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• Intro
• Contents
• Preface to the Revised Edition
• Preface to the First Edition
• 1. Deciding to Do a Qualitative Study
• Foundations
• Characteristics
• Natural Settings
• Participant Perspectives
• Researcher as Data-Gathering Instrument
• Extended Firsthand Engagement
• Centrality of Meaning
• Wholeness and Complexity
• Subjectivity
• Emergent Design
• Inductive Data Analysis
• Reflexivity
• Research Paradigms
• Positivist Paradigm
• Ontology
• Epistemology
• Methodology
• Products
• Postpositivist Paradigm
• Ontology
• Epistemology
• Methodology
• Products

• Constructivist Paradigm
• Ontology
• Epistemology
• Methodology
• Products
• Critical/Feminist Paradigm
• Ontology
• Epistemology
• Methodology
• Products
• Poststructuralist Paradigm
• Ontology
• Epistemology
• Methodology
• Products
• Kinds of Qualitative Research
• Ethnographies
• Microethnographies
• Ethnomethodology
• Participant Observation Studies
• Interview Studies
• Focus Group Studies
• Artifact Analysis
• Historical Studies and Historiography
• Grounded Theory Studies
• Naturalistic Inquiries
• Symbolic Interactionist Studies
• Narrative Studies

• Educational Criticism
• Phenomenological Studies
• Case Studies
• Action Research Projects
• Collaborative Studies
• Internet-Based Studies
• Conclusion: What Do I Call It?
• Criteria for Deciding to Do a Qualitative Study
• 2. Designing Qualitative Studies
• Design Elements
• Methodological and Substantive Theory
• Research Questions
• Contexts
• Participants
• Data Collection Strategies
• Data Analysis Procedures
• Nature of Anticipated Findings
• Institutional Review
• Project Identification
• Project Objectives
• Description of Research Participants

• Methods and Procedures
• Specific Risks and Protection Measures
• Benefits
• Methods of Obtaining Informed Consent
• Qualifications of the Investigator(s)
• Facilities and Equipment
• Ethics
• Criteria for Assessing Design Adequacy
• 3. Collecting Qualitative Data
• Observing
• Level of Involvement
• Field-Note Processes
• Figuring Out What to Attend To
• Writing Raw Field-Notes
• Filling in Research Protocols
• Bracketing
• Keeping a Research Journal
• Knowing When to Stop
• Interviewing
• Kinds of Qualitative Interviews
• Interview Processes

• Preparing for Qualitative Interviews
• Doing Qualitative Interviews
• Processing Interview Data
• Summary: Tips for Successful Interviews
• Collecting Unobtrusive Data
• Kinds of Unobtrusive Data
• Working with Unobtrusive Data
• Collecting and Processing Unobtrusive Data
• Collecting Other Types of Data
• Using Video in Qualitative Studies
• Doing Focus Group Interviews
• What are some of the advantages and disadvantages of focus group data collection?
• How should focus group techniques be used in qualitative studies in education settings?

• Turning reality on its head, (re)imagining a new way
• Ubuntu : the great gift of Africa
• Buddhism : an engagement with and in the world
• A map not a tracing : (re)thinking as (non)method
• The reconceptualized being-holon
• Let learn and let be : (re)thinking higher education institutions as onto-epistemological wombs of being-becoming
• Educating for a deeper humanity : a new plateau.

• Introduction générale. La reconnaissance de la place des femmes dans l'enseignement : représentations, résistances et trajectoires professionnelles
• Pt. 1. Les femmes dans l'enseignement : une légitimité à conquérir
• "L'art d'écriture est attaché au sexe masculin". La place des femmes dans l'enseignement à Rouen au cours de l'époque moderne
• Être institutrice de maternelle, la lente constitution d'une identité professionnelle (années 1880-années 1920)
• La construction d'une identité de praticiennes chez les institutrices de l'AGIEM au début du XXe siècle
• Les effet de la structuration sexuelle du champ de l'enseignement primaire : trajectoires et carrières de la première génération des institutrices de la Seine sous la Troisième République
• Des enseignantes engagées à la Belle Époque : une parole publique au service de l'école républicaine
• Les "intérimaires de guerre", une catégorie à part ? (1914-1924)
• Promouvoir les méthodes actives en milieu rural : l'action de Marie-Louise Babeau-Wauthier (Torcy-le-Grand 1919-1939)
• Des enseignantes paradoxales ?
• Le cas des monitrices d'éducation physique et sportive sous Vichy (1940-1944)
• Normes institutionnelles et hiérarchies de genre : les rapports d'inspection sur les professeures du secondaire (1910-1960)
• Pt. 2. L'intégration des femmes aux personnels d'encadrement scolaire
• Les directrices des lycées de jeunes filles, des religieuses de l'enseignement laïc ?
• L'exemple du lycée de jeunes filles de Tours (1883-1924)
• Les directrices d'écoles normales : identités et opinions (1879-1914)
• "L'inspectorat en jupons et en chapeau à plumes"
• La difficile affirmation des inspectrices primaires (1891-1914)
• L'itinéraire professionnel d'Odette Brunschwig : professeurs, directrice, inspectrice générale
• Le regard des inspecteurs sur les directrices de lycée de jeunes filles des années de fondation à la décennie 1960
• Conclusion. Les métiers de l'enseignement en France : "l'affaire des femmes"?

