Scholars from around the globe discuss initiatives, practices, and structures that can provide a positive outlook and flourishing in higher learning, and offer lessons from efforts to promote positive emotional and social aspects for students, leaders, and faculty.

This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.

Ever since Jim O'Neill at Goldman Sachs coined the term BRICS in 2001 there have been many different assessments of these major emerging economies, with some even proclaiming that the promise of the BRICS (comprising Brazil, Russia, India, China, and South Africa) is over. However, the so called 'arranged marriage' still seems to be working well, with the club having become a formal international forum, with summit declarations, ministerial meetings, and numerous BRICS-wide fora. Is this euphoria misplaced? Is there a BRICS model of economic and human development? Are inequalities increasing and is this the denouncement of the economic successes? The Handbook of BRICS and Emerging Economies presents a comprehensive and multi-faceted analysis of the BRICS countries and other emerging economies, exploring their economic, social, environmental, and governance dimensions and other challenges. It brings together multi-disciplinary perspectives from more than fifty authors to examine how education contributed to the emergence of BRICS, how BRICS are impacting African economies, and how other emerging economies (including Chile, Mexico, Turkey, and others in Africa and Central Asia) compare. It observes the impact of governance challenges both within individual countries and in the forum for co-operation amongst them, what issues related to gender and identity based violence are prevalent, and what the security implications are and the role of BRICS is in contributing to peace keeping operations.

This handbook addresses the issues and challenges of the delivery of social work education in the contemporary world. It provides an authoritative overview of the key debates, switching the lens away from a Western-centric focus to engage with a much broader audience in countries that are in the process of modernization and professionalization, alongside those where social work education is more developed. Chapters tackle major challenges with respect to curriculum, teaching, practice, and training in light of globalization, providing a thorough examination of the practice of social work in diverse contexts. This handbook presents a contribution to the process of knowledge exchange which is essential to global social work education. It brings together professional knowledge and lived experience, both universal and local, and aims to be an essential reference for social work educators, researchers, and students.