrating a “full and frank” enactment of academic freedom.

Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building.

The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.

This volume provides a synthesis of protocols, and strategies to support assessment leaders in effectively using data for educator preparation program improvement. Data-informed decision-making has become increasingly important in quality assurance for both internal and external audiences, yet there are scant resources to guide those charged with managing the development and application of data for monitoring and improving the quality of their programs. Until this work, there has been little explication of how assessment directors working in educator preparation should conceptualize, organize, and implement best practices in data collection, analysis, interpretation, and sharing.

As state and national expectations for evidence of quality are growing, it is essential to chronicle the collective wisdom of assessment leaders in education preparation in one manuscript. For both novice and experienced assessment directors, this volume offers insightful perspectives and excellent strategies to facilitate the journey from complying with external expectations to strategically using data and evidence to achieve goals, leveraging assessment to achieve socially just outcomes, involving multiple voices and interpreters, and opening windows to further inquiry.

The editors have gathered experts in all phases of the assessment process and organized their work in an easy-to-follow manner. This work provides both conceptual underpinnings of educator preparation quality assurance as well as practical lessons learned that will support the transformation of an assessment professional into an assessment leader.

Frameworks for Integrated Project-Based Instruction in STEM Disciplines presents an original approach to Science, Technology, Engineering, and Mathematics (STEM) centric project based instruction. We approach project based instruction from an engineering design philosophy and the accountability highlighted in a standards-based environment. We emphasize a backward design that is initiated by well-defined outcomes tied to local, state, or national standards that provide teachers with a framework guiding students' design, solving, or completion of ill-defined tasks. In project-based STEM classrooms students investigate, utilize technological tools, construct artifacts, participate in debates, collaborate, and make products to demonstrate what they have learned.

Features include deep coverage of four topics in PBI: scaffolding, student-driven inquiry, driving questions, and development of lessons based on national and state standards. This focus will ensure a deep understanding by the reader of project-based instruction, which will allow the reader to create strong and meaningful lesson experiences for their students. An emphasis on student-driven inquiry will be discussed, including the importance of giving students the cognitive tools, such as statistical analysis tools, they need to research and inquire about the lesson topic. A breakdown of what a successful driving question includes will be explained, and examples given. The book will include strategies for starting the lesson process with ending goals in mind by creating driving questions and breaking down state and national standards.

This book is strongly rooted in research in the learning sciences about project-based instruction, but will also be designed to be practically useful to teachers and teacher educators and researchers by bridging research and practice.

Through this book, we seek to describe improvement science in action for educators, schools, districts, universities, and communities. This book is a venue for improvement research in education focused on the application of improvement science in educational settings. Improvement science requires extensive engagement in rigorous work to implement sustainable change at a systemic level. As the editors of this volume for the Leadership in School Improvement SIG book series, we hope that these chapters, written by researchers, practitioners, and leaders engaged in improvement science will help others begin their own improvement processes to achieve desired, equitable, and sustainable results for student success.

Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning is concerned with the broad question of how students learn physics in a model-centered classroom. The diverse, creative, and sometimes unexpected ways students construct models, and deal with intellectual conflict, provide valuable insights into student learning and cast a new vision for physics teaching. This book is the first publication in several years to thoroughly address the 'coherence versus fragmentation' debate in science education, and the first to advance and explore the hypothesis that deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, and addresses current international concern over the state of science education and appropriate standards for science teaching and learning.

The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial study of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of four exploratory case studies. These studies reproduce the results of Part I with a more diverse sample of students; under new conditions (a public debate, peer discussions, and group interviews); and with new research prompts (model-building software, bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical analysis and a review of physics education research.

The series, Contemporary Perspectives on Data Mining, is composed of blind refereed scholarly research methods and applications of data mining. This series will be targeted both at the academic community, as well as the business practitioner.

Data mining seeks to discover knowledge from vast amounts of data with the use of statistical and mathematical techniques. The knowledge is extracted from this data by examining the patterns of the data, whether they be associations of groups or things, predictions, sequential relationships between time order events or natural groups.

