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Presents the personal histories of some of the world's leading tourism geographers, many of whom pioneered the field. This book includes stories that reveal the diverse personalities, passions, and peculiarities behind the authors' choice of tourism as a specialization. It is also of interest to scholars outside the field of tourism geography.

This text moves entrepreneurship education from the traditional process view to a practice-based approach and advocates teaching entrepreneurship using a portfolio of practices, which includes play, empathy, creation, experimentation, and reflection. Together these practices help students develop the competency to think and act entrepreneurially in order to create, find, and exploit opportunities of all kinds in a continuously changing and uncertain world. Divided into two parts, the book is written for those educators who want their students to develop a bias for action and who are willing to explore new approaches in their own classrooms. A set of 44 exercises with detailed teaching notes is also included to help educators effectively teach the practices in their curriculum. Entrepreneurship educators will find a great deal of useful knowledge in this volume, which provides relevant, targeted exercises for immediate application in the classroom

"CHANGE! A Guide to Teaching Social Action is for faculty, staff, and students who are interested in developing a college course or co-curricular experience using social action. Social action occurs when everyday people band together to develop their power in order to change policy. What distinguishes a social action class from other social change courses is that students are actively involved in enacting a policy change of their choice, thus providing students with a first-hand experience of democracy and power. As part of the social action class, students can start a new campaign, keep a campaign going from the previous semester, re-activate a campaign from a previous year, or join a community campaign. The goal of this book is to train the next generation of democratic citizens and participants. The hope is that if teaching social action is mainstreamed in higher education, students will be able to do democracy more effectively, and help to preserve it at the same time. More specifically, the book provides an overview of the history of college social action, explores what needs to be considered before starting a social action class, explains how students choose their campaigns and launch them, and how students plan, implement, and evaluate their campaigns"--

Front Cover -- Half-title page -- Title page -- Copyright page -- Contents -- Acknowledgements -- An Introduction to Teaching about Gender Diversity -- Section I: Elementary (K-5) -- English Language Arts -- Using Read-Alouds to Promote a Gender-Inclusive Learning Environment -- Learning about Transgender Identities through Story -- For Every Gender -- STEM -- More to Finding Nemo -- What Does It Mean to Be Equal? -- Health and Physical Education, Advisory, and Homeroom -- "All I Want to Be Is Me" -- Gender Diversity -- Nothing to Fear -- We All Change and Grow -- Section II: Middle Years (6-9) -- English Language Arts -- Gender Fanzines -- Privilege and Practice -- STEM -- A Critical Approach to Teaching Data Management and Analysis Categories -- Health and Physical Education, Advisory, and Homeroom -- The Festival of Puberty -- On the Threshold of Awesomeness -- Reclaiming Our Selves -- Section III: Secondary (10-12) -- English Language Arts -- "Boys and Girls" -- Constructing Character in Dramatic Monologues -- What Is Drag? -- Social Studies -- Constructing an Equitable Society -- (Re)Learning Gendered Language -- Using School Audits as an Equity Lens -- Cultures of Gender -- STEM -- Beyond the Binary -- Mathematical Modelling Activity -- Health and Physical Education, Advisory, and Homeroom -- From "Real" Boys and Girls to"Real" Men and Women -- Pronoun Challenge -- Resources -- Glossary -- Editor Biographies -- Author Biographies -- Back Cover.

