Education is a lifelong endeavour – from early childhood to postsecondary education and beyond – and there are transitions at every turn. Register now for the Higher Education Quality Council of Ontario’s 6th annual conference Transitions: Learning across borders, sectors and silos, 23-24 March 2016 in Toronto. Join us as we cross borders, sectors and silos for the best thinking on how to improve educational access, enhance quality and ensure that Canadians have the knowledge and skills they need for success. More than 25 sessions and 60 speakers including New York Times bestselling authors Paul Tough and Jane McGonigal, and education leader Avis Glaze. It’s time for a national conversation. Register now.
ERIC recently updated its Thesaurus. The Thesaurus is the main tool that ERIC uses for indexing and it is the primary driver of our search engine. ERIC periodically updates the Thesaurus to ensure that it accurately reflects the language being used in the field of education.
The new update includes 19 new descriptors, 28 new synonyms, and changes to 17 existing terms. You can now view the full list of updates and download the updated file.
For more information on how the Thesaurus is maintained and used to support users searching for education resources, check out the video The ERIC Thesaurus – A Key to Finding Resources in ERIC.
CEA and Reader’s Digest Canada are pleased to recognize the following three award-winning school districts that are leading lasting and system-changing K-12 initiatives with cash prizes of $25,000, $10,000 and $5,000 to support and grow their innovative programs and initiatives:
First Prize – $25,000
Instructional Leadership Team (ILT)
Central Okanagan School District
Second Prize – $10,000
A district-wide blended learning system
Sun West School Division
Third Prize – $5,000
Leadership for Literacy (L4L)
South Slave Divisional Education Council (SSDEC)
Fort Smith, NT
A feature-length article featuring these three award winners appears in the December issue of Reader’s Digest.
More information about the three award winning school districts is available at:
Educating “Good” Citizens in a Globalising World for the Twenty-First Century
Murray Print (University of Sydney, Australia) and Chuanbao Tan (Beijing Normal University, China) (Eds.)
What is needed to be a “good” citizen for the twenty-first century? And how can schools and curricula address this question? This book addresses these questions and what it means to be a “good citizen” in the twenty-first century … Click here for a free preview and full description
Academic Voices and Public Policy
Jennifer Olson (University of Oslo, Norway), Heidi Biseth (Buskerud University College, Norway) and Guillermo Ruiz (University of Buenos Aires, Argentina) (Eds.)
This book is part of the Sense Publishers series emerging from the 2013 WCCES XV World Congress in Buenos Aires (Series Editors Suzanne Majhanovich and Allan Pitman). The Congress Theme of New Times, New Voices … Click here for a free preview and full description
Understanding Science Teachers’ Professional Knowledge Growth
Michel Grangeat (Université Grenoble Alpes, France) (Ed.)
Science education has to be improved in order to become more responsive to the needs of society confronted with a rapidly changing world. Bringing science teaching up to a higher level is a key factor in this endeavor … Click here for a free preview and full description
Research Informing the Practice of Museum Educator
Diverse Audiences, Challenging Topics, and Reflective Praxis
David Anderson (University of British Columbia, Canada), Alex de Cosson (University of British Columbia, Canada) and Lisa McIntosh (University of British Columbia, Canada) (Eds.)
Museums are institutions of both education and learning in service of society, that is, they are sites where educational experiences are designed and facilitated, and also places where visitors learn in broad and diverse ways … Click here for a free preview and full description
A Guide to Promoting a Positive Classroom Environment
Umesh Sharma (Monash University, Australia), John Roodenburg (Monash University, Australia) and Steve Rayner (Newman University, UK)
This book explores thinking about teaching and learning as an educative process. It is about creating a positive learning environment for all students and is different from most other books on such a topic. It is written by three … Click here for a free preview and full description
Leaders in Critical Pedagogy
Narratives for Understanding and Solidarity
Brad Porfilio (California State University, East Bay, USA) and Derek R. Ford (Syracuse University, New York, USA) (Eds.)
Critical pedagogy has variously inspired, mobilized, troubled, and frustrated teachers, activists, and educational scholars for several decades now. Since its inception the field has been animated by internal antagonism and … Click here for a free preview and full description
Governing Educational Spaces
Knowledge, Teaching, and Learning in Transition
Hans-Georg Kotthoff (University of Education Freiburg, Germany) and Eleftherios Klerides (University of Cyprus, Cyprus) (Eds.)
