This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices. In particular, it explores and contests prevailing attitudes about the practice of inquiry-based learning across the Science, Geography and History disciplines, as well as focusing on the importance of the role of teacher in what is frequently criticised as being a student-controlled activity. Three frameworks, which are argued to be necessarily intertwined for discipline-specific literacy, guide this inquiry work: the classroom goals; the instructional approach; and the degree of teacher direction. The foundation of the analysis is the notion of educational inquiry as it is structured in the Australian Curriculum, along with the locating of the study in international trends in inquiry learning over time. It will be of great interest to researchers, higher degree students and practicing professionals working in Education and Sociology.

This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices. In particular, it explores and contests prevailing attitudes about the practice of inquiry-based learning across the Science, Geography and History disciplines, as well as focusing on the importance of the role of teacher in what is frequently criticised as being a student-controlled activity. Three frameworks, which are argued to be necessarily intertwined for discipline-specific literacy, guide this inquiry work: the classroom goals; the instructional approach; and the degree of teacher direction. The foundation of the analysis is the notion of educational inquiry as it is structured in the Australian Curriculum, along with the locating of the study in international trends in inquiry learning over time. It will be of great interest to researchers, higher degree students and practicing professionals working in Education and Sociology.

Mindfulness-Based Teaching and Learning is the first comprehensive survey text exploring the history, research, theory, and best practices of secular-scientific mindfulness. With a focus on how mindfulness is taught and learned, this book is an invaluable resource for aspiring or expert mindfulness specialists. Integrating and defining the emerging field of MBTL within a common purpose, evidence-base, and set of transprofessional—and transformational—practices, the book provides both a visionary agenda and highly practical techniques and tools. Chapters provide curriculum design and teaching tips, explore the expert-validated MBTL-TCF competency framework, and reveal insights into the ways self-awareness can evolve into ecological awareness through intensive retreats.

This book provides authentic practice-based inquiries by pre-service teachers. Their reflective narratives showcase their individual inquiries as they navigated their self-chosen professional learning journeys through the teaching as inquiry framework. The narratives advance what it means to be a reflective practitioner in practice and highlight necessary dispositional skill sets to attain valuable professional learning through inquiry. Through an inquiry stance, pre-service teachers are liberated from being knowledge consumers to local knowledge producers relevant to their practice. The dissonance this shift creates, negates the ‘comfortable doing’ of teaching to make the act of teaching authentic, relevant, and powerful.

The chapters in this book explore the methods by which the many aspects of creative pedagogy might be implemented in the context of teaching and learning. One chapter proposes a creative approach to studying local history, while another suggests a pedagogical framework for coding education that has the potential to foster the development of creative thinking abilities and equip individuals to actively participate in global affairs. The utilization of case studies in the field of Citizen Science demonstrates the implementation of a comprehensive and innovative learning framework that incorporates several sensory modalities. Another chapter demonstrates the potential of maker spaces in fostering active and creative learning as well as enhancing student engagement among underrepresented and minority populations. One chapter explores the emergence of flow in STEAM activities as a means to promote heightened levels of comprehension and active engagement in science education. The book concludes with the presentation of two scholarly studies on the implementation of creative pedagogy within the context of Higher Education. The first study explores the advantages of collaborative creativity within the bachelor of social work programs. The second delves into the pursuit of an innovative design that effectively connects the curriculum with the work environment, resulting in the integration of valuable educational content inside professional settings.

This volume addresses teaching and research across disciplines, communication and identity development, and the centrality of communication in our quickly changing world. Contributors convey the social and global need, value, and responsibility of communication instruction across disciplines.

This edited volume presents interdisciplinary and transdisciplinary approaches to drama and science in education. Drawing on a solid basis of research, it offers theoretical backgrounds, showcases rich examples, and provides evidence of improved student learning and engagement. The chapters explore various connections between drama and science, including: students’ ability to engage with science through drama; dramatising STEM; mutuality and inter-relativity in drama and science; dramatic play-based outdoor activities; and creating embodied, aesthetic and affective learning experiences. The book illustrates how drama education draws upon contemporary issues and their complexity, intertwining with science education in promoting scientific literacy, creativity, and empathetic understandings needed to interpret and respond to the many challenges of our times. Findings throughout the book demonstrate how lessons learned from drama and science education can remain discrete yet when brought together, contribute to deeper, more engaged and transformative student learning.

This book offers a fresh look at recent developments in policy, curricula and pedagogical discourse around children’s play with Internet of Toys (IoToys). By expanding the notion of digital and smart play perspectives in early childhood education, the authors critique and develop the broader subject area of IoToys play to better serve its end users. The book brings together research from across three different countries: Australia, Norway and England. It offers tangible examples of how one can use IoToys to build children’s social skills, emotional intelligence, sense of achievement, collaboration and aspects of STEM and design play thinking processes. The learning stories of children’s IoToys play will deliver a comprehensive review of how practitioners and parents can come together to build communities of practice for (re)enhancing children’s learning and growth using evolving technology-based play and engage in paradigmatic debates. Readers as a result will better appreciate the growth in pragmatic applications of technologies together with theoretical perspectives. The book will be a valuable resource for any academic or practitioner just beginning to understand the complexities and success stories of integrating IoToys for children’s playful learning.

In recent years, there has been increasing attention placed on international and transnational aspects of school and higher education curricula, and the different research approaches and lenses through which these issues are studied. This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the "majority world". In addition, it tackles both transnational cross-border endeavours involving national governments and policy measures, and the promises, challenges and failings of those formal relationships. The book consists of three sections. The first section provides an introduction and overviews of transnational education in connection with curriculum studies, schooling and higher education. The second section deals with transnational and international perspectives on curriculum studies, schooling and education. The final, third section highlights transnational and international perspectives on higher education. This timely volume tackles the questions often posed by curriculum scholars and educational researchers around the possibility of a transnational approach to curriculum studies and how (and if) a common set of means can transcend national boundaries and sensitivities. It looks at the common issues and problems across nations that international and transnational curriculum and educational research work could address. This volume will appeal to researchers and policy makers interested in transnational education and curriculum studies.