This open access book examines the facilitation of pre-service and in-service educators' research thinking that equips them to be responsive to the unfolding uncertainties of the 21st century, and to likewise prepare their own students. It addresses several key areas, including: articulating the contemporary need for research thinking across teacher education; showcasing diverse yet conceptually connected strategies that all use the Research Skill Development (RSD) framework; providing an explicit scaffolded approach; and extending knowledge of the 'Models of Engaged Learning and Teaching' (MELT) conceptual framework.

This book also addresses the contemporary topics of social media for learning, digital literacy, education research as cultural work and formations of communities of practice, with cross-cutting themes of scaffolded development and formative assessment of research skills. It highlights how research thinking is not only vital for PST (Preservice Teachers), I-ST (In-Serivce Teachers) and university educators, but also models for them how to scaffold the research thinking of their own students. This book's use of the RSD, as a shared conceptual framework across the chapters, emphasises the overlaps between ways of thinking in the different learning areas in which education occurs, without masking the differences. Likewise, the interdisciplinary work that comprises Education is informed by the RSD conceptual framework as used in a variety of disciplines. Together, this use of RSD brings a strong sense of connectedness between PST, I-ST and university educators.

This is an open access book.

Public Education in Turbulent Times communicates a bold vision for the future of education, addressing the evolving purpose of American public education and the structural innovations schools are using to meet the needs of a rapidly transforming world. Highlighting key challenges that emerged during the immense economic and social disruptions of recent years, the book leverages case studies of four unique school districts where school communities overcame concerns high in the public consciousness - trauma, danger, economic inequality, and racial injustice. These obstacles have hampered efforts to reclaim lost learning opportunities that could define the educational experiences of a generation of students. If educators revert to business as usual, they risk dismissing essential lessons from resilient schools that thrived in the chaos of a global pandemic and its fallout. This book provides rich insights to refocus readers' attention on achieving a more equitable and safe education system for the future.

By using narratives, the book opens up a 'conversation' about this important topic. Educators and leaders from a variety of settings will explore their professional experiences and the impact these have had on forming values in the professional role. By drawing on personal experience, individual authors will consider some of the challenges they have encountered as part of identity formation. The significance of organisational cultures is discussed throughout the book and explores the ways in which individual autonomy is both threatened and claimed. Issues discussed include the frequent changes imposed through government initiatives and the social perception of education professionals when compared to other professional roles.

Contributions have been drawn from teachers and leaders in schools, colleges, universities and specialist training. Chapter authors have a variety of experiences offering a multi-perspective approach. This will include strategic leadership, operational management and classroom practice, all of which offer insights of interest to educators at various points on the professional journey. The narrative approach adopted by authors provides the opportunity for readers to engage with others' experiences, enabling personal reflection on their own professional identity.

This textbook covers the essentials for successfully conducting online discussions in various course delivery formats, such as online, face-to-face, and blended. Readers will learn how to design online discussions to cognitively engage students, build meaningful discourse communities to promote group dynamics, apply just-in-time facilitation strategies to deepen student learning and utilize robust assessment to ensure learning objectives are achieved.

Online discussion is the lifeline of online learning and it is a pedagogical imperative that instructors have requisite skills in leading online discussions if they are to teach online courses. Leading the online discussion is a huge task, involving a complex process and professionals must master a range of skills to successfully lead online discussion. This book takes a comprehensive and systematic approach to this topic and helps teachers to utilize online discussion to maximize student learning. It is full of ideas and strategies that can be applied immediately in various teaching contexts, and practitioners can replicate examples in teaching practices or mold the ideas and strategies to fit particular teaching contexts.

The comparative or connected study of localized intellectual traditions poses special challenges to the global turn in medieval studies. How can we enable conversations across language groups and intricate cultural formations, as well as disciplines? Practices of commentary offer a compelling opportunity: their visual layouts reveal assumptions about the relative status of text and gloss, while interpretive interlinear or marginal prompts capture the dynamic relationships among generations of teachers, students, and readers. The material traces of manuscript usage-from hastily scrawled marginal notes to vivid rubrication-illuminate the shared didactic and communicative practices developed within scholarly communities. By bringing together researchers working on specific cultures and discourses across Eurasia, this volume moves toward a global account of premodern commentary traditions.

The book discusses recent developments in philosophy with regards to how historical events can be explained causally and introduces perspectives from the philosophy of science into the philosophy of history. The book covers the main approaches to causal explanation in history and makes clear the main issues and concepts that are associated with such explanations. For example, the book discusses historical contingency and narratives, among other issues. The book is directed to philosophers of science, philosophers of history, historians, historically oriented social scientists, and everyone who is interested in how we make sense of the past.

