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Increasing student readiness for higher education is an objective and goal for many college-level preparation programs. Within the college-level programs, there is a group of students who will need additional preparation and support to make the successful transition into higher education. Adult English language (AEL) learners have the task of learning the target language with all of the rules and exceptions to the rules, while applying the language in a meaningful, memorable, and useful manner. When AEL learners are engaged in hands-on project-based learning (PBL) activities, the English language becomes more applicable for everyday use inside and outside the classroom. Learners also have the opportunity to develop additional skills such as problem-solving, critical thinking, information gathering, synthesizing, evaluating, and collaborating with a team. All of these skills are critical for success in higher education and transferrable with AEL learners who are completing their college-level preparatory programs.

This chapter discusses the in-class approach of implementing a high-quality PBL activity that integrates English language learning in an authentic real-world manner. Practitioners of AEL programs can draw on their in-class practices and the theories of adult education to utilize PBL in their classroom as a means to facilitate the language acquisition process. Through the PBL process, practitioners become facilitators who help learners meet the challenges of learning English, developing their understanding of American classrooms and improving their readiness for transition into higher education.

Higher education has recently experienced an advancement in teaching and learning methods. Academics are experimenting with innovative techniques in using e-learning due to the global pandemic which has given a new dimension to classroom teaching. Hybrid teaching is becoming the new norm for classroom teaching which includes both face-to-face and online modes. Smart gadgets and technology are being used to design classroom delivery, assessment, and evaluation of students. The use of innovative teaching and learning methods becomes crucial to motivate and teach a spirit of learning. The development in the information and communication technologies (ICTs) sector has led to knowledge-intensive, interdependent and internationalized societies exploring and experimenting with opportunities for the design and delivery of education. ICTs are opening up new horizons to facilitate the exchange of creativity and intercultural dialogue. This book volume highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students’ active engagement in their own learning processes leading to transformative student learning. It discusses the in-class approach of implementing high-quality project-based learning activities that integrate learning in an authentic real-world manner. Chapters are dedicated to experiential learning which encourages critical thinking and creative problem-solving skills in students which is the essence of innovative teaching-learning methods. Academics are applying these methods to ensure that the student learning process is free flowing and stimulates students toward role-playing and mastering problem-based learning.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Young people are often targeted heavily in advertising campaigns for new and growing products, and there are several reasons that companies might go down this marketing road. Brand strategists could feel that going for the youth market makes the product seem more attractive, or “sexy”. There is also the commonly‐held view that young consumers are easier to attract, because they have less fixed views on brands and therefore are not inhibited in their choices by brand loyalty.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

The purpose of this paper is to study the implementation of Staff Picks, a new measurement to evaluate the annual performance of professionals at the Santa Cruz Public Libraries (SCPL).

The paper discusses the reasons why the number of public librarians' publications is far less than that of their academic counterparts in professional literature. To reverse such a trend, SCPL requires its librarians to write and publish three book reviews per year, as part of their annual performance appraisal.

As one of the contributors to the program, the author has not only participated in the process, but also has conducted a series of investigations into the unprecedented success of Staff Picks. The paper provides answers to a series of questions: Why can it shine and attract so many writers and readers? How can it grow so steadily and successfully? What are the driving forces behind all of these phenomena?

The paper helps public librarians to be more active in contributing to professional publications by practicing and publishing locally, and eventually nationally and internationally.

Staff Picks is innovative in the historical sense that, for once, public librarians are required to write and publish. Their practical research work has benefited not only their own promotions and appraisals, but more importantly, the lives of the public.

A team of five researchers set out to document pre-service teachers’ experiences interviewing elementary-aged children about social studies topics. Nearly 200 pre-service teachers across three universities participated in this longitudinal study. Collected data include: course readings, syllabi, and pre-service teachers’ History Through a Child’s Eye essays. Themes from the data include: pre-service teachers’ understanding of multiple perspectives, integration of digital primary sources, and development of historical evidences based upon evidences.

Theories of income inequality frequently cite child and adolescent labor as a societal problem. In contrast to such theories, we propose that path dependency coupled with enhancement of human and social capital enables some adolescents who work to find more attractive jobs later in life.

Using the longitudinal Youth in Transition Survey (YITS) spanning over 10 years, we find support for a positive relationship between adolescents’ number of work hours and future desirable professional outcomes such as being employed, income, person-organization fit, knowing where to look for a job, and career networking.

The positive relationship, in many instances, is curvilinear and highlights the downfall of working excessive hours. We also explore whether adolescent work for a stranger or family member leads to different outcomes, and find that working in a family business leads to enhanced later life utilization of career networks as well as better person-organization fit.

While we find that adolescent work intensity is linked to positive later life outcomes such as higher income, better fitting jobs, and better career networks, we also find maxima whereby additional hours worked have a diminishing effect on the outcomes. This suggests the need for societal norms and/or laws to avoid excessive adolescent work.

The findings in this chapter shed light on the role of early life work experiences in future professional outcomes. We show that certain types of adolescent employment can enhance future career prospects, counter to much of the established literature on the detrimental impact of youth labor.