On the Social Web, people share their enthusiasms and expertise on almost every topic, and based on this, learners can find resources created by individuals with varying expertise. Through this trend and the wide availability of video cameras and authoring tools, people are creating DIY resources and sharing their knowledge, skills, and abilities broadly. While these resources are increasing in availability, what has not been explored is the effectiveness of these resources, peer-to-peer teaching and learning, and how well this content prepares learners for professional roles. Practical Peer-to-Peer Teaching and Learning on the Social Web explores the efficacies of online teaching and learning with materials by peers and provides insights into what is made available for teaching and learning by the broad public. It also considers intended and unintended outcomes of open-shared learning online and discusses practical ethics in teaching and learning online. Covering topics such as learner roles and instructional design, it is ideal for teachers, instructional designers and developers, software developers, user interface designers, researchers, academicians, and students.

Historically, academicians and practitioners have developed various management methodologies and technologies to help business managers deal with challenges in their environments, yet many businesses fail. Thus, these challenges need to be researched closely to overcome business failure. Many of these challenges are external events in which firms must adapt and react. Getting the right adaptation and reaction to these external events depend on whether a firm continues a trend of success or failure. Many companies fail due to their inability to properly respond to crises, whether they be business or organizational crises. External Events and Crises That Impact Firms and Other Entities showcases the resulting impact of external events such as environmental or health crises on businesses and educational entities. It identifies the strategies businesses use to react to unexpected crises. Covering topics such as financial technology, worker support, and small and medium-sized enterprises, this premier reference source is an excellent resource for business leaders, practitioners, government officials, students and educators of higher education, libraries, researchers, and academicians.

Due to the COVID-19 pandemic, teacher preparation programs modified their practices to fit the delivery modes of school districts while developing new ways to prepare candidates. Governmental agencies established new guidelines to fit the drastic shift in education caused by the pandemic, and P-12 school systems made accommodations to support teacher education candidates. The pandemic disrupted all established systems and norms; however, many practices and strategies emerged in educator preparation programs that will have a lasting positive impact on P-20 education and teacher education practices. Such practices include the reevaluation of schooling practices with shifts in engagement strategies, instructional approaches, technology utilization, and supporting students and their families. Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era provides relevant, innovative practices implemented across teacher education programs and P-20 settings, including delivery models; training procedures; theoretical frameworks; district policies and guidelines; state, national, and international standards; digital design and delivery of content; and the latest empirical research findings on the state of teacher education preparation. The book showcases best practices used to shape and redefine teacher education through the COVID-19 pandemic. Covering topics such as online teaching practices, simulated teaching experiences, and emotional learning, this text is essential for preservice professionals, paraprofessionals, administrators, P-12 faculty, education preparation program designers, principals, superintendents, researchers, students, and academicians.

A global citizen is an individual who believes in a public responsibility for their local community to grow and interconnect amongst the world’s diverse people and things. Global citizenship education is a fast-moving process that continues to intertwine communities all over the world. As we move toward a more global world, the improvement in education, health, poverty rates, and standard of living should come with it. This global world must be a place where people are aware of what is going on and can have an impact as well. The Handbook of Research on Promoting Global Citizenship Education explores various ways to empower educators to design and implement a curriculum that incorporates global citizen education. Covering a range of topics such as global issues and academic migration, this major reference work is ideal for academicians, industry professionals, policymakers, researchers, scholars, instructors, and students.

Various pedagogies, such as the use of digital learning in education, have been used and researched for decades, but many schools have little to show for these initiatives. This contrasts starkly with technology-supported initiatives in other fields such as business and healthcare. Traditional pedagogies and general digital technology applications have yet to impact education in a significant way that transforms learning. A primary reason for this minimal impact on learning is that digital technologies have attempted to make traditional instructional processes more efficient rather than using a more appropriate paradigm for learning. As such, it is important to look at digital technology as a partner and use transformative applications to become partners with students (not teachers) to empower their learning process both in and out of school. The Handbook of Research on Transformative and Innovative Pedagogies in Education is a comprehensive reference that identifies and justifies the paradigm of transformative learning and pedagogies in education. It provides exemplars of existing transformative applications that, if used as partners to empower student learning, have the potential to dramatically engage students in a type of learning that better fits 21st century learners. Covering topics such as gamification, project-based learning, and professional development, this major reference work is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, educational administration and faculty, researchers, and academicians seeking pedagogical models that inspire students to learn meaningfully.

