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Series: Vernon Series in Education A book series dedicated to the scholarly study of Education.

Artistic Pedagogical Technologies: A Primer for Educators

Katherine J. Janzen, Mount Royal University, Canada et al.

ISBN: 978-1-62273-533-4
Availability: Available 4 weeks
158pp. ¦ $44 £33 €38

Research has shown that what students desire most in the post-secondary milieu is engagement. As traditional forms of teaching that include lecture or PowerPoint presentations no longer adequately engage today’s technology adept students, educators may find themselves at a loss of where to locate teaching strategies which both engage students, and are tried and tested in an actual classroom setting. This book does just that. It provides a critical look at not only what is lacking in today’s classrooms to promote engagement, but actual solutions and strategies to help nurse educators as they prepare to teach. Artistic Pedagogical Technologies were first envisioned by Dr. Beth Perry in 2005, while over twelve years of research confirms that these arts-based teaching strategies actually work. As theory-based topics can be among the most difficult to engage students, included in this book are selected lesson plans that have been employed in actual nursing classrooms. In total nineteen strategies are provided that can be utilized in a variety of classroom settings and applied to various nursing topics. Students, as part of the human family, have an innate need to be creative. This creativity can display itself within Artistic Pedagogical Technologies as a melding of technology, edutainment and play. The strategies in Artistic Pedagogical Technologies: A Primer for Nursing Educators have changed the classroom life of the authors as educators, and they can change your teaching too.

Parallaxic Praxis: Multimodal Interdisciplinary Pedagogical Research Design

Pauline Sameshima, Lakehead University, Canada et al.

ISBN: 978-1-62273-389-7
Availability: Available 4 weeks
313pp. [Color] ¦ $92 £69 €78

Parallaxic Praxis is a multi-modal, transmethodological research framework utilized by interdisciplinary teams to collect, interpret, transmediate, analyze, and mobilize data generatively. The term is used as a noun to refer to the model and also as a verb to describe the research practice. The methodology leverages the researchers’ personal strengths and the collective expertise of the team including the participants and community when possible. The reparative and residual research design benefits include the use of multi-perspective analysis, multi-modal investigations, informal and directed dialogic conversations, and innovative knowledge creation. Relying on difference, dialogue, and creativity propulsion processes; and drawing on post-qualitative, new materiality, multiliteracies, and combinatorial, even juxtaposing theoretical frames; this model offers extensive research possibilities across disciplines and content areas to mobilize knowledge to broad audiences. This book explains methods, theories, and perspectives, and provides examples for developing creative research design in order to innovate new understandings. This model is especially useful for interdisciplinary partnerships or cross-sector collaborations. Examples include possibilities for scholars doing projects in social justice, community engagement, teacher education, Indigenous research, and health and wellness. This book specifically addresses issues of research design, ethics of arts-integrated research, methodology, knowledge generation, mobilization, and dissemination for academics, students, and community partners. Examples include projects in social justice, community engagement, teacher education, Indigenous research, addictions, and health and wellness.

Liberal Education and the Idea of the University

Arguments and Reflections on Theory and Practice

Edited by Karim Dharamsi, Mount Royal University, Canada and James Zimmer, Mount Royal University, Canada

November 2018 / ISBN: 978-1-62273-521-1
Availability: In stock
288pp. ¦ $63 £47 €53

The idea of the university and the idea of liberal education share a family resemblance. However, it is not always explicitly clear what they have in common and what differentiates them. This collection brings together arguments and reflections on the nature of the university and the place of liberal learning in the 21st century. It is divided into two parts. In the first part authors examine the values and ideals that shape our understanding of liberal learning and the university; in the second part authors consider pedagogies informing our practices, asking after what underlying presuppositions, when made explicit, guide our liberal education classrooms in higher education. Unique in its approaches, this volume includes defenses of liberal education’s intrinsic value, the commodification of some of its best ideals, as well as utilitarian defenses that challenge some orthodox conceptions of liberal learning and its justifications. Each in its own right understands liberal learning as essential to the defense of a democratic order. On the pedagogical side, included are essays that defend a view of liberal education from the vantage of STEM subjects, including architecture, as well as those we typically associate with the liberal arts. This volume will aid academics and students seeking to better grasp an understanding of liberal education, but also those seeking to advance their pedagogical ideas about liberal learning. Researchers and students in education, higher education and those interested in the liberal arts and sciences will find this volume a useful addition to their collection.

Convergence of ESP with other disciplines

Edited by Nadezda Stojkovic, University of Niš, Serbia et al.

June 2018 / ISBN: 978-1-62273-429-0
Availability: In stock
180pp. ¦ $58 £41 €47

In designing a successful English for Specific Purposes (ESP) course, an ESP lecturer must research the professional setting and in turn analyze, abstract and synthesize its linguistic characteristics. Expert vocabulary, typical syntactic structures, relevant morphological word formation processes, exemplary text organization and both written and spoken stylistics are no longer taught with little functional relevance, instead they are approached from a subject-specific perspective. While designing and/ or compiling teaching and learning material, an ESP lecturer must decide upon the appropriate teaching methodology and pedagogy in order to ensure that the course in its entirety simulates a particular professional situation. Only if the course is successful in this aim, will ESP learners be able to quickly engage in uninhibited communication and improve job performance in their field of work, whether that be in tourism or aviation. Although many professional settings share certain characteristics, they are nevertheless unique and often require different approaches. For this reason, there is little or no ready-made teaching material or methodological approaches when it comes to ESP teaching. A dedicated ESP lecturer caters for those idiosyncrasies doing a minute, multifaceted investigation into the linguistic characteristics of the relevant professional domain. Bringing together a collection of essays, this edited volume reveals the variety, depth, and quality of the ESP research and its convergence across different professional disciplines.

The Potency of the Principalship: Action-Oriented Leadership at the Heart of School Improvement

Nicholas D. Young, American International College et al.

July 2018 / ISBN: 978-1-62273-444-3
Availability: In stock
170pp. ¦ $57 £41 €46

This book examines the diverse responsibilities of the 21st century principal, who is tasked with continuous school improvement. Recognizing that principals must lead educators and staff in all facets of school life, this book reviews research-based strategies, practices and theories that can be readily translated into the enhanced praxis. The authors present an in-depth analysis into principal identity, working effectively with families, how a collaborative school culture can offer dividends, helping teachers educate an increasingly diverse student body, and successful instructional leadership approaches. Additional emphasis is placed on school law, teachers’ unions, hiring and evaluation, budgeting, curriculum and program assessment, professional development, and the use of technology. Notably, throughout their investigation, the authors bear in mind cutting-edge practices that can be employed in these areas to leverage the best from schools and those that inhabit their halls. The reader will be left with an expanded understanding of principal practices that directly and indirectly improve student achievement as well as a resource section for further consideration and use.

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