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Speech pathology services have not been traditionally provided within school classroom settings. This chapter will describe the service-delivery options for provision of speech pathology services in classroom settings. A review of select research related to the efficacy of these services is included as applied examples for educators.

This paper investigates empirically the link between entrepreneurship education programs and students’ entrepreneurial behavior, with a particular focus on the distinction between experiential and classroom-based education. We introduce a more refined measure of entrepreneurial engagement that combines entrepreneurship intention and actual steps taken to realize that intention. Using data from a survey of 836 students at the National University of Singapore (NUS), we utilize linear regression models to examine not only the direct effect of entrepreneurship education program participation on entrepreneurial engagement, but also its possible interaction effect with several psychological constructs drawn from the Theory of Planned Behavior. The results show that participation in university entrepreneurship programs, especially experiential-learning programs, has significant positive influence on students’ entrepreneurial engagement. Moreover, the effect of program participation is significantly moderated by the students’ attitudes and perceptions. The findings have important practical implications for universities in designing entrepreneurship programs on campus. The study supports the call to move toward hands-on experiential programs as a more effective way for educational institutions to influence students’ entrepreneurial behavior and encourage venture creation activity on campus. We also contribute to the literature by confirming the impact of entrepreneurship education not only on entrepreneurial intentions but also on the concrete steps taken by students toward venture creation.

This chapter explores inquiry-based learning from the prospective of preservice teachers learning to enact classroom-based research. After describing a preservice course focused on practitioner inquiry, a framework for analyzing teachers’ perspectives toward teacher research is provided. The framework focuses on the different ways teachers conceive and make use of student learning data as tools for their own inquiry-based learning. Our study shows that changes to preservice teachers’ perspectives toward inquiry are possible, but often slow to nurture. Discussions of different approaches to research and specific research models appeared to be most impacting. Specifically, the above framework suggests that teacher inquiry that pursues dilemmas and wonderings, often leading to more questions, is much more useful than inquiry that seeks distinctive resolutions. When considering teachers’ classroom-based inquiry as a life-long professional pursuit, the results show promise for developing dispositions and skills for inquiry at this early career level. Implications of the course on preservice teachers and the theoretical model are provided.

Learning to teach subject matter topics that emerge as challenging for culturally and linguistically diverse students remains a key goal for prospective teachers. Teacher education needs multiple ways to guide preservice teachers (PSTs) for this work. One context for such teacher development is classroom-based teacher inquiry. I describe an innovation in teacher inquiry pedagogy that mentors PSTs in (a) mining multiple sources of knowledge for teaching challenging areas of content learning, (b) systematically analyzing knowledge gleaned from these sources, and (c) mediating through visual representations the overlapping, reinforcing, and sometimes conflicting ideas gleaned from sources, in order to advance conceptions and practice in content-based learning for diverse youth. I describe the pedagogy in practice, then use a case of one PST to illustrate how her knowledge evolved in learning to teach persuasive writing to early adolescent English language learners. It was in the knowledge sources interface, mediated by visual representations and written reflections, that this PST’s developing knowledge gained texture and depth.

Purpose – To highlight and discuss a framework for promoting effective classroom assessment practice that supports the language and literacy development of English Learners (ELs).

Design/methodology/approach – Though it includes some practical recommendations, it primarily synthesizes the work found in theoretical books on EL assessment.

Findings – Provides information on the main issues teachers need to consider for engagement in effective assessment practices at the classroom levels, with particular attention to classroom-based assessment. It highlights the need for considering a multiliteracies approach.

Research limitations/implications – It focuses on ELs in the U.S. K-12 system, therefore, it does not encompass all the possible types of ELs. It does not focus on high-stakes testing.

Practical implications – A very useful source of information for both preservice and in-service teachers of ELs.

Originality/value – This chapter offers an overview of essential elements involved in the assessment of special populations of students as is the case of ELs in U.S. public schools.

Higher education plays a key role in training leaders who are responsible for enacting a vision of a multi-racial democracy that is equitable, inclusive, and thrives on a healthy exchange of perspectives. How are college students’ cognitive and social cognitive skills linked with their diversity experiences? While the college curriculum may provide the theory and concepts necessary for understanding a multi-racial and multi-ethnic society, students’ experience with others of diverse backgrounds (inside and outside the classroom) provides an opportunity to practice living in a pluralistic democracy among “equal status” peers. Building on previous social science research, evidence presented in the University of Michigan affirmative action cases, this chapter empirically examines the link between interactions with diverse peers and students’ cognitive skills using standardized instruments as well as survey measures in a classroom-based study. Findings indicate that students’ cognitive skills are associated with particular types of interactions with diverse peers and the desire to influence society. Students who had negative interactions with diverse peers also tend to score lower on the disposition to think critically. The implications of these findings suggest that one's capacity for complex thinking skills is linked with the capacity to interact with diverse people and commitment to the public good – all of which are critical to a working, pluralistic democracy.

Developing entrepreneurial talent is important to sustaining a competitive advantage in a global economy catalyzed by innovation. The importance of quality entrepreneurship education and training has gained national attention, with the introduction by the 106th Congress of the Future Entrepreneurs of America Act (H.R., 1331). Congress is also considering providing technical assistance to secondary, post-secondary, vocational, and technical schools to develop and implement curricula designed to promote vocational and technical entrepreneurship (H.R., 2666).

In recent years, entrepreneurship education has become increasingly popular to promote economic development and encourage entrepreneurship. This chapter aims to review the effectiveness of entrepreneurship education and the mode of delivery. This review will help understand the effectiveness of entrepreneurship education (entrepreneurial skills, entrepreneurial intention, enhanced entrepreneurial mindset and greater business success). It will also help understand the mode of delivery (classroom instruction, experiential learning, mentoring and coaching and online learning) Using the traditional review methodology, the chapter focusses on the outcomes of entrepreneurship education on students and their attitudes, intentions and behaviours towards entrepreneurship. The chapter also evaluates the various modes of delivery, including traditional classroom-based instruction, experiential learning and online education. The review compared the United States of America and South African points of view on entrepreneurship education to posit significant directions on how to effectuate entrepreneurship education. The chapter further reviews the sustainable development goals that are aligned with entrepreneurship. Overall, the chapter concludes that entrepreneurship education is effective in promoting entrepreneurial attitudes, intentions and behaviours, and its mode of delivery significantly influences its impact. The chapter recommends the integration of active and experiential learning methods into entrepreneurship education, and the development of innovative modes of delivery to reach a wider audience. Policymakers should also support the integration of entrepreneurship education into the formal education system to promote economic development.

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.