Biliteracy, or the development of reading, writing, speaking, listening, and thinking competencies in more than one language, is a complex and dynamic process. The process is even more challenging when the languages used in the literacy process differ in modality. Biliteracy development among deaf students involves the use of visual languages (i.e., sign languages) and auditory languages (spoken languages). Deaf students' sign language proficiency is strongly related to their literacy abilities. The distinction between bilingualism and multilingualism is critical to our understanding of the underserved, the linguistic deficit, and the underachievement of deaf and hard of hearing (D/HH) immigrant students, thus bringing the multilingual and immigrant aspect into the research on deaf education. Multilingual and immigrant students may face unique challenges in the course of their education. Hence, in the education of D/HH students, the intersection of issues such as biculturalism/multiculturalism, bilingualism/multilingualism, and immigration can create a dilemma for teachers and other stakeholders working with them. Deaf Education and Challenges for Bilingual/Multilingual Students is an essential reference book that provides knowledge, skills, and dispositions for teaching multicultural, multilingual, and immigrant deaf and hard of hearing students globally and identifies the challenges facing the inclusion needs of this population. This book fills a current gap in educational resources for teaching immigrant, multilingual, and multicultural deaf students in learning institutions all over the world. Covering topics such as universal design for learning, inclusion, literacy, and language acquisition, this text is crucial for classroom teachers of deaf or hard of hearing students, faculty in deaf education programs, language instructors, students, pre-service teachers, researchers, and academicians.

To cope with the pandemic, many educational institutions in the United States have resorted to emergency remote teaching (ERT). Distance/online learning is a complex process in terms of the design, analysis, and time taken to develop and implement courses and programs. Having been around for decades, it has evolved and morphed into a multidimensional procedure that needs meticulous planning, evolution, and evaluation. It provides meaningful learning experiences to students who may not otherwise have the option to attend college. Students of distance/online courses and programs usually choose to join voluntarily, and designers of such programs purposefully plan for them to be online from the start. In contrast, ERT is an emergency/crisis-based need to move teaching and learning to alternative environments until the crisis is averted or ended. Preparing Faculty for Technology Dependency in the Post-COVID-19 Era is a comprehensive guide that focuses on preparing pre-service teachers, in-service teachers, and higher education faculty to harness technology dependence in an emergency remote teaching era by discussing current and post-pandemic preparedness. Covering a wide range of topics such as digital reality, teacher preparedness, and technology dependency, this book is crucial for educators, administrators, pre-service teachers, researchers, academicians, and students.

Students with disabilities who are not able to perform to the best of their abilities often find themselves learning in inaccessible environments and subjected to increased stress levels due to the haphazard provisioning of education characterized by physical, communicative, and unsuitable teaching and learning approaches. Very often this is a result of various shortcomings including unfair assessment practices. Misconceptions and a lack of knowledge with regard to the implementation of inclusive education detract from the successful admission of students with disabilities and their retention and active participation. The Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse explores the concept of inclusive education in an African context. It advocates for the monitoring and evaluation of inclusive education and proposes interventions where reasonable accommodation or lack of accessibility is a reason for students with disabilities to not benefit from this system. Covering topics such as barriers to learning, rural schools, and student support, this major reference work is an essential resource for administrators, advocates for students with disabilities, policymakers, researchers, pre-service teachers, educators, academicians, and students.

"Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, Sixth Edition prepares nurse educators, clinical nurse specialists, and nurse practitioners and students for their ever-increasing role in patient teaching, health education, and health promotion. One of the most outstanding and unique features of this text is that it focuses on multiple audiences therefore making it applicable to both undergraduate and graduate nursing courses.The Sixth Edition features coverage of relevant topics in nursing education and health promotion such as health literacy, teaching people with disabilities, the impact of gender and socioeconomics on learning, technology for teaching and learning, and the ethical, legal, and economic foundations of the educational process"--

The integration of technology into modern classrooms has enhanced learning opportunities for students. With increased access to educational content, students gain a better understanding of the concepts being taught. Flipped Instruction: Breakthroughs in Research and Practice is a comprehensive reference source for the latest scholarly perspectives on promoting flipped learning strategies, tools, and theories in classroom environments. Featuring a range of extensive coverage across innovative topics, such as student engagement, educational technologies, and online learning environments, this is an essential publication for educators, professionals, researchers, academics, and upper-level students interested in emerging developments in classroom and instructional design.