This book presents an innovative Multidimensional Curriculum Model (MdCM) that develops future thinking literacy among all ages and levels of school students. It combines theory and practice and is highly applicable for policy makers, curriculum coordinators, lecturers at colleges of education, graduate students, and teachers, who are challenged daily to provide meaningful and up-to-date learning. It will aid teachers to prepare learners for the fast-changing world and equip them with skills that will help them control their futures. It combines latest teaching strategies of transdisciplinarity, phenomenon-based, project based, and problem-based learning, in a unique manner so as to develop 21st century skills. More specifically, it aims at developing higher order thinking skills and processes referred to as scientific, creative, and future thinking. It covers core and non-core-curriculum domains, multi and transdisciplinary teaching, as well as designing curricula for the gifted, the able and students at risk. It applies the latest theories on constructivism and carefully selected tools authentically and relevantly to create interest and challenge, addressing learning from personal, global, and time perspectives. Each chapter highlights a strategy or thinking tool, commencing with theory, followed by a unit description and lesson plans. The chapters each end with a final product named the future scenario. This scenario, written by students projecting themselves into the future, is based on accumulated knowledge, summarizes their learning, and illustrates future thinking literacy.

This book brings together eminent and emerging scholars to present cutting-edge research on diverse conceptions of giftedness and talent from a range of international perspectives. It covers classical views, emphasizing IQ, but also seeks to move the academic debate on from the common exclusive emphasis on IQ-based skills. In each chapter the contributors address both theoretical advances and practical applications for administrators, teachers, and parents. The editors conclude by integrating the different points of view and showing ways in which major ideas, even when given different names, can be integrated to provide a holistic and integral viewpoint on giftedness and talent. This book will appeal to students and scholars of creativity, giftedness and gifted education; as well as to practitioners, teachers and education policymakers.

This Encyclopedia presents a comprehensive overview of the ever-evolving field of Interdisciplinarity and Transdisciplinarity across the Sciences. Authored by over 150 experts, it provides a vision of the Sciences in which scholars push boundaries and promote collaboration across diverse disciplines, scientific cultures and practices. This title contains one or more Open Access entries.

This book presents insights into social justice issues through the work of educators in Israel, the US, the UK, Italy, Canada, Turkey and Kazakhstan. Each chapter provides local or global theoretical insights, and these combine to provide a rich international perspective. The book offers practical strategies for the classroom, methods of teaching social justice to future teachers in various curriculum areas, and knowledge for researchers and those working in higher education. The book is unusual in its combination of local and international perspectives, practical and theoretical wisdom, and its inclusion of a variety of voices. Readers will gain new insight into concepts like radical pedagogy, interculturalism, multiculturalism, failed citizenship and cultural identity.

This insightful Handbook emphasizes the unique contribution that Futures Studies offers when understanding and managing current situations. Contributing authors argue that by learning to examine the future in the present, individuals and organizations can expand their abilities to analyze, assess and ultimately make better decisions. This title contains one or more Open Access chapters.

Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being. Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population. It also explores the personal and political costs of transgression and outlines ways in which transitions can be transformative. The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.

Due to rapid technological advancements, evolving workplace structures, and a shift towards remote work, the nature of work is undergoing transformations influencing communication, work dynamics, and learning processes. Improving the skills of future workforces is now a necessity as the growth of work-skill misalignment and employability skills gaps becomes prevalent. Educational institutions must prepare students for the digital world by providing them with advanced knowledge and essential skills in modern technology. To positively shape the future workforce, effective solutions for skill revitalization should be explored. Revitalizing Student Skills for Workforce Preparation explores the intricacies of evolving and complex professional landscapes, including the challenges and opportunities of student skill development. The pivotal role of skill development in education is emphasized while delving into how effective skill education will shape the future workforce. This book covers topics such as digital technology, professional development, and emotional intelligence, and is a useful resource for educators, business professionals, and policymakers, academicians, researchers, and administrators.

It challenges and explores current pedagogical orthodoxies and provides credible alternatives and insights based on research.It contributes to a more open and expansive agenda in language, literacy and pedagogy.It represents a move from restrictive certainities to the potent possibilities of uncertainty and professional challenge.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.