Data mining applications are in business (banking, brokerage, and insurance), marketing (customer relationship, retailing, logistics, and travel), as well as in manufacturing, health care, fraud detection, homeland security and law enforcement.

Building on the work of Guillaume (2021), the collection of autoethnographies and testimonios in this book highlight positive coping mechanisms, strategies, and healthy boundaries that early, middle, and late-career Faculty of Color at comprehensive universities have deployed to negotiate home and work.

As beautifully stated by Aeriel A. Ashlee, whose story you will find in chapter two: 'It is not a formula, a blueprint to copy, or a recipe to repeat;' however, we hope that the stories about relying on faith, family, mentors, culture, and community presented in the following chapters will support Faculty of Color in their own well-being and work-life integration efforts.

Certainly, work-life balance or integration is not the solution to deeply entrenched systemic issues in higher education; however, research in the area of work-life balance/integration has affirmed the need for postsecondary institutions to place significant importance on the topic of work-life, in particular the need for increased support at both the department and institutional levels (Denson et al., 2018). Thus, it is also our hope that this book will serve as a resource for educational leaders in the area of faculty development, as well as academic administrators whose role is to recruit, retain, and evaluate Faculty of Color at comprehensive universities.

Academic citizenship underpins the day-to-day functioning and long-term sustainability of universities, as well as supporting organizational learning, ensuring universities can continue to make a relevant contribution to changing needs in society. It helps strengthen connections between universities and the world beyond academia.

The pandemic and new developments in the digital space have had a transformative effect on the higher education landscape, making it necessary to revisit discussion about academic citizenship, explore the extent to which it continues to act as the glue that holds institutions together, and consider which elements should be reintroduced or strengthened to encourage collaboration and partnership.

Re-envisioning Academic Citizenship examines the concept and importance of citizenship through several different and ever evolving lenses, offering guidelines for universities to develop definitions that resonate with their own mission and the specificities of their own context. These guidelines offer support to colleagues in managerial roles to develop academic career framework policy documents; to implement career progression policies which benefit individuals and institutions in equitable measure; and to design initiatives that incentivize and support citizenship behaviours and meaningful partnership and collaboration. Simultaneously, the insights will help academics, at all career stages, understand how to enact citizenship for wider benefit.

The New Social Studies refers to a flurry of academic and commercial activity during the 1960s and 1970s that resulted in the mass development and dissemination of revolutionary classroom materials and teacher resources. In science as well as social studies, a spirit of “inquiry-based teaching” filled the air during this time, resulting in the development of curricula that were both pedagogically innovative and intellectually rigorous. “Constructivism and the New Social Studies” contains a collection of classic lessons from some of the most successful projects of the era, providing a resource of exceptional ideas and materials that have stood the test of time. These revealing artifacts are presented with commentaries from some of the original directors of major projects, including Edwin Fenton, Barry Beyer, and Suzanne Helburn. In addition to American and World History, groundbreaking lessons are represented in Economics, Government, Sociology, and Geography, including the Public Issues Series (Fred Newann), The Amherst History Project (Richard Brown and Geoffrey Scheurman) and Teaching American History: The Quest for Relevancy (Allan Kownslar, Gerald Ponder, and Geneva Gay), and Man: A Course of Study (Peter Dow). With a Foreword by Jerome Bruner, the volume not only provides a resource of exceptional curriculum ideas and actual materials, it also builds a lucid bridge between the theoretical ideas of constructivism and the pedagogical principles of inquiry learning.

With over 50 years of expertise from curriculum history and social studies pedagogy, the editors make the case that “guided inquiry” as presented in these projects was constructivist by design, offering a range of instructional methods that begin with questions rather than answers and considers progress in terms of the development of analytical skills and experimental habits of mind rather than the mere acquisition of knowledge. Projects developed during the New Social Studies serve as both an interesting historical archive of powerful curricular innovations as well as a treasure trove of actual lessons and materials still useful in social studies classrooms striving to become more constructivist. The lessons and other materials we chose should be relevant if you are an historian, researcher, theorist, or teacher of any subject, but it will be especially significant if you are interested in the nature of social, civic, or historical literacy in America, including how to teach for authentic achievement in those areas.