The governance of education in many countries and regions of the world is currently in transition, challenging histories, remaking subjectivities and shaping possible futures. This book provides an up to date analysis … Click here for a free preview and full description
Transformative Teacher Research
Theory and Practice for the C21st
Pamela Burnard (University of Cambridge, UK), Britt-Marie Apelgren (University of Gothenburg, Sweden) and Nese Cabaroglu (Cukurova University, Turkey) (Eds.)
The aim of this book is to bring teacher research to the centre of attention in educational research. Knowledge generated by researching teachers and teacher researchers – often in collaboration with university researchers … Click here for a free preview and full description
Revisiting Multiculturalism in Canada
Theories, Policies and Debates
Shibao Guo (University of Calgary, Canada) and Lloyd Wong (University of Calgary, Canada) (Eds.)
In 1971 Canada was the first nation in the world to establish an official multiculturalism policy with an objective to assist cultural groups to overcome barriers to integrate into Canadian society while maintaining their … Click here for a free preview and full description
Teaching and Learning in Saudi Arabia
Perspectives from Higher Education
Amani K. Hamdan (University of Damman, Saudi Arabia) (Ed.)
Saudi Arabia is witnessing unprecedented progress in the field of higher education. Even though the country opened its first university in 1957, so far there seems to be little English scholarly writing about Saudi education … Click here for a free preview and full description
The International Journal of Mentoring and Coaching in Education is welcoming article submissions for a Special Issue which will focus on international approaches to mentoring and coaching those who occupy formal middle leadership roles in elementary or secondary school settings. The aims of the Co-Editors of the Special Issue are to:
1) raise awareness of the potential benefits, challenges, and implications for mentoring and coaching individuals who are second in command in elementary or secondary school settings across the globe; and
2) contribute to the thin body of literature and scant scholarship pertaining to the ambiguities often inherent in middle leadership and management in education.
The focus of the articles will be on positions such as assistant principals, vice principals, and deputy head teachers. We are seeking authors from multiple countries.The assistant principal /vice principal/ head teacher position is a key socialization point for upper management positions because it is often the role where novices first encounter the paradoxes of leading schools and develop the foundational skills, dispositions, and values that guide future leadership practice. Several countries have made attempts at providing formal mentoring or coaching programs to support senior school leaders, but formal support for the second in command is often neglected. It is our hope that as we shine the spotlight on the unique mentoring and coaching needs of individuals in these secondary roles, and effective approaches to meeting their needs, we will assist in filling a gap in the research and offer helpful resources for supporting them.
Articles for the special issue may include original research, reports of exemplary programs, practitioner learning, conceptual pieces, or reviews of literature on the topic of mentoring and coaching for assistant principals/ vice principals/deputy head teachers in elementary or secondary educational settings. We invite potential authors to submit a manuscript by March 25, 2016 in order to be considered for the Special Issue which will be published in November, 2016. The submission guidelines are below. If we accept more papers than are needed for one issue, the additional manuscripts will be published in subsequent issues of the International Journal of Mentoring and Coaching in Education.
IJMCE publishes cutting edge accounts of empirical research, review papers, theoretical contributions and practitioner papers on mentoring and coaching in educational contexts, including
schools, colleges and universities.
Now 4 issues from 2015
Established in 2012 and publishing 4 issues per annum, IJMCE has an internationally renowned Editorial Advisory Board (EAB) and has published some of the most significant recent work on mentoring and coaching in education, written by leading authors in the field from around the world. All submissions are blind reviewed by three independent reviewers from at least two different countries.
Submit a paper
Submissions to IJMCE are made using ScholarOne Manuscripts, the online submission and peer review system. Registration and access is available at http://mc.manuscriptcentral.com/ijmce.
Prospective authors are encouraged to read the following article before finalising and submitting their papers:
Hobson, A.J. (2014) Why manuscripts submitted to an international peer reviewed journal in education are rejected, International Journal of Mentoring and Coaching in Education, 3(2), 188-196.
