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Designing, Conducting, and Publishing Quality Research in Mathematics Education (Research in Mathematics Education)

The purpose of this book is to collect, organize and disseminate collective wisdom with respect to designing, conducting, and publishing quality research in mathematics education. This wisdom will be gleaned from among those who, over the past several decades, have been instrumental in guiding the field in the pursuit of excellence in mathematics education research—insightful editors, educative reviewers, prolific writers, and caring mentors. Each chapter is written to the novice researcher with the intent of aiding them in avoiding common pitfalls, navigating difficult intellectual terrain, and understanding that they are not alone in experiencing rejection, frustration, confusion, and doubt. This book differs from existing literature in the sense that it is written about the enterprise of designing, conducting and publishing research in mathematics education as opposed to being reports of the results of such work. It also differs in the sense that it is written with the intent to mentor the rising generation as opposed to capture the state of the field (as would happen in a handbook, for example). It is written for the express purpose of helping the field work collectively to aid in the often isolated enterprise of mentoring new researchers. The primary audience is a potentially wide one: graduate students, novice researchers, graduate faculty, advisors, and mentors – or anyone seeking to improve their own abilities to design, conduct, and publish quality research in mathematics education.

Designing Courses for Higher Education (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)

What issues need to be considered in designing a course or unit of study in higher education?Who should be involved in designing a course, and how can they best work together?What should students get out of a course?Susan Toohey focuses not on teaching techniques but on the strategic decisions which must be made before a course begins. She provides realistic advice for university and college teachers on how to design more effective courses without underestimating the complexity of the task facing course developers. In particular, she examines fully the challenges involved in leading course design teams, getting agreement among teaching staff and managing organizational politics. She also explores the key role played by academics' own values and beliefs (often unexamined) in shaping course design and student experience. In doing so, she offers course designers both an understanding and a framework within which to clarify their own teaching purposes.Designing Courses for Higher Education is an accessible, jargon free text, providing practical assistance and enlivened by many examples of innovative practice and interviews with academics involved in course design. It is a key resource for college and university teachers.

Designing Courses with Digital Technologies: Insights and Examples from Higher Education

Designing Courses with Digital Technologies offers guidance for higher education instructors integrating digital technologies into their teaching, assessment and overall support of students. Written by and for instructors from a variety of disciplines, this book presents evaluations that the contributors have implemented in real-life courses, spanning blended and distance learning, flipped classrooms, collaborative technologies, video-supported learning and beyond. Chapter authors contextualize their approaches beyond simple how-tos, exploring both the research foundations and professional experiences that have informed their use of digital tools while reflecting on their successes, challenges and ideas for future development.

Designing Courses with Digital Technologies: Insights and Examples from Higher Education

Designing Courses with Digital Technologies offers guidance for higher education instructors integrating digital technologies into their teaching, assessment and overall support of students. Written by and for instructors from a variety of disciplines, this book presents evaluations that the contributors have implemented in real-life courses, spanning blended and distance learning, flipped classrooms, collaborative technologies, video-supported learning and beyond. Chapter authors contextualize their approaches beyond simple how-tos, exploring both the research foundations and professional experiences that have informed their use of digital tools while reflecting on their successes, challenges and ideas for future development.

Designing Critical and Creative Learning with Indigenous Youth: A Personal Journey (Bold Visions in Educational Research)

Designing Critical and Creative Learning with Indigenous Youth: A Personal Journey traces the events leading to the creation of Unlocking Silent Histories (USH) and outlines the program’s foundational and methodological principles. The book opens with an explanation of the author’s struggles with the theory-practice tension, a conflict that has inhibited the widespread adoption and actualization of socially just learning engagements. She then offers her rationale for taking a leave from academia to concentrate fully on developing a critical pedagogy-informed learning design facilitated by combining community-connected inquiry with video ethnography. The substance of the text focuses on the identified foundational and methodological principles, explained through first-hand accounts of USH’s year-one participants. These youth-centered chapters assist in presenting an argument for employing culturally responsive and socially just educational engagements. At the same time, the chapters illustrate how drawing on youth voice can more broadly contribute to bridging theory and practice in communities that are often disconnected from the larger educational discourse. The author does not intend to provide a scripted implementation process within USH or of educational in general. Rather she uses first-hand youth accounts in this cultural context to give the reader a lived experience of how a youth-directed, emergent learning path materializes when employing a model that draws on local knowledge and invite youth voice.