Many assume a connection between historical black colleges and universities (HBCUs) and religion. Yet, the nature and meaning of this relationship has often been overlooked. 'Saving’ Education seeks to address this oversight by exploring the impact of theological concerns and the changes resulting from the Reconstruction and Jim/Jane Crow on the ethos of these institutions and their students’ worldview. Some of the key questions which guide this exploration include: How have significant figures shaped the educational communities and missions of HBCUs within their socio-cultural, intellectual, and theological contexts? What dynamics of critical thinking are essential in a predominantly Black educational setting, and how do these dynamics influence pedagogy? What role does the university or college chapel play in defining the nature and global presence of HBCUs? Such questions and the considerations inform this slim volume composed of five essays. They also underscore a broader inquiry: How does the complex relationship with religion define the history, mission, and impact of historically Black colleges and universities (HBCUs)? This book delves into both the personal and communal aspects of this theme, offering insights and challenges across various responsibilities assumed by HBCUs, particularly in relation to religious thought and practice. Together, these essays provide a layered, multidisciplinary examination of the influence of religion on the mission and activities of HBCUs over the centuries.

Existing innovation and funding models will not work to fight the effects of climate change – people cannot rely on top-down global initiatives to save us. One Size Fits None provides both an analysis and a path forward, advocating for collaborative, bottom-up solutions as indispensable for navigating today’s “comorbid” crises effectively. It argues that only by breaking open obstacles to broad-based entrepreneurship, both within and outside of existing organizations, can we break free from fossil fuel dependency and mitigate the spread of grievance culture and deepening global inequality.

The book’s aim is to spur discussions and conversations among leaders of governments, businesses, NGOs, and universities about the systemic connections in a set of separate crises we’re all facing. By introducing case studies and real-world alternatives, the authors aim to generate practical experiments that depart from top-down approaches that have been failing to address these crises.

One Size Fits None is for everyone asking what’s keeping our institutions from addressing the demand for opportunities to innovate our ways out of the present debacle—and what can be done about it.

While there is much goodness in today's world, it often feels like the world is ablaze. Across all regions, we face conflicts, wars, inhumane actions, racism, xenophobia, crimes against humanity, poverty, social injustice, and other forms of hatred. As global citizens, we seem to have forgotten the value of our multicultural world and the importance of embracing our differences. No Time to Retreat: Why We Must Solidify Multicultural Education is a book that acknowledges these challenges and advocates for leveraging our diverse thoughts, talents, strengths, and skills to create a more liveable world.

Our global problems are evident in our nations, communities, organizations, institutions, schools, and among individuals. In the United States, for example, many of our multicultural gains in diversity, equity, and inclusion (DEI) are under attack; and our hard-fought freedoms are eroding. This book reminds us that we are in this together and urges us to shift paradigms, refocus our energies, and realign our vision and strategies to achieve our goals. On the whole, this book emphasizes that now is “no time to retreat” and that we must “solidify multicultural education.”

From Counting to Computing demonstrates the powerful integration of formal mathematical reasoning, hands-on educational experiments, and digital computation to solve problems. It focuses on numeric tables shaped as squares, equilateral and isosceles triangles, offering ample opportunities for algebraic generalization in the digital age. Activities are grounded in addition and multiplication tables, polygonal numbers, and Pascal’s triangle. Based on the idea that counting objects arranged in geometric shapes leads to the development of numeric patterns, this book extends this concept to digital computing. Using technology-immune/technology-enabled didactical framework, it blends formal reasoning with digital computation in problem solving and provides a conceptual shortcut to achieving mathematically significant computational outcomes.

From Counting to Computing covers classic topics from arithmetic, number theory, combinatorics, and probability theory. Many historical and cultural origins of mathematical concepts are highlighted, featuring figures like Pythagoras, Aristotle, Heron of Alexandria, Theon, Fibonacci, Gersonides, Pacioli, Cardano, Galilei, Kepler, Descartes, Fermat, Pascal, Spinoza, Leibniz, Jacob Bernoulli, Binet, de Moivre, Lamé, and Lucas.