This commentary is freely available on the IJMCE website at http://www.emeraldinsight.com/doi/full/10.1108/IJMCE-04-2014-0014
More information, including author guidelines, is available at: www.emeraldinsight.com/ijmce.htm
or contact Andy Hobson (Editor-in-Chief, firstname.lastname@example.org) or Lizzy Seal (Publisher, email@example.com). For questions specifically related to this Special Issue on assistant/vice principals/deputy heads, please email Linda Searby at firstname.lastname@example.org or Denise Armstrong at email@example.com
American Association for the Advancement of Curriculum Studies: An Ethics of Historical Engagement
Tuesday, 5 April – Friday, 8 April 2016
Priority Deadline: Sunday December 13th
Cut-off for Submissions: Sunday January 10th
Recent conference themes of the American Association for the Advancement of Curriculum Studies have focused on “Counter-western curriculum theory,” “Communities of Dissensus/Engaged Generosity,” and “Alter-global Dispossession and the Politics of Recognition.” As we look back on the conversations engendered by these concerns and forward to the future of our field, we can take pride in the internationalization that we have initiated, and the emphasis on ethics encouraged by our interest in dissensus, generosity, dispossession, and recognition. Despite these advancements, the marginalization and downsizing of curriculum studies continues within historical conditions that suggest on-going international crises and related paralyses.
How are we confronting and working through cataclysmic climate change, global refugee crises, epistemic violence of racism and other forms of oppression? When we look back on curriculum history before “The Reconceptualization,” specifically to the period of “Curriculum and Objectives,” we find a field defined by its fantasies of social control and curriculum management; after the reconceptualization we find a utopian yet sidelined field enshrining scholars’ ever newer “perspectives” and their (albeit limited) “proliferations” in a waning next moment. At this juncture, we ask: How might an emphasis on curriculum history – an historical reaching backward to move forward – frame our praxis as curriculum scholars to rekindle our commitments to colleges of education, preservice and professional teachers, and students – children and adults – seeking knowledge and understanding in schools, museums, NGOs, and other educational venues?
How do we read our history, particularly in ethical terms? How do we understand our history as informing our present and near future projects from within a strong, historically-informed, ethical sensibility? History often tells us much about how we are constructed, our fantasies of ourselves, and our desired futures. This year, we welcome as always proposals on any current scholarship, and embrace provocative and surprising conference formats; and let us together confront why we sometimes avoid our shortcomings as a field, and work together to heal ourselves and our communities even as we try to heal the earth – and hear, too, the summons of our predecessors to continue intellectual work in education.
Conference and Program Committee:
Conference Site Co-Chair:
Proposals are being accepted through January 10th
AAACS 2016 Proposal Guide
Follow the link: http://goo.gl/forms/QwnPEqVpcE
Your proposal automatically registers you as a member of AAACS—there are no dues. With membership in AAACS (http://www.aaacs-conference.org/ ) comes membership in the International Association for the Advancement of Curriculum Studies.
News from Statistics Canada
Education Indicators in Canada
Registered apprenticeship training programs
CSSE Members save on Training from the Conference Board of Canada!
Contacts of the Canadian Society for the Study of Education save off of the registration fee for these upcoming webinars from the Conference Board! These special rates will not be available through our website, so if you would like to take advantage, please contact Joel Elliott at the information below!
Virtual Solutions for Developing Capacity in Remote Aboriginal Communities
October 28, 2015
Full Price: $149
Your Price: $75
From Mind to Market: Commercializing Research from Post-Secondary Institutions
December 2, 2015
Full Price: $199
Your Price: $99
A Global Education: Creating International Learning Opportunities for Canadian Students
January 26, 2016
Full Price: $199
Your Price: $99
Re-engaging High School Drop-outs: New Pathways to Post-Secondary Education
March 29, 2016
Full Price: $199
Your Price: $99
As a contact of the CSSE, you’ll save on any webinar you would like to attend! Remember though, these special rates will not be available through the Conference Board Website, so to take advantage of the cost savings for yourself or a colleague, please contact Joel Elliott at firstname.lastname@example.org. Don’t forget to quote your special campaign code ECCSSE!
Below you’ll find New Books in Educational Research and more. Click on the links to see full descriptions and free previews of each book.
Environmental Education in a Climate of Reform
Understanding Teacher Educators’ Perspectives
Sylvia Christine Almeida (Monash University, Australia)
Subject: Education General, Sustainable Development, Environmental Education, Teacher Education
India is grappling with serious environmental issues that have been largely sparked by its galloping economy. As a measure of its seriousness to reduce the environmental impacts it has spearheaded numerous policy initiatives. One of the major thrusts of the proposed initiatives to curb environmental degradation has been to … Click here for a free preview and full description.
