Emerald Publishing Limited

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.

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.

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 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Shaping Entrepreneurial Marketing, Volume 1: A South Asian Perspective provides an in-depth analysis of how marketing and entrepreneurship have shaped the business landscape in South Asia.

As the region undergoes rapid economic development, this book offers valuable insights into the role of entrepreneurial marketing in the growth of advertising, e-commerce, technology, and small and medium enterprises (SMEs). This timely publication addresses a gap in the literature, offering theoretical and practical contributions to the emerging field of entrepreneurial marketing in developing economies.

This volume is essential for scholars, policymakers, and business leaders seeking to understand the dynamic interplay of entrepreneurship, marketing, and economic development in the South Asian context.

Toward Responsible Service Management: AI and Digital Transformation in Action advances service management concepts by providing a platform for initiating critical debates grounded in pertinent industry cases. It proposes new theoretical and practical implications aimed at service providers, policymakers, educators, and students.

Analysing the drivers and barriers of responsible service management, Hesam Olya brings together a global range of perspectives from researchers and industry experts. The book reflects on how service developments can enhance efficiency and financial performance, while also acknowledging the human dimension of management and the need to responsibly uphold individual rights, including safety, privacy, and ethical concerns.

Chapters critically discuss the impacts of digital transformation and the associated challenges in this field, addressing topics such as the enablers and barriers of responsible service management, the dark sides of digital technologies, the human element in digital services, and responsible artificial intelligence.

Achieving Net Zero is a wicked problem that is not just a question of applying technological innovation to existing transport patterns and behaviours. It involves all three aspects of the environmental, social and economic sustainability triangle and any attempt to significantly reduce transport’s CO₂ emissions will involve major technological and behavioural changes – indeed, a fundamental rethink of existing expectations. Any approach needs also to be politically achievable, promoting opportunities for improving quality of life while not evading the issues at hand.

This 20^th volume in the Transport and Sustainability series focuses on Net Zero transport, providing a go-to source of information for policymakers, businesses, scholars and students alike. The contributors discuss the nature and scale of the issues associated with moving towards net zero transport, along with the opportunities for positive and transformational change. The chapters in Towards Transport Net Zero address the topic from a range of different perspectives including different transport modes, policy areas, social and demographic considerations and economic sectors.

The Transport and Sustainability series addresses the important nexus between transport and sustainability, containing volumes dealing with a wide range of issues relating to transport, its impact in economic, social and environmental spheres and its interaction with other policy sectors.

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.

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.

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.”

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.”

Freelancing has become a dominant work mode in communication industries such as public relations, marketing communications, digital media, and corporate communication, offering flexibility, autonomy, and creative freedom to workers, as well as dynamic access to specialized skills for businesses. However, below this shiny surface lies a complex reality marked by job insecurity, unequal access to job opportunities, and persistent gender constraints. Studies that looked at this profession in the communication industries through the lens of gender have been few and far between.

Gender and Freelancing in the Communication Industries: Experiences, Practices, Discourses is the first edited volume to focus specifically and exclusively on the intersection of gender and freelancing within the communication industries, challenging the assumption that freelancing is inherently liberating. The book investigates how gendered narratives, structural inequalities, and national labour policies influence freelancers’ identities, career dynamics, and everyday practices, offering a comprehensive perspective of national and international viewpoints and inviting critical reflection on equity, identity, and sustainability in the gig economy.

Divided into three thematic sections, the chapters examine discourses surrounding resilience and empowerment in online communities, explore exclusionary networking practices, and uncover how women navigate precarity, work-life balance, and professional isolation. Contributors draw from diverse methods including autoethnography, qualitative interviews, and generational analysis to capture the lived realities of freelance communication professionals.

This collected volume benefits professionals from various fields, including communication specialists, researchers, business leaders, and policymakers. Freelancers seeking to understand their role in the economy, communication experts exploring gender dynamics in their industry, and researchers interested in the intersection of gender, work, and freelancing will find valuable insights.

