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  Teaching and Learning at a Distance: Distance Education Foundations

  Michael R. Simonson

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  Teaching young children in multicultural classrooms: issues, concepts, and strategies [Fifth Edition]

  Wilma Robles de Melendez and Vesna Beck

  This in-depth exploration discusses the need for addressing diversity and multicultural realities in the classroom. It prepares you with the necessary knowledge, skills, and strategies to create a developmentally appropriate, respectful, and culturally responsive classroom and teaching environment. You'll find practical information, ideas, and strategies that you can apply to classroom practice for young children. There are guidelines on how to create relationships between the school, community, and family as essential partners that influence a child's success. Questions about how to deal with a bilingual child, a child with exceptionalities, and non-traditional parents are also addressed. Finally, you'll learn the benefits of teaching multiculturalism from a global perspective.

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  We are the Haitian think Tank: Cultivating Critical Perspectives in Haitian Youth: Using Danticat’s Krick?Krak!

  W. Seraphin, Charlene Desir, and P. Hall

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  Exploring Educational Opportunities toward Gender Equity for Girls in Haiti

  S. Sider, Charlene Desir, G. Jean-Marie, and A. Watson

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  Distance education: definition and glossary of terms

  Michael R. Simonson

  The fourth edition of this book updates background information about the definition and supporting theories and updates the glossary with new terms related to distance education and instructional technology.

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  Engagement and Diasporic Identity Formation Youth of Haitian Descent after the 2010 Earthquake

  Toni Cela, Louis Herns Marcelin, Charlène Désir, Michel Célestin, and Rachelle Salnave

  In this chapter, we argue that this critical event has facilitated a generational shift in positionality vis-à-vis Haiti and the US among Haitian youth. Inspired by scholarship on generation (Mannheim, 1997 [1952]; Edmunds and Turner, 2002), diasporic identities (Berg and Eckstein, 2009; Edmunds and Turner, 2002), and migration experiences (Bourdieu, 2004; Meyerhoff, 1986; Sayad, 2004 [1999], 2014a, 2014b), we use the category of generation to locate the context of shared meanings, practices, perspectives, and activities of these young people as it relates to both the homeland and host society. Further, and following Edmunds and Turner (2002), by using “generation” as...

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  Discovering Haitian Youth’s Spiritual Epistemology through a Culturally Based Summer Program in Florida

  Charlène Désir, Pamela Hall, Stephanie Shaw, Wideline Seraphin, and Suzanne Gallagher

  Haitian American youth. Also, the chapter will discuss findings and implications of the study for enhancing the spiritual epistemology of youth of Haitian descent and their positive identity development.

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  The Aging and Technological Society: Learning Our Way Through the Decades

  David B. Ross, Maricris Elena-Orama, and Elizabeth Vultaggio Salah

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  The Aging and Technological Society: Learning Our Way Through the Decades

  David B. Ross, Maricris Eleno-Orama, and Elizabeth Vultaggio Salah

  This chapter provides information and support for researchers, family, and medical providers concerning how technology can improve the quality of life for older adults while remain independent as they age in place at home or a community. In examining the available research, the researchers did find continuous developments in Gerontechnology to be beneficial as the aging population is rapidly increasing worldwide. There is increased recognition of the advancement in technology to help the aging in areas of autonomy, socialization, and mental and physical wellbeing. This chapter covered areas of change, independence with a better quality of life, technological devices/adoptions, generational differences and learning with technologies, and university-based retirement communities. This chapter concludes with suggestions for future development in accessibility of technology-based educational programs and the Internet, how to infuse technology to advance the older adults’ independence and quality of life, and how older adults are adapting to living in life span communities.

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  Course organization for distance education – The UMT approach (Organizacao de cursos para educacao a distancia – Abordagem UMT)

  Michael R. Simonson

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  Saved by service: Mwen sèvi, mwen sove

  Charlene Desir

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  TILC user manual 2016

  Jennifer Lyn Reeves, Judith Karp, Gabriela Mendez, Julie Alemany, Maureen McDermott, Jia Borror, Berta Hayes Capo, Charles Andrew Schlosser, Dana Fredebaugh, Elda C. Kanzki-Veloso, and James Pann

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  Diversity in early childhood

  Wilma Robles de Melendez

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  Stress and Its Relationship to Leadership and a Healthy Workplace Culture

  David B. Ross, Tom D. Kennedy, and Julie Exposito

  Every organization needs to be driven by effective leaders. In higher education, many leadership courses are designed to transfer knowledge and critical thinking. Other professional development workshops, seminars, and conferences in leadership also offer leadership training and development to assist individuals to understand human capital, and create an organization free from toxicity. A toxic working environment can lead to low morale, disruption in productivity and motivation, high rate of absenteeism, individuals using sick days when they are not sick, cause emotional and physical health issues, and even submitting derailed projects beyond deadlines. When there is an upsurge of stress in the workplace within employees and administrators, the organization will struggle. Negative information dynamics affect health and contribute to stress. Stress management capacity is the ability to manage stress and is vital in the prevention of a negative impact of stress. Stress management can be improved for leaders and organizations.

