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The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS).

A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes.

Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory.

This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ.

The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues.

There is limited research and analysis of the identification and implications of using PP pedagogy.

This study looks at the development of critical literacy for three pre-service teacher participants, relevant support systems, and pedagogies. It considers how pre-service teacher participants construct knowledge on critical literacy within the methods course. The participants started with their own literacy histories in order to began developing internalization and critical consciousness within the methods and field experience course. Throughout the course, the participants took social action by using some of the critical literacy approaches that were presented as instructional strategies in the methods course. However, the participants were still internalizing two essential components of critical pedagogy in their own teaching: problem posing and dialogue. They acknowledged the value of problem posing and dialogue in their own learning but had some difficulty using these methods in their own teaching. The implications from this study suggest that teacher educators and future teachers take a stance on critical education and push for structural changes in common teaching practices and school curriculum mandates.

The purpose of this paper is to describe a protocol for developing students into social actors using young adult (YA) literature in social studies. The world-changing through social action protocol (WSAP) utilizes five recursive steps (P2TripleS): problem posing, problem history, systems thinking, solutions thinking and social action. WSAP is designed to provide secondary social studies teachers with tools to create thematic units, activities and discussions about difficult current issues, such as school violence, bullying, death, or suicide. The purpose of WSAP is to help teachers incorporate strategies to encourage civic action for social justice.

In this paper, WSAP is applied to the YA novel Violent Ends (Hutchinson et al., 2015), which describes a school shooting and its effects from multiple perspectives.

This paper discusses the use of the theoretical framework, WSAP and its five recursive steps (P2TripleS). The protocol developed is a helpful tool for teachers to integrate ELA and Social Studies curriculum in a student-centered, project-based environment while addressing the C3 and Common Core State Standards. The protocol is applied to the YA novel, Violent Ends (Hutchinson et al., 2015) and includes questions and strategies that guide teachers and students to critically think about democratic action and gun violence.

The specific steps of the WSAP protocol will be demonstrated with Violent Ends, providing example activities from this book for practitioners.

This paper is the first to apply the WSAP with a YA text.

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are emerging that promote a high level of personalization of the learning experience. One type of personalization is context personalization, in which instruction is presented in the context of learners’ individual interests in areas like sports, music, and video games. Personalized contexts may elicit situational interest, which can in turn spur motivational and metacognitive states like positive affect and focused attention. Personalized contexts may also allow for concepts to become grounded in prior knowledge by fostering connections to everyday activity. In this Chapter, we discuss the theoretical, design, and implementation issues to consider when creating interventions that utilize context personalization to enhance motivation.

First, we provide an overview of context personalization as an instructional principle and outline the emerging evidence that personalization can enhance motivation and improve achievement. We then discuss the theory hypothesized to account for the effectiveness of context personalization and discuss the approaches to personalization interventions. We close by discussing some of the practical issues to consider when bridging the design and implementation of personalization interventions. Throughout the paper, we anchor our discussion to our own research which focuses on the use of context personalization in middle and high school mathematics.

The theoretical mechanisms through which context personalization enhances learning may include (1) eliciting positive affective reactions to the instruction, (2) fostering feelings of value for the instructional content through connections to valued personal interests, or (3) drawing upon prior funds of knowledge of the topic. We provide hypotheses for the relatedness of context personalization to triggering and maintaining situational interest, and explore potential drawbacks of personalization, considering research on seductive details, desirable difficulties, and authenticity of connections to prior knowledge. We further examine four approaches to personalized learning – “fill-in-the-blank” personalization, matching instruction to individual topic interests, group-level personalization, and utility-value interventions. These approaches vary in terms of the depth of the personalization – whether simple, shallow connections are made to interest topics, or deep, meaningful connections are made to learners’ actual experiences. The consideration of depth also interacts with grain size – whether content is personalized based on the broader interests of a group, or the individual experiences of a particular learner. And finally, personalization interventions can have different levels of ownership – an instructor can generate the personalized connections, the connections can be made by the curriculum designers, or learners can take an active role in personalizing their own learning. Finally, we discuss the practical implementation issues when bringing context personalization interventions into K-12 classrooms. Personalization can be logistically difficult to implement, given that learners hold a diverse array of interests, and may experience each of those interests differently. In addition, particular types of instructional content may show greater sensitivity when personalization is implemented, and personalization may be most helpful for learners with certain background characteristics.

Realizing the promise of personalized learning is an unsolved problem in education whose solution becomes ever more critical as we confront a new digital age. Context personalization has the potential to bring together several well-established strands of research on improving student learning – research on the development of interest, funds of knowledge, and utility value – into one powerful intervention.