Designing Critical Literacy Education through Critical Discourse Analysis: Pedagogical and Research Tools for Teacher-Researchers

Uniquely bringing together discourse analysis, critical literacy, and teacher research, this book invites teacher educators, literacy researchers, and discourse analysts to consider how discourse analysis can be used to foster critical literacy education. It is both a guide for conducting critical discourse analysis and a look at how the authors, alongside their teacher education students, used the tools of discourse analysis to inquire into, critique, and design critical literacy practices. Through an intimate look at the workings of a university teacher education course and the discourse analysis tools that teacher-researchers use to understand their classrooms, the book provides examples of both pre-service teachers and teacher educators becoming critically literate. The context-rich examples highlight the ways in which discourse analysis aids teachers’ decision making in the moment and reflections on their practice over time. Readers learn to conduct discourse analysis as they read about critical literacy practices at the university level. Designed to be interactive, each chapter features step-by-step procedures for conducting each kind of discourse analysis (narrative, critically oriented, multimodal), sample analyses, and additional readings and resources. By attending to the micro-interactions as well as processes that unfold across time, the book illustrates the power and potential of discourse analysis as a pedagogical and research tool.

Designing Critical Literacy Education through Critical Discourse Analysis: Pedagogical and Research Tools for Teacher-Researchers

Uniquely bringing together discourse analysis, critical literacy, and teacher research, this book invites teacher educators, literacy researchers, and discourse analysts to consider how discourse analysis can be used to foster critical literacy education. It is both a guide for conducting critical discourse analysis and a look at how the authors, alongside their teacher education students, used the tools of discourse analysis to inquire into, critique, and design critical literacy practices. Through an intimate look at the workings of a university teacher education course and the discourse analysis tools that teacher-researchers use to understand their classrooms, the book provides examples of both pre-service teachers and teacher educators becoming critically literate. The context-rich examples highlight the ways in which discourse analysis aids teachers’ decision making in the moment and reflections on their practice over time. Readers learn to conduct discourse analysis as they read about critical literacy practices at the university level. Designed to be interactive, each chapter features step-by-step procedures for conducting each kind of discourse analysis (narrative, critically oriented, multimodal), sample analyses, and additional readings and resources. By attending to the micro-interactions as well as processes that unfold across time, the book illustrates the power and potential of discourse analysis as a pedagogical and research tool.

Designing Data Reports that Work: A Guide for Creating Data Systems in Schools and Districts

Designing Data Reports that Work provides research-based best practices for constructing effective data systems in schools and for designing reports that are relevant, necessary, and easily understood. Clear and coherent data systems and data reports significantly improve educators’ data use and save educators time and frustration. The strategies in this book will help those responsible for designing education data reports—including school leaders, administrators, and educational technology vendors—to create productive data reports individualized for each school or district. This book breaks down the key concepts in creating and implementing data systems, ensuring that you are a better partner with teachers and staff so they can work with and use data correctly and improve teaching and learning.

Designing Data Reports that Work: A Guide for Creating Data Systems in Schools and Districts

Designing Data Reports that Work provides research-based best practices for constructing effective data systems in schools and for designing reports that are relevant, necessary, and easily understood. Clear and coherent data systems and data reports significantly improve educators’ data use and save educators time and frustration. The strategies in this book will help those responsible for designing education data reports—including school leaders, administrators, and educational technology vendors—to create productive data reports individualized for each school or district. This book breaks down the key concepts in creating and implementing data systems, ensuring that you are a better partner with teachers and staff so they can work with and use data correctly and improve teaching and learning.

Designing, Delivering and Evaluating L&D: Essentials for Practice

As the global economy has changed and thus organizations with it, more learning is delivered at and through work and individuals are encouraged to utilise the opportunities that advances in technology have brought to take charge of their own learning. Essential reading for the CIPD Level 7 Advanced postgraduate unit Designing, Delivering and Evaluating Learning and Development Provision, Designing, Delivering and Evaluating L&D critically examines the contextual factors impacting upon these activities in organizations. With case studies from the public, private and voluntary sectors as well as examples of international practice, the book helps to identify some of the challenges L&D professionals face in a range of environments. Designing, Delivering and Evaluating L&D is suitable not just for students working towards a CIPD Level 7 qualification, but also for those studying more general business and management degrees, as well as anyone who may have studied the subject previously and wishes to engage in continuous professional development with regard to this key HR practice. Online supporting resources include an instructor's manual, lecture slides and web links.