"Focusing on the importance of discussions of sovereignty and of the diversity of American Indian communities, Survivance, Sovereignty, and Story offers a variety of ways to teach and write about Indigenous North American rhetorics. These essays introduce Indigenous rhetorics as they frame both how and why they would be taught in an American university writing classroom"--Provided by publisher

At what age can children benefit from learning about economics? The consensus among educators today is the earlier the better. Kâ€"8 teachers and librarians will find this book invaluable for introducing basic economic concepts to students and giving them

Cover -- Title Page -- Copyright Page -- Contents -- Acknowledgments -- Editors' Introduction: Threshold Concepts, Naming What We Know, and Reconsidering our Shared Conceptions -- Part 1: Challenges, Critiques, and New Conceptions -- 1. Recognizing the Limits of Threshold Concept Theory -- 2. Literacy Is a Sociohistoric Phenomenon with the Potential to Liberate and Oppress -- 3. Thinking like a Writer: Threshold Concepts and First-Year Writers in Open-Admissions Classrooms -- 4. Writing as Practiced and Studied beyond "Writing Studies" -- 5. Rhetoric as Persistently "Troublesome Knowledge": Implications for Disciplinarity -- 6. The World Confronts Us with Uncertainty: Deep Reading as a Threshold Concept -- 7. Expanding the Inquiry: What Everyday Writing with Drawing Helps Us Understand about Writing and about Writing-Based Threshold Concepts -- Part 2: Using Threshold Concepts to Engage with Writing Teachers and Students -- 8. Doors between Disciplines: Threshold Concepts and the Community College Writing Program -- 9. Extending What We Know: Reflections on the Transformational Value of Threshold Concepts for Writing Studies Contingent Faculty -- 10. Threshold Concepts and Curriculum Redesign in First-Year Writing -- 11. Framing Graduate Teaching Assistant Preparation around Threshold Concepts of Writing Studies -- 12. Threshold Concepts and the Phenomenal Forms -- 13. Grappling with Threshold Concepts over Time: A Perspective from Tutor Education -- 14. "I Can't Go On, I'll Go On": Liminality in Undergraduate Writing -- Part 3: Threshold Concepts and Writing: Beyond the Discipline -- 15. Rethinking Epistemologically Inclusive Teaching -- 16. Using a Threshold Concepts Framework to Facilitate an Expertise-Based WAC Model for Faculty Development -- 17. Talking about Writing: A Study of Key Writing Terms Used Instructionally across the Curriculum.

Cover -- Challenges and Approaches to Modern Legal Education in a European Perspective -- A. Legal methodology and legal education: A relationship determined by tradition and stability? -- I. The role of tradition in legal education -- II. European Union law as an example of a modern legal order -- 1. The specific features of European Union law in legal education -- 2. Multilingualism -- 3. Comparative law -- 4. Case law and methods of interpretation -- B. Challenges to modern legal education -- I. Multilingualism and different legal cultures -- II. Increased factual complexity -- III. Systematic approaches and the role of case law -- IV. Methods of teaching -- C. Potential answers -- I. Adding new elements: Changing methods or piling up content? -- II. Increasing interdisciplinary and comparative competences -- III. Improving linguistic competences -- IV. Modern teaching methods -- 1. New technological opportunities -- 2. Internationalised teaching -- 3. Students' specific needs in modern legal education -- D. Conclusion -- Initial Thoughts about ELPIS Eingangsgedanken zu ELPIS -- "My Fair Lady": Introductive Lecture -- A. Theoretical approach to Law Teaching -- B. The Blog -- C. The (organized) Discussion of a controversial theme -- D. (My model of) Moot court, trial simulation, or "mock court" -- Modern Teaching Methods in European Legal Education -- A. Introduction. A new approach after the health crisis -- B. The position of legal studies in the context of globalization: The legitimacy of technology versus the legitimacy of the law -- C. Transformations in cultural patterns deriving from technology and their impact on the field of education -- D. New teaching techniques in the field of law. Possibilities and limits -- E. E-learning teaching in legal studies -- F. The experience of the health crisis -- G. Conclusions.

Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resolve, and they create ideal contexts for bridging school science and the lived experience of students. This book presents the latest findings from the innovative practice and systematic investigation of science education in the context of socio-scientific issues. Socio-scientific Issues in the Classroom: Teaching, Learning and Research focuses on how SSI can be productively incorporated into science classrooms and what SSI-based education can accom