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Laura M. Pipe, University of North Carolina at Greensboro
and Jennifer T. Stephens, University of North Carolina at Greensboro
$91 £75 €86
“Ignite: a Decolonial Approach to Higher Education Through Space, Place and Culture” seeks to examine the process of unlinking colonizing structures from teaching and learning. The work, through an exploration of justice-forward approaches, suggests that a blend of equity and culturally-responsive pedagogies with experiential approaches of learning are essential, while indicating that the current social justice frameworks and pedagogical practice within educational settings stop short of the direct action required for true social change, as they overlook the significance of space, place, and culture in the learning process. This edited volume is framed by the Toward a Liberated Learning Spirit (TALLS) Model for Developing Critical Consciousness, and it will take the reader on a learning journey from academic detachment to embodied liberation, through a process of unlearning. This book will be of interest to students, scholars, and researchers in higher education as well as critical and cultural studies, apart from program administrators and educators. “Ignite” can be used in such tasks as the development of inclusive curricula and practices, while expanding approaches to diversity and equity.
Carmela B. Scala, Rutgers University
Availability: In stock
204pp. ¦ $69 £57 €65
In a world that moves at a speed that only a few years ago seemed impossible to achieve, our students are used to having the universe at their fingertips and breathing technology. As educators in the 21st century, we need to understand its impact on society, especially on our students’ learning experience, and find a way to make it work to our, and most importantly, their advantage. This edited volume presents some inspiring research in second language acquisition, focusing on active learning, cooperative and collaborative approach, and other innovative strategies to engage the students and promote learning.
Cuthbert Majoni, Zimbabwe Open University, Zimbabwe
Availability: In stock
246pp. ¦ $73 £57 €63
'Leading and Managing Open and Distance E-Learning (ODeL) Institutions in Africa' focuses on e-learning, especially in developing countries in Africa. The outbreak of COVID-19 has forced most educational institutions, including conventional institutions in higher education, to embrace e-learning as a tool to ensure that education is not paralysed but continues to thrive. However, the major challenge has been shifting focus from the conventional face-to-face mode to the e-learning mode. This calls for a change of mindset and a review of practices to ensure success in implementing e-learning. This book has 12 chapters that explore the leadership theories and approaches that influence administrative practices in ODeL institutions, as well as student support within library and information services, the complexities of student affairs, the inclusion of students with special needs, the contemporary issues of innovation and industrialisation, and effective marketing techniques for the survival and growth of tertiary institutions. It is hoped that the recipients of this book can acquire the theoretical and practical knowledge relevant to the successful implementation of e-learning.
A Guide for K-12 Teachers and Service ProvidersJuly 2022 / ISBN: 978-1-64889-220-2
Availability: In stock
584pp. ¦ $87 £68 €80
This text is designed to help teachers and service providers work successfully with children who exhibit emotional and behavioral disorders by affording them a repertoire of valuable, evidence-based treatment strategies. Furthermore, because the book represents a synthesis of expertise, written from the dual perspectives of an experienced clinician and an educator, the school professional who reads it will better understand the role of both teacher and service provider, thus optimizing the coordination and effectiveness of the services that are critical to the success of these students. ‘Working with Students with Emotional and Behavioral Disorders: A Guide for K-12 Teachers and Service Providers’ explores the most prevalent behavioral disorders encountered by school professionals as they work with today’s students. These high-incidence behavioral disorders are addressed by type, and each includes a discussion of the relevant characteristics, causes, prevalence, and treatment strategies. Features that are unique to this book include its acknowledgement of the need for a collaborative approach to these problems by all school professionals, as well as the coordination of services provided by the classroom teacher and other service providers working with these students. To date, few books, if any, have provided this holistic perspective. This book is designed to help K-12 teachers and related service providers (i.e., school psychologists, school social workers, speech-language pathologists, guidance counselors, and occupational therapists) work successfully with children who exhibit emotional and behavioral disorders by affording them a repertoire of valuable, evidence-based treatment strategies.
Raymond M. Klein, Nova Scotia College of Art and Design University
Availability: In stock
212pp. ¦ $75 £59 €65
The Drawing Laboratory at NSCAD University was founded with funding from the Social Sciences and Humanities Research Council of Canada in 2005 as a collaboration between psychological scientists from Dalhousie and drawing instructors at NSAD. The Drawing Lab is thus a unique place where scientists and artists collaborate on interdisciplinary research about the complex intellectual and practical act of drawing from observation. By bringing the scientific method to bear on how drawing processes unfold, those involved seek to improve drawing education while furthering research on the cognitive processes involved in drawing. The chapters in this book describe that research. ‘Perceptual and Cognitive Processes in Drawing from Observation’ will hold much interest for drawing instructors and students, psychologists and neuroscientists with a specialism in art, as well as those with a general interest in art and science. Authors of this volume are Amanda Burk, John Christie, Tim Fedak, Raymond Klein, Geniva Liu, Bryan Maycock, Mathew Reichertz and Jack Wong.