The Dialogic Classroom in Higher Education is a step-by-step guide to leveraging Reflective Structured Dialogue as a pivotal pedagogical tool to boost student curiosity, engagement, and content acquisition.
The Global Classroom: An Essential Guide to Study Abroad (Second Edition) is a unique international studies text that provides students and practitioners with valuable resources for success in education abroad.
Providing sector leading, scholarly informed critical explorations on students' sense of belonging in higher education settings, this key text explores invaluable considerations for contemporary issues to inform institutional policy, pedagogic practice, student education support, and diversity and accessibility practices.
Dans les pays à majorité musulmane du Sahel issus de la colonisation française, la question éducative a longtemps fait l’objet de controverses et de résistances des populations face au modèle officiel proposé.
The Dialogic Classroom in Higher Education is a step-by-step guide to leveraging Reflective Structured Dialogue as a pivotal pedagogical tool to boost student curiosity, engagement, and content acquisition.
Leveraging AI for Human-Centered Learning provides intentional approaches to the integration of artificial intelligence tools into middle and high school classrooms, specifically to foster equity and social-emotional wellbeing.
This book offers a concise and comprehensive review of theories and practical guidelines on how to adopt a task-based approach to second language (L2) reading instruction.
This practical playbook offers the resources necessary to build critical fluency and comprehension skills through lessons that weave phonics concepts into vocabulary and book reading activities.
This book offers a concise and comprehensive review of theories and practical guidelines on how to adopt a task-based approach to second language (L2) reading instruction.
In Flip the Script, the authors propose that to build relationships with and engage students, educators must examine core beliefs and assumptions that create unintentional barriers to supporting students.
This book supports educators in teaching academic writing skills to Newcomer English Learners (ELs) who are just beginning their English language learning journey.
Written from the first-person perspective of a Columbine shooting survivor, this book documents the experiences of a group of school shooting survivors who went on to become teachers.