Popular Culture as Pedagogy
Research in the Field of Adult Education
Kaela Jubas (University of Calgary, Canada), Nancy Taber (Brock University, Canada) and Tony Brown (University of Canberra, Australia) (Eds.)
Subject: Education General, Adult Education, Culture, Cultural Studies
Grounded in the field of adult education, this international compilation offers a range of critical perspectives on popular culture as a form of pedagogy. Its fundamental premise is that adults learn in multiple ways, including through their consumption of fiction. As scholars have asserted for decades, people are not passive … Click here for a free preview and full description.
Critical Storytelling in Uncritical Times
Stories Disclosed in a Cultural Foundations of Education Course
Nicholas D. Hartlep (Illinois State University, USA) and Brandon O. Hensley (Illinois State University, USA) (Eds.)
Subject: Education General, Culture and Education, Learning, Critical Thinking
This book shares the stories of students and a professor in a Cultural Foundations of Education Course. Storytellers in this volume grapple with issues of white privilege, racial microaggressions, bullying , cultural barriers, immigration, and other forms of struggle in educational settings. The disciplinary backgrounds of the authors … Click here for a free preview and full description.
Universalities and Peculiarities
Elizabeth Sumida Huaman (Arizona State University, USA) and Bharath Sriraman (The University of Montana, USA) (Eds.)
Subject: Education General, Creativity, Culture and Education, Environmental Education
Rooted in diverse cultures and in distinct regions of the world, Indigenous people have for generations created, maintained, and negotiated clear and explicit relationships with their environments. Despite numerous historical disruptions and steady iterations of imperialism that continue through today, Indigenous communities … Click here for a free preview and full description.
Designing Inclusive Pathways with Young Adults
Learning and Development for a Better World
Judith Kearney (Griffith University, Australia), Lesley Wood (North-West University, South Africa & Griffith University, Australia) and Richard Teare (Global University for Lifelong Learning, California, USA)
Subject: Adult Education, Action Research, Learning
This book is the second in a series entitled ‘Learning and Development for a Better World’ and it explores the potential for self-directed lifelong action learning (LAL) by focusing on the design of development pathways with and for young adults. The book considers the reasons why LAL pathways are needed and … Click here for a free preview and full description.
Embodied Relating and Transformation
Tales from Equine-Facilitated Counseling
Hillary Sharpe and Tom Strong
Subject: Education General, Counseling, Learning
What kinds of embodied and relational learning can come from developing a responsive relationship with a horse? What insights might such ways of learning offer counselors and educators? In this book, the authors explore how women challenged by disordered eating develop transformative relational and embodied experiences … Click here for a free preview and full description.
A Casebook on Modern Western Drama
Subject: Education General, Art Education, Drama Education
This book is a combined play-analysis textbook and course companion that contains twelve essays on major dramas from the modern European and American theaters: among them, Ghosts, The Ghost Sonata, The Doctor’s Dilemma, A Man’s a Man, The Homecoming, The Hairy Ape, The Front Page, Of Mice and Men, Our … Click here for a free preview and full description.
Contrasting Dynamics in Education Politics of Extremes
School Choice in Chile and Finland
Piia Seppänen (University of Turku, Finland), Alejandro Carrasco (Pontificia Universidad Católica de Chile), Mira Kalalahti (University of Helsinki, Finland), Risto Rinne (University of Turku, Finland) and Hannu Simola (University of Helsinki, Finland) (Eds.)
This book aims to enhance understanding of school choice as a supra-national travelling policy, explored in two strikingly different societies: Latin American Chile and North European Finland. Chile was among the first countries to implement school choice as a policy, which it did comprehensively in the early 1980s through the creation … Click here for a free preview and full description
Building Democracy through Education on Diversity
Suzanne Majhanovich (University of Western Ontario, Canada) and Régis Malet (University of Bordeaux, France) (Eds.)
In our globalized world, the many facets of diversity are ever more in evidence. Issues of race, class, ethnicity, religion, language, gender, sexual orientation and physical disability are manifestations of diversity that have often evoked negative or even violent reactions in society. And yet, any society that deems itself … Click here for a free preview and full description.
A Year in the Life of a Third Space Urban Teacher Residency
Using Inquiry to Reinvent Teacher Education
Monica Taylor (Montclair State University, USA) and Emily J. Klein (Montclair State University, USA)
This book weaves together voices of faculty, residents, mentors, administrators, community organizers, and students who have lived together in a third space urban teacher residency program in Newark as they reinvent math and science teaching and teacher education through the lens of inquiry. Each chapter includes … Click here for a free preview and full description.