This Open Access book examines the link between intercultural competence (IC) and pragmatics by asking frontline modern foreign language teachers in higher education teaching a variety of languages (e.g., Dutch, English, French, German, Italian, Spanish, Swedish) how they conceptualise intercultural competence and which skills, competences and knowledge they consider important in their teaching contexts. The data were collected with an online survey that focused on the relationship between intercultural competence and pragmatics.

While international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) or the Council of Europe (CoE) agree that intercultural competence should play an important role in education, it is not always clear what IC may encompass in specific teaching contexts and subject areas. Examining how modern foreign language teachers in higher education conceptualise intercultural competence and the value they attach as well as the attention they give to various areas of pragmatics in their teaching is highly important, since those language professionals may be the final teachers learners encounter during their formal foreign language education. They are therefore in a unique position to shape modern foreign language learners' intercultural and pragmatic awareness, competence and skills.

This book will be of interest to language professionals, modern foreign language teachers and teacher trainers, as well as students and scholars of applied linguistics, pragmatics, and language education.

The proclamation of Belarusian independence on March 25, 1918, and the rival establishment of the Soviet Belarusian state on January 1, 1919, created two distinct and mutually exclusive national myths, which continue to define contemporary Belarusian society. This book examines the processes that resulted in this dual resolution in the context of World War I and the subsequent Russian Revolutions.

Based on original archival material, Lizaveta Kasmach scrutinizes the development of competing concepts of Belarusian nationhood in the context of rivaling national aspirations and imperial policies. The analysis convincingly demonstrates the divisions within the nationalist movement, both politically between the moderates and socialists, and geographically between German-occupied territory with Vilna as a center versus Russian-controlled territory around Minsk. Besides the case study of Belarusian nation-building efforts, the book is a contribution to the study of the First World War in East Central Europe, approaching the war and its aftermath as a mobilizational moment in the region.

This book explores the use of Confucianism by the Chinese Communist Party in its assertion of political legitimacy. Confucian thought offers an enduring framework for political legitimacy in East Asian societies, including China. All states strive to acquire legitimacy, and despite once denouncing Confucianism as the remnants of feudal poison, the Party is turning towards Confucianism as part of its legitimation efforts. This suggests that the Party is suffering from an ideological void in terms of legitimacy and legitimation due to the diminishing relevance of Marxism in Chinese societal practices.

This book is a self-guided manual for clinicians wishing to become experts in TEAM-CBT psychotherapy skills using the principles of Deliberate Practice (DP). TEAM-CBT is a major development in the workflow and effectiveness of traditional cognitive behavioral therapy, developed by Dr. David Burns. Deliberate Practice is a structured form of learning that entails focused attention, is consistently goal oriented, and includes immediate feedback and successive refinement of skills.

? Practical, structured exercises.

"Mike and Maor have infused this amazing book with magic and warmth. It will transform your practice and bring joy and feelings of mastery into your ongoing clinical growth. Enjoy!"

David Burns, MD

Stepped Care 2.0: A Paradigm Shift in Mental Health, by Dr Peter Cornish, made a compelling argument for why the existing mental health care system has consistently struggled to meet the needs of clients from all walks of life, and laid out key principles and guidelines for how the system could be changed. But what challenges are involved in putting these ideas into practice? Stepped Care 2.0: The Power of Conundrums features essays, interviews, and arguments from a wide range of contributors who have tried to do just that.

The Power of Conundrums dives deep into the practical application of the Stepped Care 2.0 model (SC2.0), looking at the ways SC2.0 has succeeded, the difficulties administrators face when implementing it, and how it could be improved. Chapters touch on topics including: the evidence for stepped care, the way SC2.0 can be stymied by the Western cultural values that dominate mental healthcare, implementation science and SC2.0, the risk paradigm and SC2.0, the model's one-at-a-time approach to therapy, what co-design means in an SC2.0 context, a case study on how implementing SC2.0 can go wrong, the understanding of recovery put forward by the model, and how SC2.0 can work for clients experiencing complex, persistent, or chronic mental health issues. Each chapter is followed by a reflection from Cornish, and the book concludes with a roundtable discussion about how SC2.0 can evolve to meet the challenges it faces.

This text brings theory and practice together by including an updated version of Stepped Care 2.0: A Paradigm Shift in Mental Health, as well as the full text of Stepped Care 2.0: The Power of Conundrums.

