This volume argues for reexamination of the field of community engagement, suggests that the most effective way forward requires rethinking the structures of traditional higher education, and points to the growing emergence of evidence-based best practices that can catalyze a renaissance in community engagement and in higher education.

The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987). A fundamental aspect of this vision is to recognize the living nature of language and its intricate role in culture. Culture is mediated through language (Hauerwas, Skawinski, & Ryan, 2017, p. 202) and the linguistic experience of difference is essential for developing cultural competence beyond surface culture considerations. The editors of this volume are committed to a closer bond between literacy learning and cultural competencies, particularly when literacy practices and education are often characterized by quantifiable standards and accountability restraints. Readers of this volume will find meaningful and practical approaches to engage with learners from their earliest encounter with language(s), through adolescence and adulthood, and across ever-changing local and global communities.

This 5-volume set (CCIS 214-CCIS 218) constitutes the refereed proceedings of the International Conference on Computer Science, Environment, Ecoinformatics, and Education, CSEE 2011, held in Wuhan, China, in July 2011. The 525 revised full papers presented in the five volumes were carefully reviewed and selected from numerous submissions. The papers are organized in topical sections on information security, intelligent information, neural networks, digital library, algorithms, automation, artificial intelligence, bioinformatics, computer networks, computational system, computer vision, computer modelling and simulation, control, databases, data mining, e-learning, e-commerce, e-business, image processing, information systems, knowledge management and knowledge discovering, mulitimedia and its apllication, management and information system, moblie computing, natural computing and computational intelligence, open and innovative education, pattern recognition, parallel and computing, robotics, wireless network, web application, other topics connecting with computer, environment and ecoinformatics, modeling and simulation, environment restoration, environment and energy, information and its influence on environment, computer and ecoinformatics, biotechnology and biofuel, as well as biosensors and bioreactor.

TOPICS IN THE BOOK Impact of Occupational Stress and Burnout on Turnover Intentions among Senior High School Teachers in the Cape Coast Metropolis, Ghana Self-Assessment of Information and Communication Technology (ICT) Competence Needs Among Student-Teachers Using UNESCO ICT-CFT in Colleges of Education in North Central, Nigeria Effect of Multimodal Instructional Approach on Students’Academic Performance in the Concept of Biological Classification An Investigation into Teacher Characteristics and School Effectiveness in Relation to Academic Performance of Class Viii Students in Mandera West Sub-County, Republic Of Kenya Agbacha Ekuru Nwa Dance: A Study of Performance Ethics for Music Students in Colleges of Education

Development education is much more than learning about development; it is a pedagogy for the globalised societies of the twenty-first century that incorporates discourses from critical pedagogy and postcolonialism, and a mechanism for ensuring that differing perspectives are reflected within education, particularly those from developing countries. Learning about development and global issues is now part of the school curriculum in a number of countries, and terms such as global citizenship, sustainable development and cultural understanding are commonplace in many educational contexts. Development education has been recognised as one of the educational discourses that has influenced the acceptance of these terms, for both policy-makers and practitioners. This ground-breaking volume addresses the history, theoretical influences, practices and impact of development education in Europe, North America, Australia and Japan. Chapters include how development education evolved, the influence of theorists such as Paulo Freire, the practices of aid and development agencies, and the impact of governments seeking evidence of public understanding of and engagement with development. The Theory and Practice of Development Education provides essential reading for anyone engaged in re-thinking and reflecting upon the educational needs of a globalised society, and seeking approaches towards learning that place social justice at the heart of that practice. It will be of particular interest to academics and postgraduate students in the fields of development education, international education and globalisation.

This book provides empirical evidence on how universities have considered social responsibilities as their prime focus, and engaged with civil society to enhance their values. Case studies from Indonesia to the United Kingdom enrich the book through experience, interventions and narratives.

UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]

This proceedings volume contains selected papers presented at the 2014 International Conference on Education Management and Management Science (ICEMMS 2014), held August 7-8, 2014, in Tianjin, China. The objective of ICEMMS2014 is to provide a platform for researchers, engineers, academicians as well as industrial professionals from all over the wo

This collection of articles selected from Blue Book of Chinese Education 2015, published in Chinese, reviews the condition of China’s education development in 2014. The wide range of topics covered in this volume fall under two major themes: reform and equity. Chapters on reform focus on the college entrance exam (“Gaokao”), secondary vocational education, senior high school education, provincially and locally-funded colleges, private universities and junior high school admissions policies. Chapters in the second half of the book provide readers with an in-depth account of efforts made to improve equity in special and early childhood education, study-abroad preparation classes, and rural education. The appendix includes a report of budgetary expenditure on education and chronology of major events.