"Explorer l'évolution de la place des enseignantes en France dans les sphères scolaire et sociale entre le XVIe et le XXe siècle. Révéler de quelle manière les identités individuelles et collectives ont pu se façonner dans ce cadre professionnel à la lumière de la différence des sexes. Tel est le but de cet ouvrage articulé autour des trois pôles que sont les trajectoires de vie (origine sociale, mobilité géographique), les parcours professionnels (formation, conditions de recrutement et de travail) et l'accès des femmes aux postes de direction (prégnance du modèle masculin, rapport à la hiérarchie masculine). Les sources convoquées ici sont variées : archives d'établissements, rapports d'inspecteurs, presse, témoignages oraux et écrits, représentations picturales et littéraires. Elles fournissent les matériaux d'enquêtes élargies sur la formation de l'identité des enseignantes et nous aident à mesurer l'emprise des représentations sur elles, ainsi que sur leur capacité à y résister. Éclairer les assignations institutionnelles, les rapports professionnels et humains qui se nouent au fil du temps au sein de l'École, la reconnaissance enfin du rôle des femmes dans l'enseignement : un combat théorique et social qui demeure à la fois actuel et essentiel."--Page 4 of cover.

• Cover
• Half Title
• Title Page
• Copyright Page
• Dedication
• Contents
• Preface
• Introduction
• Chapter 1: Iconic Teachers, Exemplary Students
• Chapter 2: Children, Apprentices, Students: Learning Independence
• Chapter 3: The Emergence of the Modern Student
• Chapter 4: The Student in College: Growing Up Is Hard to Do
• Chapter 5: Thinking for Oneself by Learning from Others
• Notes
• Index
• A
• B
• C
• D
• E
• F
• G
• H
• I
• J
• K
• L
• M
• N
• O
• P
• Q
• R
• S
• T
• U
• V
• W
• X
• Y
• Z

• Section 1. Introduction. Chapter 1. Future global society and education
• Section 2. Asia. Chapter 2. Destination Zhangkao and Gaokao: China ; Chapter 3. Zest for life: Japan ; Chapter 4. Thinking school, learning nation: Singapore ; Chapter 5. Assuring quality education for all: South Korea
• Section 3. Europe. Chapter 6. Inspiring happy learning, happy citizenship: Finland ; Chapter 7. Schools for everyone: Germany ; Chapter 8. Fostering academic excellence: Norway ; Chapter 9. The story of resilience: Poland ; Chapter 10. Unlocking potential: United Kingdom
• Section 4. North America. Chapter 11. Personalised education personified: Canada ; Chapter 12. Unlocking potential, inspiring success: United States of America
• Section 5. Oceania. Chapter 13. Excellence through innovation and inclusivity: New Zealand ; Chapter 14. Education for global peace and harmony.

"This book represents a humble attempt to address the existential challenge through a global education overhaul. The Authors contend that the key to achieving sustainable global peace and harmony lies in the cultivation of a fresh generation of individuals who are not only peaceable and content but also possess vital attributes such as critical and imaginative thinking abilities, unwavering respect for diversity, an innate capacity for empathy, and a strong sense of global identity and responsibility. They firmly believe that schools serve as the perfect initial platform for moulding the citizens of tomorrow. The central aim of this endeavour is to present a well-founded academic framework for global peace and harmony education."-- Provided by publisher.