As organizations navigate an increasingly complex and fast-evolving business landscape, The Future of Human Resource Management in a Multigenerational Workforce provides HR professionals, researchers, and business leaders with a comprehensive guide to understanding and managing the workforce of tomorrow.

Driven by technological advancements, demographic shifts, and evolving employee expectations, the future of work demands adaptive and forward-thinking HR strategies. This contributed volume explores essential topics, including workforce planning, talent acquisition, employee engagement, and leadership development, all tailored to meet the challenges of a multigenerational and diverse workforce.

Drawing on contributions from global experts in human resource management, performance systems, and smart data analytics, The Future of Human Resource Management in a Multigenerational Workforce offers a rich blend of research-driven insights and practical strategies. Whether addressing the needs of digital-age employees or preparing leaders for an unpredictable future, this book serves as an invaluable reference for those committed to shaping the future of human resource management.

This volume contains an Open Access Chapter

In recent years, the global business landscape has witnessed an increasing emphasis on sustainability and Environmental, Social, and Governance (ESG) considerations. This trend has led governments around the world to adopt policies aimed at addressing emerging ESG-related issues, including but not limited to climate-related risks.

Climate Risks Reporting Practices and Assurance captures novel insights into the existing landscape of climate risk reporting practices and assurance practices related to Sustainability and ESG. Chapter authors discuss disclosure practices, climate risk assurance in New Zealand, responsible governance in sub-Saharan Africa, research opportunities within Science Based Targets, and valuation, accounting and climate risk.

The Advances in Environmental Accounting & Management series aims to advance knowledge of the governance and management of corporate environmental impacts and the accounting involved.

In recent years there has been a dramatic shift in consumer behaviour, with people becoming increasingly more environmentally conscious, putting pressure on companies to adapt their current working practices. Sustainability is, therefore, acting as a key driver for innovation, encouraging retailers and brands to adopt out-of-the-box thinking and find novel solutions without exploiting the environment.

As society contends with the realities of a cost-of-living crisis, brands grapple with multifaceted challenges: from dwindling consumer resources to the diminishing vitality of traditional retail spaces. Embracing technology as an ally, Future Priorities for Design, Branding, Marketing and Retail unravels the transformative role it plays in amplifying brand resonance, propelling a seismic shift in the fabric of communication between brands and their audience.

Future Priorities for Design, Branding, Marketing and Retail offers essential insights for brands navigating these uncharted waters, instigating a paradigm shift in design, branding, and marketing that intertwines sustainability with technological innovation. With fascinating insights from both practitioners and scholars, it crystallises a holistic understanding of the dynamic landscape, orchestrating ideas and experiences that illuminate the path forward for retailers and marketers in the post-pandemic world.

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.

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.

There is a scarcity of sociological literature on the role and place of sport within the Arab World and the Middle East that centralizes a critical Muslim perspective. This is significant given both their immense geographical scope and the continued and emerging social and political issues within the Muslim world, in which sport and physical cultures play an important role. This timely edited collection responds to an ongoing need for a critical Muslim studies approach to sport and physical cultures in the Arab World, the Middle East, and North Africa.

In the tradition of a critical Muslim studies approach and bringing together a diverse community of scholars, both established and emerging, the chapters utilize sport and physical cultures as its entry point to interrogate and critique Orientalist, Eurocentric, and positivist understandings of Arab and Middle Eastern cultures and communities, engage with intersectional, postcolonial, and decolonial epistemologies to advance this mission, and illuminate and legitimize the sporting knowledge and experiences of those from physical cultures in these regions.

Prioritizing sociological analyses from sport scholars from regions which tend to be omitted within Western sport scholarship, Arab and Middle Eastern Sport situates both the scholars and communities discussed in the sociology of sport literature. Boasting a wide range of analyses, it is appealing to sport scholars from diverse interdisciplinary and methodological backgrounds.

The first airport was built at College Park Maryland, USA in 1909. Since the initial construction of that structure the number of airports worldwide has grown to over 40,000. These facilities served over 8.7 billion passengers and handled over 102 million tonnes of cargo in 2023. Airports stimulate economic growth by creating direct, indirect and induced job opportunities and facilitating tourism and trade.

