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The Survey of Instructional Design Models, now in its 6th edition, is part literature review, part discussion. The literature review provides a broad foundation to understanding the diversity and use of instructional design models used in research and practice while reflecting on the many changes experienced in the field.

The updated taxonomy and assumptions provide guidance on how to consider instructional design models as conceptual and operational tools. From learning space to contextual factors and elements, the taxonomy benefits anyone of interest with practically any level of prior knowledge about the systematic design of instruction. However, the taxonomy is likely to be most useful to people at the ends of the instructional design knowledge continuum: novice instructional designers on one end and instructional design scholars on the other end.

The streamlined layout in the latest edition reviews 12 instructional design models currently encountered in a variety of contexts and should assist you in creating a personal mental model to aid in adopting or adapting existing models or when encountering a new model.
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, Evelien van der Veer.

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: and clicking on the drop down box for the Dr. Michael Kompf Graduate Student Travel Scholarship.
Series Editors: and
Migration has been adopted by many countries as a strategy to compete for the most talented, skillful, and resourceful and to ameliorate aging populations and labour shortages. The past few decades have witnessed both an expansion and transformation of international migration flows. The resulting demographic, social and cultural changes have reconfigured the landscapes of education in the receiving societies.
Transnational Migration and Education aims to bring together international scholars with contributions from new and established scholars to explore the changing landscapes of education in the age of transnational migration. The series includes authored and edited collections offering multidisciplinary perspectives with a wide range of topics including:
• global and comparative analyses of migration
• the impact of migration on education and society
• processes of exclusion and inclusion in migration and education
• tensions between mobility, knowledge, and recognition
• intersections of race, class, gender, sexual orientation and education
• transnationalism, diaspora, and identity
• transnational migration and youth
• race and ethnic relations
• ethnicity, diversity and education

Please send book proposals to the series editors, Shibao Guo and Yan Guo, or the Aquisitions Editor, Evelien van der Veer.
Series Editor:
The new series presents books that examine new perspectives in counseling and psychotherapy. The series also examines the notion of ‘student cultures’ as a concept that embraces both youth cultures and children and young people who are frequently subjects of counseling. The series acknowledges the importance of the contexts—cultural, political and social—within which counseling occurs as well as new theoretical developments and perspectives that respond to emerging demands.
Since the late 20th century there has been a profound socio-cultural, economic and political shift as globalisation, underwritten by developments in telecommunications and information technologies and the ideology of ‘free trade’ agreements, has continued apace, promoting a form of world economic integration but with strong regional differences and widening inequalities between the North and South. In advanced economies the increased automation of the tertiary sector and a shift to service-oriented industries has accompanied the rise of the ‘knowledge economy’.
National governments, under the banners of ‘choice’ and ‘diversity’, are experimenting with new forms of schooling and education that are based on customised responses to individual needs and personalised learning. In the USA, the Bush regime passed the No Child Left Behind Act (NCLB) that now assesses the success of schools in terms of the measurement of the academic achievement of all students with a focus on under-performing schools. This new policy culture of measurement, accountability, flexibility and compliance—sometimes called “diploma mills”--is aimed at improving achievement levels of elementary and secondary school students based on the view that the USA must improve its skill base and student achievement levels if it is to retain its pre-eminence as an economic super power and compete with rapidly industrializing nations of China and India. In the UK, Tony Blair has talked of the end of the comprehensive school era—an end of mass schooling as we know it, and has sought to develop a range of specialist schools or academies. Blair has declared the end of “one-size-fits-all” ideology that characterized the welfare era and now increasingly seeks ‘social market’ solutions to state provision, regulation and funding through the promotion of private-public partnerships. All of these factors and trends, in their complex interaction, have increased the significance of education both as one of the leading service industries of the future and as one of the few governmental means through which issues of social inclusion, social cohesion, national culture and identity, and citizenship can be addressed.
At the same time these globalization forces have greatly impacted both on the nature of education and its organizational forms, including schools and universities, and its student populations. More than ever before the market assumes a central role in the formation of identity as global consumer cultures now provide a major source of values and consumer styles brand and identify young people. Now we can no longer assume the students are one homogenous group or that they are the same as their counterparts of the late 1960's and early 1970's. Now differences exist over a broad range of opinions, attitudes, and behaviors within widely different social, cultural, political, and personal contexts. This series uses the concept student cultures to register these differences.
In terms of new perspectives, the series will explore social constructionism, critical theory, hermeneutics, feminism, mediation, narratology and narrative studies, poststructuralism and the work of Michel Foucault and how these have in turn influenced research and practice in guidance and counseling. One major development has been narrative therapy.
The series is committed to publishing single-authored and joint-authored books and edited collections that focus on current developments and issues. The series is also committed to publishing high quality, innovative and original work that adopts a critical view of new developments in counseling and other related to student cultures, viewing these within the wider parameters of contemporary socio-cultural political contexts.
Die Reihe ist abgeschlossen.
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.
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.
Series Editor:
The Comparative Education Society in Europe (CESE) is an international nonprofit making association of scientific and educational character. CESE was founded in 1961 in London and is a founding society of the World Council of Comparative Education Societies (WCCES). CESE has traditionally promoted a space for dialogue amongst scholars, specialists and young researchers from the field of education and other disciplines. More specifically, its purpose is to encourage and promote comparative and international studies in education by:
• promoting and improving the teaching of comparative education in institutions of higher learning;
• stimulating research;
• facilitating the publication and distribution of comparative studies in education;
• interesting professors and teachers of other disciplines in the comparative and international dimension of their work;
• co-operating with those who in other disciplines attempt to interpret educational developments in a broad context;
• organising conferences and meetings;
• collaborating with other Comparative Education Societies across the world in order to further international action in this field.

Every two years CESE organises an international conference of high scholarly standards which attracts academics, scholars, practitioners and students from all parts of Europe and around the world. Throughout its history, CESE has organised twenty-four such conferences, a special conference for the 25th anniversary of the Society, a symposium, and two ‘CESE In-Betweens’. In-Betweens are international symposia organised between the biennial conferences. A web site of CESE is maintained at
Series Editor:
The series critically investigates and informs the construction of youth identity and identity in general through the study of various forms of contemporary media. It will expand the notions of critical media literacy and its implications for multiple understandings of culture and youth. Since popular culture (including media texts) is one of the primary sites of education for our youth, and all of us, it is crucial for those scholars involved in critical media studies to discuss these issues in book form. The scope of books in this series will include scholarly investigations into the connections among the symbolic order, various forms of cultural artifacts and multiple critical readings of these artifacts within the context of critical/transformational media literacy. How do multiple interpretations of popular culture within conceptualizations of media enhance our understandings of education and how can critical pedagogy, in the Freirian sense, be expanded to develop a student’s critical consciousness of the texts (books, films, games, social media, etc.) that surround them in popular culture.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Acquisitions Editor Evelien van der Veer or Series Editor William M. Reynolds.
Series Editors: and
Editorial Board / Council Member: , , , , and
[International Board: Roger Behrens (Germany), Mirka Dickel (Germany), Norm Friesen (USA), Alex Lautensach (Canada), Euler R. Westphal (Brazil)]

The book series “Culture and Education” includes publications about both the theory and the practical implementation of education. The volumes are selected with regards to the manifold connections among different understandings of culture. At a time of the ongoing quantification and numerical comparison of education processes, the publications of this series share the idea that education is a fundamental and anthropological element of man’s culture. The different volumes of this series focus on the idea that the human being is inseparably connected to, and even dependent with and on, learning. However, learning is always realized in specific cultural contexts.
Examples of this are the relationships between education and religion, education and literature, education and politics or education and aesthetics. With this plurality of possible connections in mind, the series broaches the issue of the relationship between culture and education with regards to three distinct methodological approaches.
First, the series includes work on foundational research that becomes manifest in publications about the philosophy of education. Second, the series includes publications on fundamental ideas of education and their realization in different historical constellations and/or significant works on educational theory. Third, the series includes publications which address the relationship between culture and education from a comparative perspective. These volumes attempt to broaden the intercultural discussion on learning as an anthropological constant.