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Stand und Perspektiven der Operativen Pädagogik
Erziehung beginnt als Reaktion von Eltern und anderen Personen auf die Erziehungsbedürftigkeit und Lernfähigkeit eines Kindes. Dieser Prozess der Unterstützung des Lernens erstreckt sich nicht bloß auf die Kindheit, sondern zieht sich über den gesamten Lebenslauf. Dabei differenziert sich Erziehung in vielfältige Pädagogiken mit individuellen Praktiken, Institutionen und Reflexionszusammenhängen. Die Operative Pädagogik verknüpft diese verschiedenen Pädagogiken miteinander und argumentiert, dass das Zeigen und das Lernen das Fundament für die Erklärung von Erziehung und für ihre Praxis bilden. Der Band untersucht deshalb Prozesse des Zeigens und Lernens aus einer theoretischen und empirischen Perspektive in verschiedenen pädagogischen Handlungsfeldern. Er entwickelt vorhandene Forschungen im Bereich der Operativen Pädagogik weiter und zeigt Anschlüsse für zukünftige Forschungen auf. Ergänzt wird der Band durch eine Bibliografie der Schriften von Klaus Prange, dem Begründer der Operativen Pädagogik.
In service to their unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically-and-pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this work also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines.
Volume Editors: , , and
In this book, readers will have the opportunity to reflect on the multidisciplinary ideas and experiences presented by higher education and PreK-12 leaders seeking to establish effective partnerships in order to impact collaboration, opportunities for innovation, and growth. Authors explored how identifying, nurturing, and sustaining partnerships in systematic and structured ways is not a one size fits all experience. Partnership development requires flexibility and ongoing engagement with stakeholders. The impact of individualization, access to resources and support systems, and the value of multiple perspectives and experiences is also shared. Each chapter ends with reflective questions to support further reflection on experiences and ideas presented.

Contributors are: Louis Bruschi, Eileen Corigliano, Jane DeFazio, Lorrie DeSena, Jose Luis Diaz Jr., David Gordon, Josephine Marcantonio, Dina Prisco, Vannessa Smith-Washington, Patricia Tooker and Joao Arnaldo Vembane.
Series Editors: and
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 Beijing Normal University International Education Series selects special issues of the Beijing International Review of Education as an occasional volume in international educational theory and empirical education science. It will focus on the contribution of education to society, culture, and economy and looks to publish monographs that develop cutting-edge new research of interest to academics, policy makers, teachers and postgraduate students. When necessary, the series will expand upon previous issues of the journal by offering additional content and/or contextualizing the set of chapters in current research and methodology.
Brill's Educational Research E-Books Online, is the electronic version of the book publishing program of Brill in the field of Educational Research.
Coverage: General Education, Learning, Art Education, Language Education, Mathematics Education, Science Education, Youth Education, Higher Education, Adult Education, Educational Technology, Educational Theory, Educational Philosophy, Research Methodology, Comparative Education, Teacher Education, Professional Development, Education Policy & Politics, Educational Leadership, Culture and Education, Gender and Education, Inclusive Education.

The list of titles per collection can be found here.
Gaming is a diverse practice that occurs across multiple platforms, devices, and settings and is ripe for deeper study. This series features work that explores the meaning making that occurs when learners design, observe and/or play digital and nondigital games in various contexts. In this way, the series highlights the nuances of the participatory ecologies that are essential to game play and that may inform practice and pedagogy.

We invite scholars to submit proposals that offer a unique or innovative understanding of gaming and meaning making. Books in this series may be conceptual, theoretical, and empirical and can be edited compilations, anthologies, single-authored, and co-authored texts. We invite interested authors to submit proposals relating to gaming ecologies and pedagogies to Hannah R. Gerber, or Sandra Schamroth Abrams.
Series Editors: and
This series consists of books written for all stakeholders in education including undergraduate and graduate students of education, teachers, parents, and the community at large. The volumes bridge research, theory, personal anecdotes and practice, and interrogates and provides recommendations for schools and communities, specifically in urban spaces. This series focuses on privileging the authentic voices of those who have a vested interest in urban education and urban schools, as well as introduce critical pedagogical ways to engage communities and schools. Educators, students, community members, and academics are given opportunities to understand the essential nature of voice and activism. This work is necessary to transform schools and communities to better represent the young people they were built to serve.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
Series Editor:
Industry, government-sanctioned research and development and the private sectors have historically been the champions of fostering innovation with the aim of addressing changing human needs as well as economic gain. The connectivity of the 21st century coupled with advances in information systems and the unchecked advent of globalization have resulted in challenges to existing institutional structures in place as well as a greater awareness of inequities within and across different regions of the world. Innovation and innovation education are the new buzz words increasingly inundating popular discourses in different media. The aim of this avant-garde book series is to unfold the conceptual foundations of innovation from historical, socio-political, economic, scientific and ethical perspectives, as well as apply these foundations towards issues confronting education, science and society in the 21st century.
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Advances in Teaching and Teacher Education is an international book series that aims to provide an important outlet for sharing the state-of-the-art research, knowledge, and practices of teaching and teacher education. The series helps promote the discussion, improvement, and assessment of teachers’ quality, teaching, and instructional innovations including technology integration at all school levels as well as through teacher education around the world. With no specific restriction to disciplines, the series strives to address and synthesize different aspects and stages in teaching and teacher professional development both within and across disciplines, various interactions throughout the process of instructional activities and teacher education from various theoretical, policy, psychological, socio-cultural, or cross-cultural perspectives. The series features books that are contributed by researchers, teacher educators, instructional specialists, and practitioners from different education systems.