Calls to improve undergraduate STEM education have resulted in initiatives that seek to bolster student learning outcomes by promoting changes in teaching practices. Written by participants in a series of ground-breaking social network analysis (SNA) workshops, Researching and Enacting Change in Postsecondary Education argues that the academic department is a highly productive focus for the spread of new, network-based teaching ideas. By clarifying methodological issues related to SNA data collection and articulating relevant theoretical approaches to the topic, this book leverages current knowledge about social network theory and SNA techniques for understanding instructional improvement in higher education.

This book is a collection of six case studies of teacher agency in action, centering on voices of educators who engaged in activist work throughout the history of education in the US. Through a lens of teacher agency and resistance, chapter authors explore the stories of individual educators to determine how particular historical and cultural contexts contributed to these educators’ activist efforts. By analyzing specific modes and methods of resistance found within diverse communities throughout the last century of US education, this book helps to identify and place into theoretical and historical context an underemphasized narrative of professional teacher-activists within American education.

This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives across different fields of study and within dynamic and flexible teaching and learning models. Contributing authors provide a framework for faculty learning communities, show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the changes in the FLC world over the past decade: the influence of Communities of Practices (CoP), recent recommendations about virtual FLCs and CoPs, and the positive affirmation for FLCs that implementation science has provided.

The SAGE Encyclopedia of Research Design maps out how one makes decisions about research design, interprets data, and draws valid inferences, undertakes research projects in an ethical manner, and evaluates experimental design strategies and results. From A-to-Z, this four-volume work covers the spectrum of research design strategies and topics including, among other things: fundamental research design principles, ethics in the research process, quantitative versus qualitative and mixed-method designs, completely randomized designs, multiple comparison tests, diagnosing agreement between data and models, fundamental assumptions in analysis of variance, factorial treatment designs, complete and incomplete block designs, Latin square and related designs, hierarchical designs, response surface designs, split-plot designs, repeated measures designs, crossover designs, analysis of covariance, statistical software packages, and much more. Research design, with its statistical underpinnings, can be especially daunting for students and novice researchers. At its heart, research design might be described simply as a formalized approach toward problem solving, thinking, and acquiring knowledge, the success of which depends upon clearly defined objectives and appropriate choice of statistical design and analysis to meet those objectives. The SAGE Encyclopedia of Research Design will assist students and researchers with their work while providing vital information on research strategies.

Based on a qualitative meta-analysis of data from five studies conducted with secondary and college students, this book explores the multiple ways in which sources of cosmopolitan agency exist in their lives. Grounded in a framework of critical cosmopolitanism, this book examines how students’ identities develop in new contexts and how their perceptions of themselves change. With a focus on native-born, international, immigrant, and refugee students, Oikonomidoy discusses the ways in which students express their cosmopolitan orientations and interact in cross-cultural settings, and offers insights for scholars and teacher educators.

Education and Muslim Identity During a Time of Tension explores life inside an Islamic Center and school in present-day America. Melanie Brooks’ work draws on in-depth discussions with community and school leaders, teachers, parents and students to present thoughtful and contemporary perspectives on many issues central to American-Muslim identities. Particularly poignant are the children’s voices, as they discuss their developing identities and how they navigate the choice of being American, Muslim, or both. The book covers topics ranging from establishing the community and the considerations involved, the management of diversity within the community, and approaches to modern opinions on and experiences of gender and extremism in the western world. Based on focus groups, interviews and observations collected over a two-year period, this book serves as a fascinating and informative insight into the culture and experiences of modern American Muslims. This is essential reading for students and researchers interested in education, religion, politics, sociology, and most particularly in contemporary Islamic studies.

This book demonstrates how pervasive moral thought can be in educational thought and practice. By analyzing research on the moral and intellectual qualities in curriculum, as well as the integration of personhood and citizenship development in classroom work, this book demonstrates the primacy of the moral in various educational settings. With an additional emphasis on morality as it pertains to teaching as a vocation, Moral Thought in Educational Practice examines the objectives of teacher education and offers an account of moral purposes within the knowledge base for teaching.