Decolonizing Global Citizenship Education
Ali A. Abdi (University of British Columbia, Canada), Lynette Shultz (University of Alberta, Canada) and Thashika Pillay (University of Alberta, Canada) (Eds.)
The ideas for this reader came out of a conference organized through the Centre for Global Citizenship Education and Research (CGCER) at the University of Alberta in 2013. With the high expansion of global citizenship education scholarship in the past 15 or so years, and with most of this scholarship produced in the west and mostly … Click here for a free preview and full description.
Newly Hired Teachers of Science
A Better Beginning
Julie A. Luft (University of Georgia, USA) and Shannon L. Dubois (Valparaiso University, USA) (Eds.)
Supporting newly hired science teachers has taken on an increased importance in our schools. This book shares the most current information about the status of newly hired science teachers, different ways in which to support newly hired science teachers, and different research approaches that can provide new information about … Click here for a free preview and full description.
Being a Teacher | Researcher
A Primer on Doing Authentic Inquiry Research on Teaching and Learning
Konstantinos Alexakos (Brooklyn College, City University of New York, USA)
Using a sociocultural approach to critical action research, this book is a primer in doing reflexive, authentic inquiry research in teaching and learning for educators as teacher | researchers. Rather than the artificial dichotomy between theory and practice, the roles of teacher and researcher are instead seen in a dialectic … Click here for a free preview and full description.
A Participatory Paradigm for an Engaged Scholarship in Higher Education
Action Leadership from a South African Perspective
Ortrun Zuber-Skerritt (Griffith University, Brisbane, Australia & North-West University, Potchefstroom, South Africa), Lesley Wood (North-West University, Potchefstroom, South Africa Griffith University, Brisbane, Australia) and Ina Louw (University of Pretoria, South Africa)
This book provides a comprehensive conceptual framework, case studies, workshop processes and designs for academic development programs supported by two key concepts: Participatory Action Learning and Action Research (PALAR) ¬- a conceptual integration of action learning and participatory action research – and … Click here for a free preview and full description.
The Balancing Act
International Higher Education in the 21st Century
Mary Gene Saudelli (University of Calgary in Qatar)
Why is it important to learn about higher education in international contexts? Why learn about curriculum, teaching, and learning at Dubai Women’s College of the Higher Colleges of Technology? Global education systems have remarkable contributions to make to understandings of 21st century curriculum, teaching, and … Click here for a free preview and full description.
Teaching for Learning and Learning for Teaching
Peer Review of Teaching in Higher Education
Christopher Klopper (Griffith University, Australia) and Steve Drew (Griffith University, Australia) (Eds.)
Teaching for Learning and Learning for Teaching focuses on the emerging global governmental and institutional agenda about higher education teaching quality and the role that peer review can play in supporting improvements in teaching and student outcomes. This agenda is a pervasive element of the further development … Click here for a free preview and full description.
Course Examination Copies …
are available for most titles. Send email to email@example.com and include the title you wish to examine, along with course information, expected enrollment, semester to be taught, and your full street address where you wish the examination copy to be sent.
Sense Publishers books and e-books …
are available from library distributors around the world, including CoInfo (Australia/New Zealand), and YBP Library Services (North America). E-books are also available through ebrary and EBSCOhost. Please be sure to let your librarian and faculty liaison know about the value of Sense Publishers books and e-books to your school’s Education collection.
SENSE PUBLISHERS was founded in 2004 and is today the fastest growing publisher of books in Educational Research and related fields, featuring a current backlist of over 1000 titles and more than 125 new titles published annually. With offices in Rotterdam (NL), Boston (USA), and Taipei (Taiwan), and a cast of top international authors that make up a veritable “Who’s Who” in their specialities, Sense brings a true global perspective to its publishing efforts.
Follow us on Twitter @SensePublishers
National Student Fee and Support Systems in European Higher Education – 2015/16
How much do students have to pay to study in Europe? Are fees applicable to all? What are the conditions and criteria to access public financial support?
These are some of the questions answered by the latest Eurydice publication on National Student Fee and Support Systems in European Higher Education.
This annual report provides a comparative Europe-wide overview on fees and financial support available for 2015/16. It also includes clear and concise information from each country to understand how student fee and support systems (including grants and loans) work in higher education.
The report covers the 28 EU Member States as well as Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey.