The authors chapters provide a comparative look at effective components of career development programs in diverse secondary school settings. Cutting edge strategies will empower educators to develop and implement career development programs capable of promoting the acquisition of knowledge, skills, and attitudes required by students in order to be prepared for career training programs and college-level work. In conjunction, the cognitive and non- cognitive factors influencing the students career decision-making behaviors and academic preparedness are elucidated. The effective career development programs involve the shared efforts of school counselors, administrators, teachers, educational support staff, and/or community members. Chapter topics include: alignment with Common Core Learning Standards, The American School Counselor Association (ASCA) Career Development Standards, and the Secretarys Commission for Achieving Necessary Skills (SCANS); evidence based practices; lesson plans; theoretical foundations; implementation process; recommendations for addressing barriers to successful implementation; wide-ranging websites; and additional practical resources.


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Access to compulsory education is essential to eradicate poverty. The right to a quality education is protected by the Universal Declaration of Human Rights and the 1989 Convention on the Rights of the Child. Global efforts have been directed to meet significant goals including improving educational opportunities for disadvantaged children and ethnic minorities and to eliminate gender disparities in access to education. Progress has been slow worldwide in improving educational outcomes. Global initiatives must refocus efforts to safeguard the attainment of skills that are necessary to prosper in the world village. Universal barriers include poverty which is casual to late starting and early school leaving (ESL), unsafe school environments and conditions including bullying and violence, bigotry and prejudices including intolerance to diversity, and lack of qualified teachers and suitable curriculum and facilities. This book is a collection of ten empirical articles that discuss barriers to positive outcomes and offer solutions to meeting the world’s need of providing an enriched future for ensuing generations. Overcoming barriers will enable education endeavors to provide increased opportunities for improved literacy, trade skills, and economic vitality.


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In the competitive global environment, nation-states have no choice but to adjust themselves in order to be more efficient, productive, and flexible. There is no exception to the countries within the East and the West. The book, with perspectives from the East and from the West and 12 chapters, describes, analyzes and explains how educational leadership and policy being shaped and developed within their own contexts with various social, cultural, economic, and political forces. This book covers a wide range of research studies and findings from Hong Kong, Mainland China, Taiwan, Cambodia, Canada and the United States. This book will constitute part of the literature to supplement diverse perspectives on educational leadership and policy. The book is a must for most academics, researchers, policy makers, as well as, students of educational leadership and policy studies.


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This book is a collection of empirical and review studies on educational leadership and language policy research in both east and west hemispheres, and consists of ten chapters in two sections. Section One includes five chapters, each of which is an independent study that explores untested ideas in educational leadership and research around the globe. Four chapters in Section Two are empirical focusing on language policies in various contexts, with one chapter reviewing the language policies used in mathematics and science teaching in Malaysia. The primary objective of this book is to expand readers’ knowledge of educational leadership and policy research and to provide important implications for educators, administrators, and policy-makers.


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This book is a collection of empirical quantitative, qualitative, and mixed-methods research articles covering topics in the following two major areas: a) general education; and b) second or foreign language education. The section of ’general education’ includes five chapters. These chapters report general education research studies on several topics, i.e., motivation used in elementary classrooms, impact of seating arrangements on student participation, doctoral student drop-out rate, university campus suicide prevention programs, and relationships between students’ body parameters and their mathematics performance. The section of ’second or foreign language education’ includes five chapters as well. The research topics include developing ESOL students’ intercultural communicative competence, causes of intercultural miscommunication and its impact on ESOL students’ learning, non-native English-speaking ESOL teachers’ identities in diverse contexts, professional dispositions for teaching P-12 English language learners, and faculty perceptions of assessing Chinese college students’ English pragmatic competence. The primary objective of this book is to expand readers’ knowledge of general education and second or foreign language education, and provide important implications for students, teachers, and school administrators.


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Generalizability (G-) Theory is a more powerful theoretical framework than Classical Test Theory for the detection of rater/rating variability. It has the capability of identifying multiple sources of variance. Furthermore, it identifies not only multiple sources of error, but also the interaction of these sources of error. This book is a collection of a series of empirical studies that used G-theory as a theoretical framework in the research of large-scale standardized and small-scale classroom-based educational assessments, as well as in business and sports and games research.


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English language learners (ELLs) are the fastest-growing youth population in PK-12 schools in the United States. As the number of ELLs increases, teachers with ELLs in their own classrooms find themselves struggling to find ways to teach ELLs effectively. For this reason, much attention has been paid to provide teachers of ELLs with research or evidence-based recommendations to support ELLs’ learning. This book deals with key issues concerning teaching English language learners (ELLs) in various K-12 teaching settings. The ultimate goal of this book is to suggest research-based teaching practice to support teaching and learning of ELLs both in language and content classrooms. The main target audiences of this book are teacher educators, pre- and in-service teachers of both English as a Second Language (ESL) and content area teachers.


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This book presents original and innovative research ideas in STEM Education. It is designed to include theoretical, position, and empirical papers that have not been published in other arenas. The aforementioned types of research studies have been primarily conducted by early career researchers - doctoral candidates, postdoctoral fellows, and assistant professors. Certainly, mentees have submitted work for inclusion that was produced by them and their mentor (perhaps, a more published researcher in STEM education). Moreover, the central aim of this book is to highlight the research talent and skills of those early career researchers who often are not given the chance to showcase their work on an international research stage - this book gives a voice to them.


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TESOL Education around the World: Issues and Implications is a compilation of review and empirical articles covering various aspects of the multi-faceted domain of TESOL education around the world. This edited collection considers two aspects of TESOL education: English as a second language (ESL) education and English as a foreign language (EFL) education. The first part of this book focuses on ESL education issues around the world. The second part of this book focuses on EFL education issues around the world. In both parts, researchers examine various teaching and learning issues of ESL and EFL education and try to provide pedagogical implications for TESOL teachers and practitioners. This book will be of interest to all those in the field of TESOL education. Teachers, pre-service teachers, educational administrators, and students will benefit from this book.


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