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We conducted both a field study and an experiment to examine why college students use laptops for note-taking, and how it impacts their performance in a managerial accounting course. Our study is unique because it takes place in an accounting setting, it incorporates the use of an interactive note packet, and it compares the effect of computer use among students in the lower half versus upper half of academic performance. We found that students chose to use a laptop to complete the notes primarily because of its ease, while those taking longhand notes did so because they felt it enhanced their learning. There was no significant difference in average test scores and course grades between the two groups overall or among students in the upper half of academic performance. However, the use of a laptop had a strong negative effect on students in the lower half of academic performance.

The adoption of a research-informed approach to teaching about homelessness has allowed the authors to provide diverse groups of learners with a range of traditional and more embodied educative experiences, both inside and outside of the classroom. While conventional research methods and outputs have provided a useful starting point for learners with no or limited working knowledge of homelessness, innovative approaches to research and outputs – which have prioritised giving a voice to homeless people themselves – have been particularly important in developing the critical empathy of learners towards the subject. To ensure an effective relationship between research and teaching (particularly when teaching those who work in the homelessness sector), the authors needed a good understanding of the prior learning and experiences, roles, operating contexts and needs of their learners, to teach from a position of empathy, and to work collaboratively with learners to further understanding.

We revisit the problem of redesigning the Master in Business Administration (MBA) program, curriculum, and pedagogy, focusing on understanding and seeking to tame its “wicked problems,” as an intrinsic part and challenge of the MBA program venture, and to render it more realistic and relevant to address major problems and their consequences. We briefly review the theory of wicked problems and methods of dealing with their consequences from multiple perspectives. Most characterization of problems classifies them as simple (problems that have known formulations and solutions), complex (where formulations are known but not their resolutions), unstructured problems (where formulations are unknown, but solutions are estimated), and “wicked” (where both problem formulations and their resolutions are unknown but eventually partially tamable). Uncertainty, unpredictability, randomness, and ambiguity increase from simple to complex to unstructured to wicked problems. A redesigned MBA program should therefore address them effectively through the four semesters in two years. Most of these problems are real and affect life and economies, and hence, business schools cannot but incorporate them into their critical, ethical, and moral thinking.

Changes in the educational environment regarding the teaching–learning process are required as a result of social, economic, and cultural transitions. In light of this, this chapter will discuss and examine the flipped classroom method’s qualities as well as potential applications for individualized higher education. A bibliometric review of the Scopus database would be done in order to fulfil the suggested goal, and a report on a flipped classroom’s implementation at a Brazilian university was also provided. It was discovered that the traits are pre-class activities, actions done in preparation for class, and postclass activities. This instructional approach can be utilized to motivate pupils in individualized instruction.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

The author examines the experiences of learning about Japanese elementary education from the perspective of a Canadian teacher. She suggests through a year-long study in a Japanese third grade classroom that the teaching practices and philosophies underlying curricular and pedagogical decisions made by teachers are shaped by the culture and society of which schools are part, such that learning about Japanese schooling highlights the influence of social, societal, cultural, linguistic factors outside, as well as inside, school. In line with narrative inquiry research practices, the author also acknowledges her own stance as a certified elementary level teacher who was educated and certified in Canada, in contributing to shaping her analysis of teacher knowledge of her teacher participants. She argues that the process of learning about schooling in a country or culture different from the one in which an individual was educated and learned to teach, involves immersing oneself into the research context to learn about the experience from the perspective an insider. Realization of the extent to which this expansive interweaving of school and society is apparent in many aspects of schooling in Japan, in turn, reinforces the idea that this interconnection may also underlie schooling in other societies as well, such that one's experiences in one's own culture may form the foundation for understanding and interpreting knowledge gained about schooling in another culture or community. The notion of cross-cultural teacher knowledge, then, may be grounded in personal and professional experience of teaching and being taught in one's own culture.

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.