The presence of a functioning airport is therefore a key component of regional development, however most of the literature on regional development fails to include this vital growth determinant. This volume contributes to the literature on regional development by examining the economic effect of airports on regional growth. Chapter contributions have an international focus with analyses including examination of regional development in Asia, Central and Eastern Europe, Western Europe, North America, as well as regional development in rural areas. Chapters also recognize the external costs associated with the growth in airport operations. These chapters on external costs will provide an international appraisal of the need for carbon-neutrality and sustainability.

Airports and Regional Development provides a holistic approach toward the analysis of airports and regional development.

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.

Sustainable Tourism: Entrepreneurship Innovations and Strategies explores the evolving landscape of tourism meeting the pressing need for sustainability. Chapters examine how entrepreneurial ventures are harnessing current trends to create eco-conscious opportunities that benefit both businesses and local communities.

Emerging entrepreneurial trends are unpacked along with the strategic opportunities that arise from adopting sustainable practices. It explores how entrepreneurs can align their ventures with evolving consumer preferences for eco-friendly travel while creating impactful, enduring business models. Through a blend of case studies, strategic models, and real-world examples, Sustainable Tourism offers readers a comprehensive guide to shaping a responsible and profitable tourism business.

Addressing themes like responsible tourism, community engagement, and technology-driven solutions, this book empowers readers to navigate the complexities of the tourism market. Entrepreneurs, tourism professionals, and industry stakeholders will find a wealth of opportunities to innovate, lead, and thrive in a sustainable future. Whether you are a business leader, academic, or policy maker, this guide will inspire you to seize opportunities while fostering a sustainable tourism ecosystem.

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.

Literature reviews play a crucial role in advancing scholarly understanding by organizing, synthesizing, and critiquing the vast body of existing knowledge. They provide researchers and practitioners with comprehensive insights into current developments, highlight gaps in the research, and suggest pathways for future exploration. As the landscape of business and management continues to evolve rapidly, literature reviews become invaluable in helping to navigate these changes by offering a clear view of where the field stands and where it is heading.

Both Volume 4A and B of Review of Management Literature focus on reviewing the latest trends in management literature, offering an in-depth exploration of contemporary topics shaping management thought and practice, particularly in three core areas: human resource management, sustainability, and technology.

The contributions included in the volume serve as a valuable reference, advancing both theory and practice in management.

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.

Homeless Polish migrants in the UK face multiple challenges, including low wages, exploitative working conditions, and discrimination. Limited access to housing support further complicates their ability to break free from homelessness. However, the struggle goes beyond finding a physical place to live. Home is deeply tied to identity, emotional security, and a sense of belonging. The phrases ‘Home is where the heart is’ and ‘Show me your home, and I will tell you who you are’ reflect how home represents more than shelter—it embodies stability, comfort, and personal connections. Yet, for homeless migrants with limited social support, creating these emotional bonds can be difficult. Without stability, they remain disconnected, making it harder to establish a sense of home and belonging.

The Undeserving Polish Migrants: Homeless in a Place Called Home, Magdalena Brzeska explores the lived experiences of homeless Polish migrants in the UK, shedding light on how negative social attitudes and marginalisation shape their struggles with home, identity, and belonging. The book examines how immigration policies intersect with homelessness, reinforcing exclusion and instability. Brzeska argues that greater social inclusion is essential to addressing these challenges while also highlighting gaps in current policies for non-British-born homeless populations and the need for clearer regulations.

This study offers valuable insights for professionals in sociology, social work, homelessness advocacy, policymaking, immigration studies, and community development. It is an essential resource for those seeking to understand and address the barriers faced by homeless migrants.

Literature reviews play a crucial role in advancing scholarly understanding by organizing, synthesizing, and critiquing the vast body of existing knowledge. They provide researchers and practitioners with comprehensive insights into current developments, highlight gaps in the research, and suggest pathways for future exploration. As the landscape of business and management continues to evolve rapidly, literature reviews become invaluable in helping to navigate these changes by offering a clear view of where the field stands and where it is heading.