• Chapter 1. An overview of the accessibility and need of AI animation tools for specially abled students
• Chapter 2. Methodology and framework for AI-based solutions for special education
• Chapter 3. Impact of AI-based special education on educators and students
• Chapter 4. Data analysis and machine learning in AI-assisted special education for students with exceptional needs
• Chapter 5. Integration of artificial intelligence in the modern classroom: prospects for digitization in education
• Chapter 6. Improving learning abilities using AI-based education systems
• Chapter 7. Inclusion of children with special needs in the educational system, artificial intelligence (AI)
• Chapter 8. AI-assisted models for dyslexia and dysgraphia: revolutionizing language learning for children
• Chapter 9. Diagnosing autism spectrum disorder in children: appropriateness of classifiers
• Chapter 10. Hearus: a cognitive assistive tool for people with visual impairment
• Chapter 11. Concept and administration for developing special education using AI
• Chapter 12. Looking into the future with AI for special education: prospects and reflections.

"AI-Assisted Special Education for Students With Exceptional Needs is a comprehensive and insightful exploration of the intersection between special education and artificial intelligence (AI). This book delves into the fundamental principles, historical background, and current challenges faced in providing effective education to students with special needs. It compares traditional education methods with special education practices and highlights the limitations of conventional classrooms in addressing the diverse learning difficulties of exceptional students.The book also explores the impact of AI-based special education on both educators and students, providing valuable insights and strategies for stakeholders to adopt and implement these technologies effectively. Legal aspects surrounding the right to education for disabled individuals are discussed, ensuring a comprehensive understanding of the legal framework supporting special education initiatives. Real-world case studies and success stories serve as inspiration, illustrating the transformative potential of AI in special education. Featuring contributions from academicians and professionals from esteemed organizations, this book provides hands-on chapters that cover topics such as research challenges, data analysis, machine learning, intelligent learning environments, IoT wearable devices, comprehensive systems with intelligent teacher assistance, parental and societal roles, and the prospects of AI-assisted special education. Whether educator, mentor, training professional, researcher, or student, AI-Assisted Special Education for Students With Exceptional Needs offers a wealth of knowledge and practical insights."-- Provided by publisher.

• Foreword
• Preface
• Acknowledgment
• Chapter 1. Evaluating the Efficacy of ChatGPT as a Valuable Resource for Pharmacology Studies in Traditional and Complementary Medicine (T&CM) Education
• Chapter 2. Exploring the Pedagogical Implications of ChatGPT in Education: Pedagogical Perspective
• Chapter 3. ChatGPT Acceptance and Use Among Undergraduate Students: A Pilot Study
• Chapter 4. ChatGPT or Google Scholar?: Which Tool Is Trending?
• Chapter 5. How to Use Prompt Engineering for ChatGPT in Medical Education
• Chapter 6. Bring Your Own Paper (BYOP) Involving ChatGPT to Enhance Traditional Chinese Medicine (TCM) Student Engagement in Pharmacology and Pathology
• Chapter 7. The Epistemology of ChatGPT
• Chapter 8. Unleashing the Potential of ChatGPT: A Personal Perspective
• Chapter 9. A PubMed Scoping Review: Advancing the Role of ChatGPT in Medical Education
• Chapter 10. ChatGPT and Its Impact on Education: A Qualitative Narrative Study of a General Population's Experiences
• Chapter 11. Analyzing the Future of ChatGPT in Medical Research: A Pre-Print Investigation
• Chapter 12. Analyzing the PESTEL Factors on ChatGPT and Its Impact on the Population
• Chapter 13. Is There an Increased Risk of Cyberchondriasis Post ChatGPT Era?: A Conceptual Model With Precipitating, Predisposing, and Maintaining Factors
• Chapter 14. Policy Guidelines Post ChatGPT Era in Education, Research, and Public Administration: A Document Analysis
• Chapter 15. Synergizing Tradition and Technology by Exploring ChatGPT's Role in Enhancing Pathology Education for Traditional Chinese Medicine
• Compilation of References
• Related References
• About the Authors
• Index.