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  Every Teacher a Leader

  Lynne Schrum and Barbara B. Levin

  Whether you’re a teacher who’s ready to take on new roles or an administrator looking to develop strong leaders, this content-driven handbook is here to help you make distributed school leadership a reality. Inside you’ll find specific how-tos for the essential skills teacher leaders need most: running meetings, teaching colleagues, providing feedback, conducting needs assessments, delivering effective professional development, resolving conflicts, employing technology, and more. The book features:

  • Well-tested content and activities
  • Reflective writing prompts
  • Scenarios for discussion
  • Self-evaluations
  • Two companion guides: one for teachers, and one for administrators

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  Distance education: statewide, institutional, and international applications of distance education : readings from the pages of Distance Learning Journal

  Michael R. Simonson

  Distance Learning journal is a premiere outlet for articles featuring practical applications of distance education in states, institutions, and countries. Distance Education: Statewide, Institutional, and International Applications of Distance Education, 2nd Edition is a collection of readings from Distance Learning journal written by practitioners for practitioners.

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  Educational technology: A review of the research

  Michael R. Simonson

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  Mobilization of Local Networks to Build Capacity for Educational Systems in Developing Countries and Indigenous Peoples in Developed Countries

  Charlene Desir, Suzanne Gallagher, and Deidra Suwanee Dees

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  Comparative international perspectives on education and social change in developing countries and indigenous peoples in developed countries

  Gaëtane Jean-Marie, Steve Sider, and Charlene Desir

  A volume in International Advances in Education: Global Initiatives for Equity and Social Justice Series Editors: Elinor L. Brown, University of Kentucky; Rhonda G. Craven, University of Western Sydney; and George McLean, Catholic Universities of America Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long‐term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity‐building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (Māori, Canada's First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries' and Indigenous peoples in developed countries' efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean‐Marie, Normore & Brooks, 2009).

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  Leading 21st Century Schools

  Lynne Schrum and Barbara B. Levin

  To prepare students to thrive in the classroom and beyond, educators must place the proper emphasis on technology leadership.

  First published in 2009, this book’s second edition features 80% brand-new material addressing the latest technological developments, combined with the authors’ tested methods for applying them in schools. Features include:

  • Aligning technology to the ISLLC Standards, ISTE Standards, and Common Core State Standards
  • Comprehensive guides to the newest technologies and trends that school leaders need to know
  • A companion website featuring a massive volume of resources for additional progress

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  Haiti : Educational Leadership for Social Change

  Steve Sider, Gaetane Jean-Marie, and Charlene Desir

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  Teaching and learning at a distance: foundations of distance education [Sixth Edition]

  Michael Simonson, Sharon E. Smaldino, and Susan Zvacek

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  How 2, Web 2.0: How to for Educators, 2nd Edition

  Gwen Solomon and Lynne Schrum

  Ignite creativity by weaving Web 2.0 tools into the classroom. In this expanded and fully updated edition, the authors of the best-selling Web 2.0: New Tools, New Schools introduce you to more collaborative tools and expertly lead you through classroom and professional applications that help expand student and teacher learning.

  The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation.

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  Reading-to-learn from subject-matter texts: A digital storytelling circle approach

  Maryann Tatum Tobin and William E. Blanton

  Digital storytelling circles (DSCs) are multimodal platforms aimed at improving students’ comprehension of subject matter texts. In a small group, students in a DSC engage in reading, writing, speaking, listening, viewing, using digital tools, and manipulating texts and instructional strategies. Roles are assigned to each group member as they use the tools provided by the multimodal platform to create a digital story. Most of the literature supports the notion that the experience of creating digital stories can have a positive impact on students’ acquisition of literacy skills and their motivation to engage with the text. This chapter presents a model for using DSCs in the post-reading phase of a Directed Reading Activity (DRA). Case study findings highlight two DSCs that exhibited qualities of developing the literacy strategies necessary in reading-to-learn with complex content area texts.

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  Distance education: Statewide, institutional, and international applications

  Michael R. Simonson

  Distance Learning journal is a premiere outlet for articles featuring practical applications of distance education in states, institutions, and countries. Distance Education Around the World is a collection of readings from Distance Learning journal written by practitioners for practitioners