This research explores the “transformation” ideas of Japanese Lesson Study (LS) and Open Approach (OA) to create and sustain a Thailand LS incorporated OA (TLSOA) model to successfully adapt to the local contexts. Although LS is spreading globally, previous studies have identified several challenges to its implementation.

The researcher employed a longitudinal research design that involved repeated investigations of a group of participants: from their fourth year as bachelor's degree students until they became eligible coordinators to practice the TLSOA model for teachers' professional development (PD). Data were collected using reflective journals, two types of survey questionnaires, and records of periodical reflective meetings over three cohorts.

As results reveal, the participating teachers' active engagement in the TLSOA model has made a positive impact on their teaching practices, collegiality, and professional self-identification. Students perceived themselves as having enormous changes in their learning behaviors. Those changes are linked to establishing a positive, student-centered, and active learning-based school culture with teachers' beliefs for innovations.

Further studies should focus on the possible conflicts emerging between the different cultures of teaching.

The idea of the TLSOA model is to ensure teachers are well trained to possess sufficient skills.

The findings could be of value for the leaders, educators, policymakers to advocate the TLSOA model as a systematic approach to whole-school improvement and as a channel for spreading effects at the national, the APEC, and the CLMV regional levels.

Big data has posed problems for businesses, the Information Technology (IT) sector and the science community. The problems posed by big data can be effectively addressed using cloud computing and associated distributed computing technology. Cloud computing and big data are two significant past-year problems that allow high-efficiency and competitive computing tools to be delivered as IT services. The paper aims to examine the role of the cloud as a tool for managing big data in various aspects to help businesses.

This paper delivers solutions in the cloud for storing, compressing, analyzing and processing big data. Hence, articles were divided into four categories: articles on big data storage, articles on big data processing, articles on analyzing and finally, articles on data compression in cloud computing. This article is based on a systematic literature review. Also, it is based on a review of 19 published papers on big data.

From the results, it can be inferred that cloud computing technology has features that can be useful for big data management. Challenging issues are raised in each section. For example, in storing big data, privacy and security issues are challenging.

There were limitations to this systematic review. The first limitation is that only English articles were reviewed. Also, articles that matched the keywords were used. Finally, in this review, authoritative articles were reviewed, and slides and tutorials were avoided.

The research presents new insight into the business value of cloud computing in interfirm collaborations.

Previous research has often examined other aspects of big data in the cloud. This article takes a new approach to the subject. It allows big data researchers to comprehend the various aspects of big data management in the cloud. In addition, setting an agenda for future research saves time and effort for readers searching for topics within big data.

Today’s digitally connected classrooms have the potential to be places for rich and engaged disciplinary learning. This chapter takes two topics that have been identified in the What’s Hot in Literacy 2019 study, digital literacies and disciplinary literacies, and illustrates their intersections and synergies. Both areas have remained hot and very hot as individual topics. In this chapter, the authors explore the powerful opportunities to harness the learning potential of the Internet to engage learners across disciplines. By forging connections between digital literacies for disciplinary learning, the authors examine practices and develop pedagogies that youth deserve.

The purpose of this research is to explore how and to what extent the Blended Learning Classroom (BLC) model enhances students’ learning experience. The creation of the BLC model was to provide different learning approaches to overcome the challenges in the new normal regarding how we could manage the Thailand Lesson Study Incorporated Open Approach (TLSOA) model to maximize students’ independent learning.

The researcher employed a participatory observation research design for 178 participants consisting of directors and teachers from 62 schools using a purposive sampling technique. Data were collected using the stimulated recall technique that allowed the participants to reflect and discuss what was happening while they were applying the BLC model.

A total of 84.9 percent of participants agreed and strongly agreed with the benefits of implementing the BLC model. The results revealed that Lesson Study (LS) teams created the problem situations substantially by emphasizing across-subject. The qualitative findings revealed that there are three valuable insights in terms of the strengths, challenges and effectiveness of implementing the BLC model.

These discussions are limited to a study representative of 62 out of 274 project schools.

The successful implementation of the BLC model requires effective planning, ongoing support for teachers and a suitable infrastructure to ensure access to technology.

This research adds new insight to the scarce amount of literature on students’ active, interactive and self-regulated learning in a BL environment.

It is appropriate to begin with some observations on the development of Public Administration, for the development of Comparative Public Administration and its present problems are most clearly viewed in historical perspective: The logical problems are related to a chronological development.