"In the realm of education, the challenge lies in effectively utilizing Artificial Intelligence to transform medical learning. Artificial Intelligence Applications Using ChatGPT in Education: Case Studies and Practices, authored by Muhammad Shahzad Aslam and Saima Nisar, offers insights into this issue. With expertise in Medical and Health Education, and Health Informatics, the authors explore AI's potential in reshaping medical education.Traditional medical education struggles to keep up with expanding knowledge and evolving medical science, leaving educators and students overwhelmed by vast information. Ethical concerns, such as plagiarism, further complicate matters. A solution is needed that blends technology with effective teaching. Artificial Intelligence Applications Using ChatGPT in Education: Case Studies and Practices proposes such a solution. By harnessing ChatGPT's capabilities as an AI chatbot, the book suggests a self-guided learning tool. Backed by case studies, the authors demonstrate how ChatGPT can become a personalized tutor, helping students grasp complex medical concepts at their own pace. The book also delves into the ethical aspects of AI integration, ensuring responsible use in academia."-- Provided by publisher.

• Section 1. From the beginning. Chapter 1. Getting started as an adjunct faculty in the online classroom ; Chapter 2. The faculty lounge: designing a "local" space for online adjunct faculty ; Chapter 3. Supporting adjunct faculty through responsive professional development ; Chapter 4. Contingency and "co-being": a dialogic approach to adjunct faculty support ; Chapter 5. Engaging as an online adjunct faculty: whose responsibility is it anyway? ; Chapter 6. Caring for yourself as an adjunct faculty member
• Section 2. Student success. Chapter 7. Maximizing learner engagement and minimizing transactional distance with positive psychology interventions ; Chapter 8. Building rapport with students in short-term, solution-focused settings
• Section 3. Professional development for the online teaching and learning cycle. Chapter 9. Connecting learning theory to course design and facilitation by developing a teaching philosophy ; Chapter 10. Instructional media: a tool for your gigs
• Section 4. An international perspective. Chapter 11. Successful online learning implementation with the focus on international adjunct effectiveness

"Becoming and Supporting Online Adjunct Faculty in a Gig Economy provides information on the many challenges and potential solutions that can be leveraged as an online adjunct faculty member. Covering topics such as collaboration with full-time colleagues, curating resources for online courses, and maintaining working relationships, this book is ideal for adjunct faculty, administrators, students, researchers, and academicians"-- Provided by publisher.

• Section 1. Appropriate placement for students with special needs. Chapter 1. Specialization or segregation?: educational placement and programming for students with autism ; Chapter 2. "Appropriate" vs. "available" placement and services: meeting the needs of individuals with emotional disturbance ; Chapter 3. Beyond the least restrictive environment continuum: becoming inclusive at Hillcrest Elementary School
• Section 2. Challenging the social norms of behavioral needs. Chapter 4. Combating colonized discipline practices: if leaders know better, Will they do better? ; Chapter 5. Problem-solving interdisciplinary collaboration to address complex behavior problems ; Chapter 6. Implementing trauma-informed school practices
• Section 3. Creating effective transition services. Chapter 7. Transition to college for every student no exceptions! ; Chapter 8. Leveraging federal legislation to work smarter, not harder: improving outcomes for students with disabilities
• Section 4. Meeting the needs of teachers, staff, and parents. Chapter 9. Who's the boss?: the leadership/followership dynamic in providing special education services ; Chapter 10. What to do when the bully turns out to be a parent? ; Chapter 11. STEM for all: fostering innovation in an elementary classroom ; Chapter 12. Working with parent advocates in special education ; Chapter 13. Challenges in paraeducator supervision ; Chapter 14. Who is in charge here?: putting systems in place to enhance the performance of paraprofessionals.

"Children and young adults with disabilities possess unique differences and individual needs, making special education programming a complex and sometimes challenging process. Leaders in special education are tasked with overseeing the administration and management of these programs and must often rely on problem-solving and decision-making skills to be effective. While many educational leaders may possess leadership training and experience, they still are unfamiliar with the intricacies of special education and the best practices for services for students with disabilities. Cases on leadership dilemmas in special education is designed to challenge the problem-solving skills of special education leaders by presenting them with multifaceted, thought-provoking, and practical dilemmas related to special education. This collection of case studies presents contemporary scenarios that address the complex issues and dilemmas leaders encounter when developing, managing, and supporting special education programs and the students who rely on these services. Covering topics such as decolonization, parent advocates, and STEM education, this casebook is a valuable resource for school and district leaders, teacher leaders and educational coaches, consultants, pre-service educational leaders, pre-service and in-service school counselors, pre-service and in-service special educators, librarians, researchers, and academicians."-- Provided by publisher.