Designing, Delivering and Evaluating L&D: Essentials for Practice (PDF)

As the global economy has changed and thus organizations with it, more learning is delivered at and through work and individuals are encouraged to utilise the opportunities that advances in technology have brought to take charge of their own learning. Essential reading for the CIPD Level 7 Advanced postgraduate unit Designing, Delivering and Evaluating Learning and Development Provision, Designing, Delivering and Evaluating L&D critically examines the contextual factors impacting upon these activities in organizations. With case studies from the public, private and voluntary sectors as well as examples of international practice, the book helps to identify some of the challenges L&D professionals face in a range of environments. Designing, Delivering and Evaluating L&D is suitable not just for students working towards a CIPD Level 7 qualification, but also for those studying more general business and management degrees, as well as anyone who may have studied the subject previously and wishes to engage in continuous professional development with regard to this key HR practice. Online supporting resources include an instructor's manual, lecture slides and web links.

Designing Democratic Schools and Learning Environments: A Global Perspective

This open access book explores democratic schools and learning environments globally. The book focuses on a newly developed framework for democratic education. The authors describe existing schools and concept schools—those that are ideas but not in operation. The first section includes the editors’ own journeys. Pillar 1 includes schools that emphasize the open flow of ideas and choices, regardless of their popularity. Pillar 2 maintains that it is impossible to have a high quality education that ignores equity. Chapters explore how many diverse ‘marginalized’ communities experience education and some innovations that hold great promise for inclusion. Pillar 3 provides examples of schools where active engagement, consensus and compromise support the ‘common good.’ Pillar 4 investigates schools which organize students, parents, social institutions and the larger community collaboratively to achieve its goals and to solve theirs and society’s most urgent challenges.

Designing Digital Musical Instruments Using Probatio: A Physical Prototyping Toolkit (Computational Synthesis and Creative Systems)

The author presents Probatio, a toolkit for building functional DMI (digital musical instruments) prototypes, artifacts in which gestural control and sound production are physically decoupled but digitally mapped. He uses the concept of instrumental inheritance, the application of gestural and/or structural components of existing instruments to generate ideas for new instruments. To support analysis and combination, he then leverages a traditional design method, the morphological chart, in which existing artifacts are split into parts, presented in a visual form and then recombined to produce new ideas. And finally he integrates the concept and the method in a concrete object, a physical prototyping toolkit for building functional DMI prototypes: Probatio. The author's evaluation of this modular system shows it reduces the time required to develop functional prototypes. The book is useful for researchers, practitioners, and graduate students in the areas of musical creativity and human-computer interaction, in particular those engaged in generating, communicating, and testing ideas in complex design spaces.

Designing Digital Products for Kids: Deliver User Experiences That Delight Kids, Parents, and Teachers

Childhood learning is now more screen-based than ever before, and app developers are flocking in droves to this lucrative and exciting market. The younger generation deserves the best, and growing up in a digital world has made them discerning and demanding customers. Creating a valuable user experience for a child is as complex and involved as when designing a typical app for an adult, if not more, and Designing Digital Products for Kids is here to be your guide. Author and designer Rubens Cantuni recognizes the societal importance of a high-quality and ethical app experience for children. There is room for significant improvement in this space, and Cantuni helps you optimize it. Designing Digital Products for Kids walks hopeful developers through digital product design—including research, concept, design, release, marketing, testing, analyzing, and iterating—all while aiming to build specifically for children. Industry experts and their real-world advice are showcased in this book, along with careful advice for the ethics that go along with this unique market. These tips include complex needs regarding mental development, accessibility, conscious screen time limits, and content sensitivity. Children, parents, and teachers alike are hungry for more thoughtful players in the kids’ app space, and Designing Digital Products for Kids is your ticket to successfully developing and educating for the future. What You Will LearnDesign platforms specifically for children, to entertain and educate themWork with a complex audience of parents, teachers and kidsUnderstand how different monetization strategies work in this industry and why Who This Book Is ForUser experience designers, UI designers, product owners, teachers and educators, startup founders. The range of topics is so wide that anyone interested or involved in digital products could find something interesting to learn.

Designing Educational Project and Program Evaluations: A Practical Overview Based on Research and Experience (Evaluation in Education and Human Services #38)

Drawing upon experiences at state and local level project evaluation, and based on current research in the professional literature, Payne presents a practical, systematic, and flexible approach to educational evaluations. Evaluators at all levels -- state, local and classroom -- will find ideas useful in conducting, managing, and using evaluations. Special user targets identified are state department of education personnel and local school system administrative personnel. The volume can be used by those doing evaluation projects `in the field', or as a text for graduate courses at an introductory level. The book begins with an overview of the generic evaluation process. Chapter Two is devoted to the criteria for judging the effectiveness of evaluation practice. Chapter Three addresses the all important topic of evaluation goals and objectives. Chapters Four, Five and Six basically are concerned with the approach, framework, or design of an evaluation study. Chapter Four contains a discussion of four major philosophical frameworks or metaphors and the implications of these frameworks for conducting an evaluation. Chapters Five and Six describe predominantly quantitative and qualitative designs, respectively. Design, implementation and operational issues related to instrumentation (Chapter Seven), management and decision making (Chapter Eight), and reporting and utilization of results (Chapter Nine) are next addressed. The final chapter of the book (Chapter Ten) considers the evaluation of educational products and materials.

