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In: Implementation and Replication Studies in Mathematics Education
Championing Diversity in Scholarship on Growing Older with Chronic Illness
Statistical data suggest that many people with chronic health conditions pass away at much younger ages than their peers. Yet large quantitative datasets that address aging with chronic illness often do not capture the diversity of people with chronic diseases and their experiences of growing older. The assumptions built into many core data resources on aging often erase the journeys of people occupying marginalized social locations. Likewise, these same assumptions can result in omission of people who survive for long amounts of time while managing conditions with relatively short median life expectancies.

These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.

With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.

Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
As we navigate post-pandemic educational recovery and future-oriented design, the Handbook of Research in Online Learning: Insights and Advances emerges as a scholarly authority to illuminate existing questions and catalyze conversations on imperative transformations in education. Tailored for researchers, designers, educators, administrators, and stakeholders, this handbook delves into the nuanced landscape of online learning.

Curated by leading experts, each chapter provides a deep exploration of critical online teaching and learning dimensions. Whether you're navigating the complexities of instructional design, exploring the impact of digital learning on diverse student populations, or delving into the transformative potential of AI, each chapter illuminates critical aspects of online education. It merges current significant works with unpublished manuscripts, embodying the interdisciplinary essence of online learning research. Grounded in diverse theoretical frameworks and research methods, it offers theoretical insights and actionable guidance for cutting-edge educational methodologies.

This handbook is not just a compendium; it's an indispensable guide for shaping the future of education.

Contributors are: Michael Ahlf, Stephen Allen, Tonya Amankwatia, Fatih Ari, Ismahan Arslan-Ari, Michael K. Barbour, Gail Alleyne Bayne, Karen Bellnier, M. Aaron Bond, Victoria Brown, George Bradford, William Cain, Sumie Chan, Lauren Cifuentes, Laura DaVinci, Gina Deckard, Shernette Dunn, Anne Fensie, Holly Fiock, Sara Flowers, Carla Karen Fortune, Theodore Frick, Michael M. Grant, Alexis Guethler, Dan He, Atsusi "2c" Hirumi, Charles B. Hodges, Stephanie Hostetter, Michael Houdyshell, Fethi A. Inan, Frank Jamison, Amir Kalan, Meryl Krieger, Jessica Lantz, Mary Lefaiver, Juhong Christie Liu, Noble Lo, Barbara Lockee, Fatemeh Marzban, Trey Martindale, Sara McNeil, Laura McNeill, Stephanie Moore, Martha Lorena Obermeier, Larisa Olesova, Jennifer Jihae Park, Sanghoon Park, Yujin Park, AnthTony Pina, Drew Polly, Yingxiao Qian, Thomas Reeves, Christiane Reilly, Jennifer Richardson, Aubrey Rogowski, Leanne Rutherford, Kay Seo, Sanga Song, Edwin Teye Sosi, Stefan Stenbom, Sharon Stidham, David Tai, Hengtao Tang, Torrey Trust, Shannon Tucker, Denis Unal, Lucas Vasconcelos, Charles Xiaoxue Wang, Florence Williams, Ying Xie and Fan Xu.
Series Editors: and
Bold Visions in Educational Research was co-founded by Joe L. Kincheloe and Kenneth Tobin for the purposes of publishing cutting edge research that incorporated incisive insights supported by rich theoretical frameworks. The editors stance was that scholars with bold visions would pave the way for the transformation of educational policies and practices. In conjunction with this idea of encouraging theoretically rich research, the editors planned a series of Pioneers—first readers in a given field. Pioneers are written for educators seeking entry into a field of study. Each Pioneer is a “starter”; an introduction to an area of scholarship, providing well-developed, theory-rich, jargon-free texts about current, state-of-the-art research that affords deep understandings of an area and lays the foundation for further studies in the same and related areas. The books are excellent texts for graduate studies, useful resources for professional development programs, and handy reference readers for early career researchers.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
Series Editor:
One characteristic of modern societies is that they are likely to assign their social problems to education. Arising in the specific context of the late eighteenth century, this ‘educational reflex’ paved the way for education to become an important social factor on regional, national and global scales. Witnesses for this upswing are for instance the expansion of compulsory schooling, the state organization and tertiarization of teacher education and thus the introduction of education departments in the universities.
However, in contrast to the social artefact of modern societies – pluralism in languages, cultures, values, and customs –, education research seems in many respects still committed to ideas of unity or uniformity. For instance, the global standardization movement fosters uniformity in curriculum and content to serve the purpose of dominant global evaluation schemes, which in turn are based on the idea of human cognition as an immutable arrangement of mental processes with regard to learning. Moreover, critics of these developments often argue with arguments and convictions that can be traced back to the time when the education sciences emerged in the context of the cultural and political idea of the uniform national state.
Obviously, today’s education research often operates using concepts that are derived from ideas of unity and uniformity in order to tackle the challenges of cultural and linguistic plurality in the context of democratic societies. This is both a paradox and an occasion to reflect upon the present and future role of education research in the context of modern societies in four attempts: Education Systems in Historical, Cultural, and Sociological Perspectives (Vol. 1); Multimodality and Multilingualism: Current Challenges for Education Studies (Vol. 2); Professionalization of Actors in Education Domains (Vol. 3); Education and Learning in Non-Formal Contexts (Vol. 4).
Series Editor:
Research methods and research methodology are at the heart of the human endeavors that produce knowledge. Research methods and research methodology are central aspects of the distinction between folk knowledge and the disciplined way in which disciplinary forms of knowledge are produced. However, in the teaching of research methods and methodology, there traditionally has been an abyss between descriptions of how to do research, descriptions of research practices, and the actual lived research praxis.
The purpose of this series is to encourage the publication of books that take a very practical and pragmatic approach to research methods. For any action in research, there are potentially many different alternative ways of how to go about enacting it. Experienced practitioners bring to these decisions a sort of scientific feel for the game that allows them to do what they do all the while expressing expertise. To transmit such a feel for the game requires teaching methods that are more like those in highlevel sports or the arts. Teaching occurs not through first principles and general precepts but by means of practical suggestions in actual cases. The teacher of method thereby looks more like a coach. This series aims at publishing contributions that teach methods much in the way a coach would tell an athlete what to do next. That is, the books in this series aim at praxis of method, that is, teaching the feel of the game of social science research.
Volume Editor:
In today's digital age, visual representation plays a significant role in shaping our world. This book explores the topic of visual research methods and their relevance to education. It highlights the use of visual media, such as images and videos, to enhance our understanding of complex concepts and phenomena. By integrating visual research into education, we can gain a comprehensive understanding of abstract ideas, leading to better retention and application of knowledge. Additionally, visual research methods provide multiple perspectives on social phenomena, motivating us to initiate social change.