The final chapter includes problems on the proof of divisibility of integer variable polynomials, motivated by digital computations. Ideal for mathematics teacher education programs and discrete mathematics courses, this book showcases the use of simple algorithms and tools like spreadsheets, Wolfram Alpha, Maple, and Graphing Calculator to achieve sophisticated computational results.

Vampire Leaders Suck sheds light on the characteristics and impacts of a form of toxic leadership that sucks the life out of individuals, groups, and organizations. Using vampire lore allegory, leader experiences, and critical examination, it book equips readers with the knowledge and tools to identify, understand, and counteract these detrimental behaviors.

This book aims to unveil the mystic of vampirism as a precursor to fostering a culture of positive leadership by contrasting vampire-like qualities with strategies for nurturing supportive, inspiring, and ethical leadership.

Though the content of this book plays out in higher education, the relatability makes the content a valuable resource for educators, administrators, HR professionals, and policy makers.

A lot of uncertainty exists among professors in higher education about what the role of supervisor entails. This uncertainty concerns, among other things, what it means to comply with research ethical principles. Wittek brings together new knowledge and information concerning international guidelines for research ethics in relation to reliability, honesty, respect and accountability; empirical studies on supervision that sheds light on research integrity in supervision and guidance; and practical cases and questions taken from real situations in higher education.

Chapters focus on what supervisors can do to make the ethical guidelines transparent and ensure that their practice is in accordance with the European Federation of Academies of Sciences and Humanities (ALLEA) principles. The challenges discussed include how is trust established in guidance and supervision, co-authorship and ownership of data and the need for supervisors to be responsive and sensitive to the vulnerability that can characterise younger researchers who are in an early phase of their career.

Supervision in Higher Education: A Research Ethics Perspective unpacks what current research ethical principles can mean for the supervision of PhD and MA candidates and provides guidance for less formalised contexts. A must-read for supervisors in higher education across all disciplines and professions.

Professional practice in schools and colleges is widely acknowledged to be a collaborative activity among teachers, schools, researchers, university faculty, and administrators. In recent years, cross-school collaboration has come to be viewed as necessary for furthering school improvement and reform and has received attention in many global education systems.

Focusing on cross-school networks in China, Ye offers insight into what enables professional learning networks (PLNs) to support professional learning within and across these networks. Innovations in Teachers’ Professional Learning Networks in China examines external factors related to the education system such as migration, local economy, geography, rural-urban education gaps, alongside internal education factors like PLN members’ mutual understandings, resource exchanges and network flexibility.

Chapters offers unique insights into the forms learning networks for professionals in education have taken in recent history, particularly in an Eastern context, and how this relates to contemporary global conceptualisations of PLNs.

Sometimes, government has to build something big. Really big. A high-speed railway network, a fleet of nuclear submarines, an IT system big enough for the health records of every person in the country. But Britain has a woeful record of delivering projects of this scale. They are either late, over budget, deliver less than promised – or all three. Some are never completed at all. What is going wrong?

In the wake of the cancellation of HS2, Jonathan Simcock, former Major Projects Director of the Office of Government Commerce, provides answers. This eye-opening text draws on testimony from the Ministers, officials and project managers who have tried, and mostly failed, to deliver the country’s biggest projects.

To face up to its challenges – productivity, growth, national security, and the changing climate – Britain needs huge publicly funded investment. So how do we close the Delivery Gap?

The Earth Charter declaration is recognized by UNESCO as an instrument to enhance sustainable development, specifically the UNSDGs, as the current global action framework. Education for Sustainable Futures highlights the immense potential that the recognition and application of the Earth Charter could have for global education efforts. The chapters amplify voices often marginalised in educational discourse, contributing to a more equitable and values-based approach to education.

This book explores the role of education in shaping sustainable futures through the lens of the Earth Charter. This collection includes practical examples, research findings, and theoretical debates that illustrate how the Earth Charter informs educational practices and policy initiatives in several different global contexts including Latin America, East and South Asia, and Sub-Saharan Africa.

Engaging with the aims of the UNSDGs, Education for Sustainable Futures bridges the gap between policy and practice, offering a comprehensive exploration of the Charter's potential impact on education.