Designing Effective Assessment: Principles and Profiles of Good Practice

Fifteen years ago Trudy Banta and her colleagues surveyed the national landscape for the campus examples that were published in the classic work Assessment in Practice. Since then, significant advances have occurred, including the use of technology to organize and manage the assessment process and increased reliance on assessment findings to make key decisions aimed at enhancing student learning. Trudy Banta, Elizabeth Jones, and Karen Black offer 49 detailed current examples of good practice in planning, implementing, and sustaining assessment that are practical and ready to apply in new settings. This important resource can help educators put in place an effective process for determining what works and which improvements will have the most impact in improving curriculum, methods of instruction, and student services on college and university campuses.

Designing Effective Digital Badges: Applications for Learning

Designing Effective Digital Badges is a hands-on guide to the principles, implementation, and assessment of digital badging systems. Informed by the fundamental concepts and research-based characteristics of effective badge design, this book uses real-world examples to convey the advantages and challenges of badging and showcase its application across a variety of contexts. Professionals in education, game development, mobile app development, and beyond will find strategies for practices such as credentialing, goal-setting, and motivation of their students.

Designing Effective Digital Badges: Applications for Learning

Designing Effective Digital Badges is a hands-on guide to the principles, implementation, and assessment of digital badging systems. Informed by the fundamental concepts and research-based characteristics of effective badge design, this book uses real-world examples to convey the advantages and challenges of badging and showcase its application across a variety of contexts. Professionals in education, game development, mobile app development, and beyond will find strategies for practices such as credentialing, goal-setting, and motivation of their students.

Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach (Research into Higher Education)

Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.

Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach (Research into Higher Education)

Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.

Designing Effective Instruction

Designing Effective Library Learning Spaces in Higher Education (Innovations in Higher Education Teaching and Learning #29)

Modern academic libraries must respond not only to pedagogical changes, but to technological changes. Accommodating advances in technology into library space, design, and management is a critical challenge. How can modern libraries successfully integrate traditional learnings forms with digital ones? This book presents case studies and empirical evidence which focus on the current landscape and future potential posed by the changing face of libraries. Readers are invited to learn how the re-modelling and new architectural design of existing libraries can revitalise the library space and inculcate digital literacy development within their walls. The authors offer an engaging account of how libraries’ meet users’ needs and utilize stakeholder inputs to design truly innovative library spaces.

Designing Effective Library Learning Spaces in Higher Education (Innovations in Higher Education Teaching and Learning #29)

Modern academic libraries must respond not only to pedagogical changes, but to technological changes. Accommodating advances in technology into library space, design, and management is a critical challenge. How can modern libraries successfully integrate traditional learnings forms with digital ones? This book presents case studies and empirical evidence which focus on the current landscape and future potential posed by the changing face of libraries. Readers are invited to learn how the re-modelling and new architectural design of existing libraries can revitalise the library space and inculcate digital literacy development within their walls. The authors offer an engaging account of how libraries’ meet users’ needs and utilize stakeholder inputs to design truly innovative library spaces.

Designing Effective Math Interventions: An Educator's Guide to Learner-Driven Instruction

Design effective, learner-driven math interventions with this accessible and thought-provoking guidebook. Learn how to set up instruction to promote participation and understanding, plan purposeful, targeted tasks, develop student thinking, and create tools to assess student work in a way that measures learning, not just performance. Chapters explore questions that educators frequently struggle with when designing interventions, offering user-friendly research and evidence-based strategies to help overcome common hurdles. This book is essential reading for anyone seeking an adaptive approach to Tier 2 and 3 interventions that positions struggling students as competent learners.

Designing Effective Math Interventions: An Educator's Guide to Learner-Driven Instruction

Design effective, learner-driven math interventions with this accessible and thought-provoking guidebook. Learn how to set up instruction to promote participation and understanding, plan purposeful, targeted tasks, develop student thinking, and create tools to assess student work in a way that measures learning, not just performance. Chapters explore questions that educators frequently struggle with when designing interventions, offering user-friendly research and evidence-based strategies to help overcome common hurdles. This book is essential reading for anyone seeking an adaptive approach to Tier 2 and 3 interventions that positions struggling students as competent learners.