Bøger udgivet af Information Age Publishing

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e-learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important information about the effective practice of distance teaching and learning.Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

As the demand for online learning grows, designing and managing large classes in online and blended learning environments can be challenging for faculty. This book aims to provide practical assistance to higher education faculty who teach large online or blended classes. The authors who contributed to the book include higher education faculty, instructional designers, facilitators in providing faculty development and researchers with years of experience and understanding as well as interest in improving the effectiveness of large online classes. They share their experiences in designing and delivering active, engaging, collaborative teaching and learning by using innovative technology tools and instructional strategies. We hope that this book adds to the relevant literature by continuing conversations started before the COVID-19 pandemic but brought to the fore by it. Moving forward, it is our intent to provide readers with examples of how instructors around the world adapted to the new reality of teaching online since early 2020. Distilling what has worked and why from areas that require further analysis would benefit us all by identifying strategies, structures, support services, and policies that could augment online education, with a particular focus on large virtual classes.

"This book focuses on global health - mental, spiritual, and social, three topics that are particularly relevant now that our world is struggling to survive the pandemic. At the United Nations we are very aware of the third sustainable development goal, the promotion of good health and well-being. Mental, spiritual, and interpersonal health are crucial in realizing this goal. Thus, we begin with looking at mental health around the world, then spiritual health in different faith traditions, and finally social health which includes interpersonal interactions within families and in communities. This second book in the UN book series continues with the three principal tenets of the UN Book Series. 1. The key current issues that affect our world are addressed. Since COVID 19 has had a devastating global impact, this book focuses on health. 2. As the problems facing our world are very complex, there is need for many voices from different disciples to address these challenging issues. Thus, this book includes authors from our professions of psychology and social work, as well as spiritual leaders, lawyers, and community activists 3. This book is co-edited and co-authored by students and recent graduates. Students have much to contribute beyond technological skills and generation of literature reviews. Thus, in this book they equally share in editorship and authorship of chapters. This book is written for anyone interested in global health. It should be of particular importance for faculty, students, practitioners who would like to learn more about current issues in global mental health as well as spiritual and social health"--

"This book focuses on global health - mental, spiritual, and social, three topics that are particularly relevant now that our world is struggling to survive the pandemic. At the United Nations we are very aware of the third sustainable development goal, the promotion of good health and well-being. Mental, spiritual, and interpersonal health are crucial in realizing this goal. Thus, we begin with looking at mental health around the world, then spiritual health in different faith traditions, and finally social health which includes interpersonal interactions within families and in communities. This second book in the UN book series continues with the three principal tenets of the UN Book Series. 1. The key current issues that affect our world are addressed. Since COVID 19 has had a devastating global impact, this book focuses on health. 2. As the problems facing our world are very complex, there is need for many voices from different disciples to address these challenging issues. Thus, this book includes authors from our professions of psychology and social work, as well as spiritual leaders, lawyers, and community activists 3. This book is co-edited and co-authored by students and recent graduates. Students have much to contribute beyond technological skills and generation of literature reviews. Thus, in this book they equally share in editorship and authorship of chapters. This book is written for anyone interested in global health. It should be of particular importance for faculty, students, practitioners who would like to learn more about current issues in global mental health as well as spiritual and social health"--

Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science?The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers' lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher's Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher's Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.

Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science?The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers' lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher's Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher's Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.

Considers Christian perspectives, research and insights into the faith and work movement. The book presents scholarship from internationally recognised scholars whose research demonstrates the importance of the connections between the Christian faith and the workplace.

Considers Christian perspectives, research and insights into the faith and work movement. The book presents scholarship from internationally recognised scholars whose research demonstrates the importance of the connections between the Christian faith and the workplace.

"Urban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year. Growing attention is therefore directed toward the study of child trauma and incorporation of trauma-sensitive practices within schools. Currently such practices focus on social and emotional learning for all children, with some in-school therapeutic approaches, and outside referrals for serious trauma. There is inadequate attention to racial injustice as an adverse childhood experience (ACE) confronting Black males among other youth of color. Although there are guidelines for trauma-sensitive approaches, few are culturally responsive. And it is now critical that educators consider the traumatic impacts of a dual pandemic (covid-19 and racism) on children and their education. This timely book thus serves to inform and inspire transformative healing and empowerment among traumatized children and youth in pandemic/post-pandemic school and after-school settings. The reader will learn about trauma through actual experiences. Researchers and practitioners present approaches to healing that can be adapted to local situations and settings. The book consists of four parts: Youth Voices on Traumatic Experience; Trauma-focused Research; Culturally Responsive and Trauma Sensitive Practices; and Where do we go from Here? Suggestions for Next Steps. Each part contains a set of themed chapters and closes with a youth-authored poetic expression. The book is especially designed for those working in urban education. However, anyone whose work is related to traumatized children and youth will find the book informative, especially in a post-pandemic educational environment"--

"Urban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year. Growing attention is therefore directed toward the study of child trauma and incorporation of trauma-sensitive practices within schools. Currently such practices focus on social and emotional learning for all children, with some in-school therapeutic approaches, and outside referrals for serious trauma. There is inadequate attention to racial injustice as an adverse childhood experience (ACE) confronting Black males among other youth of color. Although there are guidelines for trauma-sensitive approaches, few are culturally responsive. And it is now critical that educators consider the traumatic impacts of a dual pandemic (covid-19 and racism) on children and their education. This timely book thus serves to inform and inspire transformative healing and empowerment among traumatized children and youth in pandemic/post-pandemic school and after-school settings. The reader will learn about trauma through actual experiences. Researchers and practitioners present approaches to healing that can be adapted to local situations and settings. The book consists of four parts: Youth Voices on Traumatic Experience; Trauma-focused Research; Culturally Responsive and Trauma Sensitive Practices; and Where do we go from Here? Suggestions for Next Steps. Each part contains a set of themed chapters and closes with a youth-authored poetic expression. The book is especially designed for those working in urban education. However, anyone whose work is related to traumatized children and youth will find the book informative, especially in a post-pandemic educational environment"--

Discusses how early childhood education faced unprecedented challenges due to the COVID-19 crisis and demonstrates the breadth and theoretical effectiveness of this domain.

El objetivo del libro es proporcionar a los lectores las herramientas necesarias para evaluar la calidad psicome trica de las medidas educativas y psicolo gicas, asi como de encuestas y cuestionarios.

Looks to the future of diversity work, both with regard to the content of the chapters and to the contributors. The book gives a voice to emerging scholars who are the future of the field and can help to set a future research agenda to push our understanding of diversity in organisations.

Discusses how early childhood education faced unprecedented challenges due to the COVID-19 crisis and demonstrates the breadth and theoretical effectiveness of this domain.