From Intent to Impact is a practical and strategic guide for leaders, organisations, and changemakers seeking to move beyond surface-level diversity efforts and create workplaces, products, and services where inclusion is embedded, measurable, and transformative. Drawing on decades of experience across various industries both in the corporate and public sectors, Asif Sadiq offers a bold new blueprint for embedding inclusion into the DNA of an organization.

This timely work challenges the idea that good intentions or one-off initiatives are enough. Instead, it emphasises the shift from passive declarations to active, sustained impact. Through real-world examples, frameworks, and step-by-step strategies, readers learn how to redesign systems, policies, and behaviours to ensure that every individual—not just those in dominant groups—feel heard, respected, and valued.

Beyond internal culture, the book explores how inclusive design in products and services can unlock new markets, deepen customer trust, and drive innovation. By embedding inclusion into every stage of development—from ideation to delivery—organisations can create offerings that better reflect the diverse needs of their users, resulting in stronger brand loyalty, improved performance, and long-term business growth.

ICE Core Concepts: Soil Mechanics is a concise, practical guide to the key concepts and latest developments in the field of soil mechanics. It explores the physical properties of soils and the behaviour of soil masses subjected to loads, as well as soil phases, classification and characteristics, stresses and fluid flow, consolidation, compressibility and compaction, shear strength, lateral earth pressure, slope stability and bearing capacity. These core principles can be applied to soil-like materials, such as coal ashes and mine tailings, and are explored using real-life scenarios and worked examples. Key features include real-life case studies and worked examples, easily digestible topic summaries, over 100 explanatory diagrams, and suggestions for further reading.

Revised and updated, this new edition features

• a new chapter covering a range of special topics, including expansive soil, thermal and electrical properties of soil, reinforced soil and soil liquefaction
• updates to existing chapters include sustainability considerations, some advanced topics, and recent developments in soil mechanics
• updated and additional multiple-choice questions, and numerical/conceptual problems.

ICE Core Concepts: Soil Mechanics provides broad coverage of soil mechanics in a concise and accessible format, and is ideal for students, practising engineers and other related professionals who require a concise introduction to this subject. Together, ICE Core Concepts: Soil Mechanics and ICE Core Concepts: Geotechnical Engineering provide a comprehensive introduction to geotechnical engineering.

The ebook edition of this title is Open Access and freely available to read online.

Discussions on decolonizing management and organization studies have gained attention. This volume of Research in the Sociology of Organizations paves the way forward on what scholars from management and organization studies can or should not do to decolonize their discipline. How can we create a community sensitive to integrating diverse voices and perspectives that provide opportunities to diversify knowledge creation?

Acknowledging that knowledge creation requires diversification to establish impactful insights able to tackle the Sustainable Development Goals beyond the Western world, this collection further develops the literature that is needed to build measures for decolonized management and organization studies. Divided into five sections, Section A aims to take stock of existing debates on decolonizing management and organization studies and build directions for future research. In section B, authors of different expertise address the need and, therefore, the why for decolonizing management studies from various angles. Section C discusses the how questions and tries to elaborate on ideas and empirical examples to decolonize the discipline. In section D, the authors tackle and reflect on what needs to be fundamentally changed to allow the diversification of knowledge creation.

Concluding with reflections from prominent and young scholars of the discipline, Decolonizing Management and Organization Studies informs management organizational studies theory and contributes new insights for the academic community.

Composing Lives in Transition: A Narrative Inquiry into the Experiences of Early School Leavers is structured around ten narrative accounts, each one offering glimpses into the lives of early school leavers from different backgrounds. Framed by the puzzling question of why someone would want to leave school early, the authors worked alongside youths from culturally and socially diverse backgrounds in order to understand their experiences and motivations in more depth. In doing so, however, the research team learnt that the stories are also as much about how early school leaving shaped their lives after they left education. By looking across the accounts provided in the book, paying particular attention to place, temporality and personal and social dimensions, the authors were able to identify resonant threads that enabled them to reframe a narrative reconceptualization of the phenomenon of early school leaving.