Both Volume 4A and B of Review of Management Literature focus on reviewing the latest trends in management literature, offering an in-depth exploration of contemporary topics shaping management thought and practice, particularly in three core areas: human resource management, sustainability, and technology.

The contributions included in the volume serve as a valuable reference, advancing both theory and practice in management.

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.

The Invisible Influences on Decision-Making explores the often unseen factors that influence decision-making in both everyday life and various professional settings, with a particular focus on policing, medicine, education, and counselling.

Chitpin and Dougan present key findings and trends in decision-making research, then go on to explore the concept of indecisiveness before examining decision-making processes in these specific professions. The authors employ qualitative research methodologies, such as case studies and phenomenology, alongside social influence theories, to provide a nuanced and current understanding of decision-making within these fields. By incorporating perspectives from professionals, chapters aim to enhance public understanding and confidence in how decisions are made in these critical areas, especially within a Canadian context.

While there is existing literature on decision-making in community service professions, it often remains discipline specific. The Invisible Influences on Decision-Making addresses the need for more inter-professional and interdisciplinary research, highlighting the collaborative nature of these professions and the complexities of their decision-making processes. By integrating real professional examples with research and theory, this study offers a compelling and insightful narrative that will engage researchers, practitioners, and graduate students across various fields.

Achieving gender equity in Latin America and the Caribbean brings significant societal and economic benefits, including reduced social disparities, better access to education, higher incomes, and greater participation in the workforce. Collaboration between academia, business, and government is essential in driving these outcomes, creating more inclusive and productive economies. Gender Equity and Economic Development highlights how aligning policy, practice, and strategy can foster equitable growth across the region.

This comprehensive volume is structured around three key lines of inquiry. The first section investigates the progress of public policies in promoting gender equity, offering perspectives on gender equity practices, female entrepreneurship in Colombia, and the broader implications of intersectionality. The second section delves into gender equity across different socioeconomic sectors, focusing on issues like the gender gap in social and financial security, the balance between reproductive and remunerated work, and a decade of labor market analysis for women in Colombia. The final section examines gender equity as a strategic component within productive organizations, exploring how businesses integrate gender equity into their strategies and the specific experiences of industries like tourism in the region. Highlighting the impact of gender-focused public policies, strategies, and organizational practices, this work invites readers to reflect on the transformative potential of gender equity for a more inclusive and prosperous society.

Bringing together insights from experienced researchers and multidisciplinary perspectives, this collected edition is essential for academics, policymakers, business leaders, and anyone committed to understanding the vital role of gender equity in economic development.

In Pursuit of a Lifelong Learning Society explores the policy discourses of lifelong learning articulated by three major international organisations - UNESCO, OECD, and the EU. Through comparative analysis, Moosung Lee explores how these organizations have shaped lifelong learning policies through their ideologies and interactions, bridging fields such as adult education, policy analysis, social policy, sociology, and comparative education.

By tracing the historical evolution of these policies, chapters explore alternative discourses aimed at building a learning society and restoring the authenticity of lifelong learning. Key policy texts are analysed to provide real-world implications, highlighting the commonalities and differences in the organizations’ discourses and their evolution. The book identifies distinctive features of each organization’s policies, explores their historical development, and critically analyses their global educational implications.

The comparative approach adopted throughout will interest policy researchers designing lifelong learning systems at local and national levels, as well as those studying global educational policy trends and their impacts. Researchers in global studies and international relations, particularly those focused on the role of international organizations in global governance, will also find it valuable.

Exited: Terminated from Higher Education considers the experiences of academic workers who find themselves abruptly expelled, terminated or exited from their contracts and workplaces. This is an increasingly common occurrence for academic workers with middle or senior management roles, and one that needs exposure and discussion. While there is extensive coverage of the precarity of early-career, teaching and research staff, the experience of longer-tenured staff is less explored.

This collection of papers and anonymised case studies highlights the lived experience of individuals who have been ‘exited’ from their roles. Academic chapters explore the legal and human resources practices in higher education. Case studies detail those in ascending career positions, established professionals and those nearing the end of their professional careers. Further drivers of sexism, racism and ageism are addressed. The ‘exiting’ phenomenon is contextualised within the broader literature on professional identity and roles in higher education, and on higher education leadership and management, providing insights into these practices, the impact on individuals and the cultures that fuel such behaviours.

Governments and academics are increasingly interested in understanding the entrepreneurial ecosystems (EEs) phenomenon as a comprehensive theoretical and practical framework to foster resilient economies. Current literature on the EEs mainly concentrates on studies investigating more developed ecosystems with less evidence and understanding of ecosystem dynamics in regions with limited resources.

Global, Regional, and National Entrepreneurial Ecosystems includes chapters with empirical and conceptual studies conducted in the MENA region on theories and practices related to understanding the interplay of stakeholders to support the development of entrepreneurial activities collaboratively. The book provides an understanding into many topics including the cultural effects on entrepreneurial activities, family businesses, entrepreneurship education, role of SMEs, policies, and women entrepreneurship.

This book serves as an introduction to entrepreneurship and a guide to transforming ideas into a reality in the MENA region. It provides solid research and theoretical background in the literature on entrepreneurial ecosystems. It could be used for topics of technology commercialization, business plan, innovation, and business models.

The Emerald Handbook of Sustainable Energy Transition and Social Justice fosters a profound understanding of research and discourse on energy transition across the Global South and deconstructs the current thinking by presenting alternative viewpoints that enhance the understanding and engagement of communities in the Global South in the process of achieving sustainable development. The expertly curated chapters in this handbook focus on sustainable practices, energy use and creation and human rights from the perspective of a range of countries in the global south.

The interdisciplinary nature of the topics covered appeal to readers in a range of disciplines across business and social sciences, as well as those interested in understanding the ongoing complex debate on sustainability, energy transition and social justice.

New Frontiers in African Business and Society book series is dedicated to the exploration of theoretical and conceptual discussions that consolidate conventional knowledge about Africa. The purpose of the series is to invite new reflections on the nature of business and society across parts of Africa. The series contributes by interrogating the socially constructed practices assumptions and beliefs which provide meaning for scholarship across Africa.

Unlike traditional financial data that originates from firms’ internal information systems, exogenous data is generated outside business organizations, including a broad spectrum of sources that include social media posts, website cookies, Google search index, GPS traffic data, and satellite images. Exogenous data is distinguished from periodic and structured financial data by its timeliness, enormous variety, massive volume, tremendous velocity, and reduced likelihood of management manipulation.

However, the present financial reporting framework and accounting and auditing textbooks do not typically discuss the proper use of exogenous data in practice. In response to the gap between industry demand and academia, Exogenous Data in Accounting and Auditing in the Rutgers Series in Accounting Information Systems seeks to provide practice-oriented guidance on which types of exogenous data sources might be used under varying audit contingencies; how to integrate exogenous data into the business reporting cycle to give stakeholders more value-relevant and timely information; and how exogenous data could contribute to the measurement and assurance of various ESG-related issues.

With contributions from leaders in the field, this timely work outlines how emerging exogenous data sources can be used in both the accounting and auditing fields. It will be of interest to academics, researchers, business students, and accounting professionals.

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?

While the past decade has witnessed the emergence of more studies dedicated to Africa and an emphasis on the significance of paying attention to issues across the continent, the search for more answers demands extending the reach of contemporary scholarly work. The Emerald Handbook of African Studies works to ‘break down’ hinges on the issues limiting Africa’s development. In fact, more dialogue and debates across subject areas will help refine our knowledge towards investigating pertinent and analogous issues.

Filling this gap in existing scholarship, Omeihe and Harrison distinctly and carefully curated an exploration of thematic areas, (general concerns, entrepreneurship and Economic Institutions, intersections of culture and society, politics and systems of behaviour), which generations of scholars, practitioners and policy makers can resonate with and apply in their work.