The book features contributions from scholars worldwide, who discuss various methodological perspectives and applications of visual research in education. Topics include visual inquiry methodology, techniques for analyzing visual data, and the use of photovoice. Each chapter reviews the literature on a specific visual method, addresses methodological challenges, strengths, and limitations, and explores its contributions to education research.

Overall, this book offers valuable insights into the power and potential of visual research methods in education, providing a platform for scholars to share their expertise and promote the use of visual methods in educational research.

Contributors are: Hendrik-Zoltan Andermann, Chang Cai, Yanli Cao, Helen Hanna, Qing Huang, Wei Jin, Guanyu Li, Ning Luo, Patrica A. L. Ong, Miao Pei, Hing Kwant To, Kwok Kuen Tsang, Ting Wang, Zeyu Wang, Ziaoyu Wang, E. Jayne White, Rui Xiong, Boris Zizek and Zhaolin Zhou.


The following paper is an introduction to the image-analytical methods of objective hermeneutics based on an exemplary analysis of a youth-oriented website. In a methodological sketch, the constitutional and fundamental methodological assumptions, procedures and principles are first explained and substantiated. These will then be carried out using the example of an analysis of the MTV website “A Thin Line” in order to illustrate their practical implementation and to enable self-study.

In: Looking beyond Words
Authors: , , and


Teacher preparation programs (TPP s) are expected to help preservice teachers (PST s) to be aware of identify and revise their possibly biased perceptions on potential students and schools they may serve. Field experience, a requirement of every accredited TPP, has long been viewed to have an awareness-raising effect to reconstruct experiences into meaningful insights as well as to impact PST s’ perceptions. This study employs photovoice to explore five PST s’ perception on rural students and education during their 5-day field experiences from visiting five rural and ethnic minority schools in Yunnan, a southwest province of China. The findings from this study indicate that PST s in the field far different from their personal education background shift their perspective concern from instruction to student, which could be the sign that PST s improve their reflection to become more inclusive, student-centered other than egocentric, teacher-centered. The study also found that photovoice mediates the participants to document and report their lived experience. It gives the opportunities to PST s to ascribe meanings to the photos representing their knowledge and perspective of the phenomenon. Implication to TPP s is finally discussed.

In: Looking beyond Words
In: Looking beyond Words