This edited collection represents a first-of-its-kind exploration of English-related discourses in the Caribbean. Drawing from Critical Discourse and stylistic analyses, the book's wide-ranging chapters examine language as it is produced within the complex demographic milieu of the region. It addresses a critical lack of linguistic scholarship on discourse types from the Caribbean, since the major academic focus in the post-independence era has been on descriptive and interventionist work in Creole Linguistics. This volume seeks to add new dimensions to language in practice with its focus on the development of discourse types within the region, public policy, discourses surrounding the galvanising figure of the Caribbean Prime Minister, literary discourses, and gender and media representations. As a site of great variation, linguistic and otherwise, the Caribbean provides unique insight into the interplay of the socio-political and language in contemporary societies in the Global South. Based on work presented at the University of Trinidad and Tobago's "Stylistics, Critical Discourse Analysis and Language Use in the Caribbean" 2021 conference, the book draws together papers from established Caribbeanists seeking to bridge the existing theoretical and analytical gap between the more macro, socio-political aspects of studies in the social sciences, and the more micro features of linguistic analysis. With its breadth of coverage and analysis, this volume has implications for work being done at all levels of university scholarship in the social sciences, media discourses, decolonisation practices, and language and society in postcolonial and multi-ethnic contexts worldwide.

This book is the result of a collaboration between a human editor and an artificial intelligence algorithm to create a machine-generated literature overview of research articles analyzing the importance of ESL/EFL vocabulary and corpus studies. It is a new publication format in which state-of-the-art computer algorithms are applied to select the most relevant articles published in Springer Nature journals and create machine-generated literature reviews by arranging the selected articles in a topical order and creating short summaries of these articles.

This comprehensive book explores ESL/EFL vocabulary and corpus studies from five main perspectives: acquisition, strategies, ICT, corpus, and current practices. The sections delve into topics such as the impact of technology on learning, the power of corpora in language education, and innovative vocabulary-development techniques.

This book is an essential resource for researchers, educators, and language facilitators seeking a deeper understanding of vocabulary within ESL/EFL teaching and learning contexts.

This book presents a unique framework for the inclusion of ecomedia in the English language classroom to help learners cultivate global citizenship. Foregrounding learner agency in a world at risk, the author proposes a framework that hinges on human rights and critical eco-cosmopolitanism to help learners position themselves in discourses on climate change and act for transformation. The book discusses eco-documentaries as multimodal, factional texts against the background of cutting-edge research, refuting a definition based on the binary of fiction and non-fiction. Translating the insights gained from this discussion to the language education context, learners are conceptualised as active designers of meaning making when engaged with eco-documentaries. Based on this discussion, the book puts forth an innovative, multiliteracies-informed concept which is embedded in a sustainability-oriented pedagogy of hope, which encourages learners to learn and practice languages of hope and advocacy. The book will be of interest to scholars in the fields of ecopedagogy, sustainability education, global citizenship education and cultural learning, film pedagogy and language education, as well as language educators.

?This book examines the under-researched field of communication by bilingual people with dementia of the Alzheimer's type (DAT). The aging population is increasingly affected by neurocognitive diseases such as DAT, and over the past 30 years, the growing research body concerned with monolingual DAT discourses has seen significant growth. The findings from monolingual studies and institutional settings highlight the importance of code choice for a person's sense of autonomy, especially against the background of changing communicational abilities. Adding a new perspective, this book investigates how ten Puerto Rican speakers living with varying stages of DAT draw on their bilingual resources to accomplish verbal interaction in informal settings with their primary care partners. Drawing on narrative interviews conducted in Orlando, Florida, this multi-case study investigates situated language choices and code-switches by applying the ethno-social approach, i.e. combining features of conversation analysis and ethnography of communication. The author sheds light both on the question of how people living with DAT engage in conversations and which strategies they employ in their languages (English and Spanish) to reach their communicative goals. Specifically, by analyzing the role of code choice and code-switching in a qualitative manner, two main functional categories emerge: discourse-related and participant-related code-switching. Bilingual competencies remain even among participants living with severe DAT symptoms, as evident in retained interactional sequences such as salutations. Persons living with DAT competently negotiate code, either through exploratory code-switching or metalinguistic commentary, emphasizing the need for conversational partners to be sensitive to the communicative needs, in both languages, of speakers living with DAT. This book will be of interest to students and researchers working on dementia discourses, health communication, multilingualism and ageing, as well as Bilingual/ Multilingual families or individuals living with dementia.