The Emerald Handbook of African Studies forces one to rethink the very nature of African research, serving as a catalyst for new fresh thought and acuminating our understanding of the social world.

Continuing Change, Constant Engagement considers the current environment, impact, and future directions of academic libraries in the Caribbean. This work presents a fresh approach to global academic library literature, featuring a uniquely Caribbean voice, and a futures mindset, while bridging critical gaps and charting new pathways forward. It features forward-thinking case studies, research findings, and historical perspectives from information professionals across the French, Spanish, and English-speaking Caribbean region.

Chapters illuminate transformative stories of libraries reimagining their responses to cultural shifts, redefining their purpose, and pioneering practices for engaging communities. Authors highlight triumphs and challenges in surpassing user expectations while navigating declining budgets, resource constraints, leadership issues, technological advancement, climate change, and post-pandemic realities.

Caribbean academic libraries are positioning themselves as future catalysts – supporting teaching, learning, and research while becoming engines of knowledge creation, institutional transformation, and regional development.

The field of management studies have long been criticised for its predominantly Western-centric perspective. The Emerald Handbook of Decolonising Sustainability: A Global South Perspective fosters a more profound understanding of research and discourse on sustainability across the Global South. It deconstructs current thinking by presenting alternative viewpoints that enhance the understanding and engagement of communities in the Global South in the process of achieving sustainable development.

The editors argue that there is a need to decolonise sustainability by the inclusion of indigenous epistemologies and examining indigenous perspectives that investigate the interrelated and interdependent relationship between individuals and the environment. This perspective on sustainability challenges conventional Western concepts of "development" that presuppose a clear separation between human and planetary existence.

The interdisciplinary nature of the topics covered appeal to readers in a range of disciplines across business and social sciences, as well as those interested in understanding the ongoing complex debate on sustainability, energy transition and social justice.

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.

With the rapid advancement of artificial intelligence (AI), new technology is reshaping business landscapes and creating unprecedented opportunities for innovation and growth. Professors Babu George and Ontario Wooden explore the transformative journey of African American entrepreneurs as they navigate the evolving AI era.

Beginning with a conceptual analysis based on firsthand experiences with African American business leaders and supported by the existing literature, George and Wooden trace the historical trajectory of African American entrepreneurship, highlighting the resilience and ingenuity that have long defined this community. They examine critical aspects such as policy frameworks, financial strategies, educational initiatives, and the importance of networking within the AI ecosystem, underscoring the need for inclusive policies and accessible resources to ensure African American entrepreneurs can fully participate in and benefit from the AI revolution.

At the heart of the discussion is AI’s role in bridging socioeconomic divides, equipping African American entrepreneurs with powerful tools to overcome systemic barriers and advance toward economic empowerment. Through micro-case studies, innovative insights, and actionable strategies, the book brings home the hope that digital divides and systemic inequities can be overcome successfully.

AI Empowered concludes with a forward-looking perspective, envisioning a future where African American entrepreneurs lead AI-driven innovation. It calls for a collective effort to support these trailblazers and foster a diverse, dynamic entrepreneurial landscape that reflects the promise of the digital age.

Entrepreneurship has long been a way for women to create economic opportunities, especially in challenging environments. Women entrepreneurs are essential in transforming their communities and industries within the global circular economy. By challenging traditional models and addressing urgent issues like environmental sustainability, they are leading a transformative movement that seeks to foster a brighter and more sustainable future for all.

In Women Entrepreneurs in the Circular Economy: Global Experiences, author Lisbeth Clausen presents ten compelling stories of women founders across seven different countries, from Japan to Colombia. Their experiences reveal the diverse ways these women navigate barriers in cultural attitudes, access to resources, and work-life balance. Clausen’s study is unique for its in-depth ethnographic approach, which includes a novel approach to collaborative immersive fieldwork, interviews, and local expertise. These detailed case studies provide a nuanced understanding of how business acumen, culture, and innovation intersect in the entrepreneurial journeys of these women. By richly exploring diverse cultural contexts and personal narratives, Clausen and her colleagues provide a powerful tool for understanding both the challenges and opportunities women face in the circular economy.

