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The purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning.

AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as the visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership with the Minorities in Media Affiliate and Culture, Learning, and Technology Division, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch, Kay Persichitte, and Sharon Smaldino.
Comparative and International Education: The Hispanic Americas aims to publish work by academics working in institutions in the Hispanic (Spanish and Portuguese speaking) Americas in order to reflect the theoretical and policy characteristics and priorities of the region. These can be quite different to those of researchers from the region now working in Australian, North American and European institutions. By placing the series in the broader series context, it avoids the titles being overlooked by researchers, teachers and students of comparative and international education who miss locating and additional C & I Education series listing.
The events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context?
Today’s teachers are charged with not only finding meaningful ways to integrate student use of technology in their classrooms, but also ways to more authentically assess student learning. The advancements in video technology have made classroom video production activities both affordable and feasible.

Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom.

Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.
What do you do that can’t be measured? In this innovative debut on both the practice and study of critical educators, Restler answers back with radical care. Radical care in teaching and research; radical care as embodied and affective; radical care as justice work up against real and imagined deficits and racial capitalist scarcities. Drawing on a collaborative visual study with New York City public school teachers and her own art-research practice, Victoria Restler offers up a framework for radical care as relational, liberatory and fundamentally immeasurable.

Slipping between genres and styles—personal narrative, poetic prose, empirical study, and three multimodal artworks—this book brings old and new traditions in arts-based research into dialogue with scholarship on care, affect studies, and Black Feminisms. The volume is essential reading for scholars and practitioners interested in the study of care, qualitative and arts-based research methodologies, as well as teacher practice and assessment.
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We live in a world where conversations about trauma are becoming commonplace and adopted people are using their voices to educate the general public about the effects of maternal separation and genealogical bewilderment. But for many adult adoptees the act of speaking truth to power is still fraught. Personal writing can unlock long held silences and help adult adoptees feel empowered to rewrite their narratives.

The need to deconstruct dominant narratives about adoption and its inherent loss and trauma is necessary if we are to reform an institution that has damaged many generations of mothers and children. Because many adoptees do not have access to adoption and trauma competent therapists, writing is an accessible therapeutic modality that can be used to reframe narratives that position adoptees as the object rather than the subject. 

Adult Adoptees and Writing to Heal shares the framework and method of using writing as a practice for adult adoptees, therapists, teachers, and researchers interested in learning how to migrate and heal embodied trauma. It analyzes lived experience and the author’s own writing to develop a methodology for moving toward wholeness by writing and speaking the truth of internal adoptee experiences.
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Arts, Creativities, and Learning Environments in Global Perspectives aims at investigating the encounters that can occur between the arts and creativities in various learning environments and cultural contexts. The series intends to explore the multiplicity of these approaches by presenting perspectives from diverse learning environments, not solely formal institutions like schools, universities, academies, and colleges, but also non-formal ones (cultural institutions, libraries, museums, theatres, orchestras, archives, organisations, and work-places) or informal ones (play and games, community projects, amateur art, and clubs). This means that a pluralistic view on the artS – indeed, plural – is being embraced by including artistic expressions from all genres and artistic encounters at all levels, including the arts-based, artist-led, arts-inspired, arts-integrated. We encourage contributions from all over the world, in order to challenge a well-established Western-centred understanding of creativity and art (singular). This series will strongly support global perspectives, cross-cultural studies, critical theories, creative dissemination and a broader re-framing of the role of the arts for learning and for society.
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The Brill Guides to Scholarship in Education are short introductions to various fields in education for experts and novices. Though sophisticated in content, the style of these books will be less structured or restricted than existing guides taking a novel approach, they can be used as an educational tool in undergraduate and graduate courses as introductory texts.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Acquisitions Editor Athina Dimitriou.
“Curriculum” is an expansive term; it encompasses vast aspects of teaching and learning. Curriculum can be defined as broadly as “the content of schooling in all its forms” (English, Fenwick W., Deciding What to Teach & Test: Developing, Aligning, and Leading the Curriculum. Thousand Oaks, CA: Corwin, 2010, p. 4), and as narrowly as a lesson plan. Complicating matters is the fact that curricula are often organized to fit particular time frames. The incompatible and overlapping notions that curriculum involves everything that is taught and learned in a particular setting and that this learning occurs in a limited time frame reveal the nuanced complexities of curriculum studies.
Constructing Knowledge provides a forum for systematic reflection on the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings. Of concern are such fundamental issues as: What should be studied? Why? By whom? In what ways? And in what settings? Reflection upon such issues involves an inter-play among the major components of education: subject matter, learning, teaching, and the larger social, political, and economic contexts, as well as the immediate instructional situation. Historical and autobiographical analyses are central in understanding the contemporary realties of schooling and envisioning how to (re)shape schools to meet the intellectual and social needs of all societal members. Curriculum is a social construction that results from a set of decisions; it is written and enacted and both facets undergo constant change as contexts evolve.
This series aims to extend the professional conversation about curriculum in contemporary educational settings. Curriculum is a designed experience intended to promote learning. Because it is socially constructed, curriculum is subject to all the pressures and complications of the diverse communities that comprise schools and other social contexts in which citizens gain self-understanding.
This series represents a forum for important issues that do and will affect how learning and teaching are thought about and practised. All educational venues and situations are undergoing change because of information and communications technology, globalization and paradigmatic shifts in determining what knowledge is valued. Our scope includes matters in primary, secondary and tertiary education as well as community-based informal circumstances. Important and significant differences between information and knowledge represent a departure from traditional educational offerings heightening the need for further and deeper understanding of the implications such opportunities have for influencing what happens in schools, colleges and universities around the globe. An inclusive approach helps attend to important current and future issues related to learners, teachers and the variety of cultures and venues in which educational efforts occur. We invite forward-looking contributions that reflect an international comparative perspective illustrating similarities and differences in situations, problems, solutions and outcomes.

Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, Athina Dimitriou.


In keeping with Michael’s spirit, the friends and family of Dr. Michael Kompf have established the Dr. Michael Kompf Graduate Student Travel Scholarship, which will be administered and housed in the Faculty of Education of Brock University. Tax deductible contributions to the endowment fund for the award can be made by cheque to Brock University with the subject note: Dr. Michael Kompf Graduate Student Travel Scholarship, or contributions can be made online by going to: www.brocku.ca/onlinedonations/ and clicking on the drop down box for the Dr. Michael Kompf Graduate Student Travel Scholarship.