This work is essential for anyone interested in culture and diversity studies, entrepreneurship, and sustainable business practices. It serves as a valuable resource for policymakers, educators, and students in higher education, as well as aspiring entrepreneurs seeking global insights.

In a world where the new often collides with the old, Tradition as Resource or Constraint for Strategic Action examines the dynamic interplay between tradition and innovation. Spanning industries from fashion to sports and from gastronomy to design, the researchers present a meticulously curated anthology of research discussing the dual role of tradition—as both a stabilizing anchor, and a springboard for strategic change.

Volume 44 provides insight into the challenges businesses face when trying to innovate without compromising their historical values, emphasizing the importance of balancing the old and the new. Traditional practices can be reimagined to satisfy contemporary needs, ensuring the essence of the past is preserved, whilst still keeping up with the spirit of innovation.

By focusing on this intersection between tradition and invention, this compilation not only marks a resurgence of interest in the interplay between traditional mores and strategic innovation but also serves as crucial reading for strategists and leaders. It equips them with the insights needed to balance a reverence for historical legacies with the imperatives of forward-thinking innovation—charting a course for a future that both honours and renews the past.

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.

Organizations in every industry are facing pressure to become more sustainable, reduce their carbon footprint and ensure resources are reused, reduced and recycled; whether that push for change is from consumers or direct from government in terms of policy, and the sports industry is no exception.

A Global Perspective of Sustainability in Sports Organizations examines sports organizations from across the globe, highlighting similarities and differences to approaches in sustainability. Focusing on specific countries, chapters examine environmental protection, carbon footprints, the economic benefits of reducing use of resources, the UNSDGs, policy implementation and much more.

A practical examination of strategies, A Global Perspective of Sustainability in Sports Organizations will appeal to practitioners and policymakers while the academic discussion will appeal to researchers of sustainable business, economics, management and sports.

Foundations of Managing British Olympics: Institutions Through Time charts how the British contributed to the development of the Olympic Games as an institution, and how they did this through the development of competitive sport through the nineteenth and early twentieth century.
This intriguing new volume tells the story of how the first modern Olympic revival happened and the role that British sporting movements and administrators played in its success. The book takes the reader from the earliest Olympic revivals in England to London being awarded the hosting rights for the London 1908 games. 

This volume will be of considerable interest to research academics working on aspects of 19th and early 20th century British, European and World History, including sport, social, business, management, economic and political history.

Reports from the United Nations indicate that the Sustainable Development Goals (SDGs) are not meeting their targets, at least not according to the proposed timeline. Despite this, the world produces enough food to feed everyone. The crucial task remains to ensure equitable food distribution to those in need and reduce global food wastage.

Feeding Tomorrow Ecologically: Ecofriendly Food from Cradle to Cradle serves to support the top three SDGs: No Poverty, Zero Hunger, and Good Health and Well-Being. In this edited collection, authors delve into multifaceted aspects of global food systems. They examine the pivotal role of engineering throughout the food supply chain, from production to waste management, and its potential in fostering sustainable food security. Additionally, contributors investigate the evolution and perception of eco-friendly agriculture, focusing on adoption rates and attitudes, as well as diverse topics such as soil management, water reclamation, and policy. Through these varied perspectives, the chapters provide a comprehensive overview of challenges and innovations in shaping the future of food production and sustainability.

This edited collection brings together experts from farming, engineering, health sciences, policy, and other fields to provide insights into sustaining future populations with nourishing food. Scholars and professionals across various disciplines, including engineers, economists, scientists, sociologists, and marine conservationists, benefit from this work, which holds deep implications for food and economic systems.

In an era defined by unprecedented technological advancements, the intersection of artificial intelligence (AI) and the Smart Systems presents both challenges and opportunities. Rapid advancements in automation, machine learning, and AI-driven technologies are reshaping job roles and creating new avenues for employment. The urgency lies in equipping educators, policymakers, and industry professionals with insights to navigate this transformative period effectively.

The first of two volumes, Education, Future Jobs and Smart Systems in the Age of Artificial Intelligence, Part A is a timely collected edition, emerging precisely when the ramifications of AI on the job market are becoming palpable. Each section of the work explores a unique aspect, covering the foundational role of AI as a catalyst for developing new skills and competencies. It provides insights for higher education institutions, discusses AI as a powerful tool for sharing knowledge, considers policy implications, and examines the emergence of innovative job markets.

The chapters serve as a comprehensive guide for higher education stakeholders, offering actionable insights and strategies to navigate the evolving landscape of AI-influenced job markets. Authors work to bridge the gap between academic theory and real-world application, providing a roadmap for institutions to adapt curricula, teaching methodologies, and policies to meet the demands of the AI-driven future.

In an era defined by unprecedented technological advancements, the intersection of artificial intelligence (AI) and the Smart Systems presents both challenges and opportunities. Rapid advancements in automation, machine learning, and AI-driven technologies are reshaping job roles and creating new avenues for employment. The urgency lies in equipping educators, policymakers, and industry professionals with insights to navigate this transformative period effectively.

The second of two volumes, Education, Future Jobs and Smart Systems in the Age of Artificial Intelligence, Part B is a timely collected edition, emerging precisely when the ramifications of AI on the job market are becoming palpable. Each section of the work explores a unique aspect, covering the foundational role of AI as a catalyst for developing new skills and competencies. It provides insights for higher education institutions, discusses AI as a powerful tool for sharing knowledge, considers policy implications, and examines the emergence of innovative job markets.

The chapters serve as a comprehensive guide for higher education stakeholders, offering actionable insights and strategies to navigate the evolving landscape of AI-influenced job markets. Authors work to bridge the gap between academic theory and real-world application, providing a roadmap for institutions to adapt curricula, teaching methodologies, and policies to meet the demands of the AI-driven future.

In the 21st century professional sports teams are engaged in a fiercely competitive race for success both ‘on’ and ‘off’ the field of play. Professional sports team owners operate within a dynamic and disrupted global sporting ecosystem where every club is in search of competitive advantage. The challenge for the custodians of club success is to constantly review, check and challenge how best to support, nurture and challenge staff and players to optimize their performance. Success on the field of play has enormous implications for the commercial welfare of any club.

In a global and increasingly disrupted marketplace, business owners and their shareholders are forced to explore how they create, nurture, and ultimately maintain their competitive advantage. The search for individuals who can deliver organizational ‘success’ and its various component performance indicators are crucial for the longevity of any business. In elite sport, the search for talent is now a global activity with professional sports team owners using a variety of ‘traditional’ and innovative tools and techniques to identify their c-suite personnel.

In Executive Recruitment in Sport: Insights from the Boardroom, global thought-leader Ian Lawrence utilizes interviews with top-level executive recruiters to contextualize the plethora of peer reviewed and industry insight. The result is a nuanced appreciation and understanding of the major roles, responsibilities and challenges faced by senior staff. This vital work will appeal to those individuals responsible for recruitment and appointment of elite staff and the research conclusions will have far-reaching implications for analysis of ‘C-Suite’ recruitment.

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.

Global education and coaching are concerned with transformation. Both expand self-awareness and open new ways of being in a world of others in a moment characterized by unprecedented and rapid change. In global education, the emphasis is on learning to collaborate within difference and embrace a concern for the greater good. In coaching, the work focuses on cultivating new ways of understanding oneself, others and the world, and expanding habitual repertoires of choice and response.

Coaching for SOWL: Self-Other-World Learning in Global Education bridges these fields, showing how coaching offers a uniquely appropriate modality for advancing our capacity to hear, hold and engage with difference, and to link personal and social transformation. By looking at coaching pedagogically, this book offers an approach that does two things. It allows global educators to reconsider how we make sense of encounters with others different from oneself. It also posits coaching as a tool to support those engaging in the important global work the world needs.

Responding to an urgent need to foster environments that promote both personal growth and collective responsibility, Rodríguez provokes thoughtful inquiry into what the future is asking of us as global educators.