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Only two years after its first run, the Inverted Classroom Conference has become a familiar event at Marburg University. Most conference participants not only knew about this digital teaching and learning scenario but were experienced users and developers. While during its predecessors most participants wanted to familiarize themselves with the central components of the Inverted Classroom Model, the focus of the 3rd German Inverted Classroom Conference in 2014, to which this conference volume is dedicated, was not only a discussion of variants of the model but also, for the first time, the inclusion of long-term evaluations and aspects of student behavior. This shift of emphasis is reflected in the contributions to this volume. Even though all central aspects of the ICM - content production and delivery, testing, and the in-class phase - are still addressed, we can now find recommendations concerning digital material acquisition, in-class tuition, the role of student tutors as well as first long-term studies about ICM effects. In general then, the focus was much wider than that of the first two ICM-conferences: from a new and originally non-familiar teaching and learning scenario to more general aspects of digitization of teaching and learning in the 21st century.
(source: Nielsen Book Data)

Praxiology is the study of working and doing, from an effectiveness perspective. This sixth volume of the "Praxiology" series focuses on action learning, learning from a a distinguishable action, identifying the essential aspects of the subject.
(source: Nielsen Book Data)

• Foreword by Marilee Sprenger A Preface From the Superpower Guardians Acknowledgments About the Authors
• Chapter 1. Anything Is Possible: So Why Do Our Classrooms Have So Many Limits? What's the Point of School? The Knowing-Doing Gap Teachers Are Designers I'm Busy! Where Does This Fit? Research Reminders What About the Standards? All About the Common Core State Standards Look Back and Step Forward A Question to Consider as You Reflect
• Chapter 2. The Student Superpowers The Student Superpowers What Is an Instructional Journey? How Does It Promote Student Superpowers? The Superpowers Are Bigger Than Specific Journeys Debunking Departmentalization Included Components of Each Instructional Journey A Few Final Considerations Look Back and Step Forward A Question to Consider as You Reflect
• Chapter 3. The Wondering Instructional Journey: What Do You Wonder? Superpower Summary and Overview Wondering Journey at a Glance Instructional Journey Goals Student-Friendly Authentic Learning Problem General Progression Connecting the Standards Learning Activities and Tech Upgrades Formative Assessment and Tracking Student Progress Toward Goals Final Assessment: Have Your Goals Been Achieved? GAME SHOW REDESIGN Differentiation: Meeting the Needs of All Learners Window Into the Classroom A Question to Consider as You Reflect
• Chapter 4. The Curating Instructional Journey: Solving a Puzzle Superpower Summary and Overview Curating Journey at a Glance Instructional Journey Goals Student-Friendly Authentic Learning Problem General Progression Connecting the Standards Learning Activities and Tech Upgrades Formative Assessment and Tracking Student Progress Toward Goals Final Assessment: Have Your Goals Been Achieved? CREATING SCHOOL CLUBS Differentiation: Meeting the Needs of All Learners Window Into the Classroom A Question to Consider as You Reflect
• Chapter 5. The Connecting Instructional Journey: Sharing Stories Superpower Summary and Overview Connecting Journey at a Glance Instructional Journey Goals Student-Friendly Authentic Learning Problem General Progression Connecting the Standards Learning Activities and Tech Upgrades Formative Assessment and Tracking Student Progress Toward Goals Final Assessment: Have Your Goals Been Achieved? CONNECTING AROUND THE WORLD Differentiation: Meeting the Needs of All Learners Window Into the Classroom A Question to Consider as You Reflect
• Chapter 6. The Digital Inking Instructional Journey: What Should We Tweet? Superpower Summary and Overview Digital Inking Journey at a Glance Instructional Journey Goals Student-Friendly Authentic Learning Problem General Progression Connecting the Standards Learning Activities and Tech Upgrades Formative Assessment and Tracking Student Progress Toward Goals Final Assessment: Have Your Goals Been Achieved? CREATING AN INTERACTIVE CAMPAIGN Differentiation: Meeting the Needs of All Learners Window Into the Classroom A Question to Consider as You Reflect
• Chapter 7. The Designing Instructional Journey: What Can You Make? Superpower Summary and Overview Designing Journey at a Glance Instructional Journey Goals Student-Friendly Authentic Learning Problem General Progression Connecting the Standards Learning Activities and Tech Upgrades Formative Assessment and Tracking Student Progress Toward Goals Final Assessment: Have Your Goals Been Achieved? DESIGN A SCHOOL BUS Differentiation: Meeting the Needs of All Learners Window Into the Classroom A Question to Consider as You Reflect
• Chapter 8. The Gaming Instructional Journey: Make Life More Fun! Superpower Summary and Overview Gaming Journey at a Glance Instructional Journey Goals Student-Friendly Authentic Learning Problem General Progression Connecting the Standards Learning Activities and Tech Upgrades Formative Assessment and Tracking Student Progress Toward Goals Final Assessment: Have Your Goals Been Achieved? GAMIFY YOUR HOMEWORK Differentiation: Meeting the Needs of All Learners Window Into the Classroom A Question to Consider as You Reflect
• Chapter 9. The Superpower Audit: How Am I Doing? How Can I Track Progress? How Should These Audits Be Used? Summary A Question to Consider as You Reflect
• Chapter 10. Start Today: Ten First Steps Finding Small Wins 1. It's All About Choice 2. What Does Good Work Look Like? 3. Knowing What I Know 4. Different Every Day 5. List-Group-Label 6. Student-Directed Share 7. Think Time 8. Three-Finger Self-Assessment 9. Gallery Walk 10. A Class Blog A Question to Consider as You Reflect
• Chapter 11. More Readings: The Fab Five Continuing the Journey A Question to Consider as You Reflect References Index.
• (source: Nielsen Book Data)

Written by two dynamic educational leaders, this book provides elementary school teachers with strategies to unleash the learning superpowers of students that foster inquiry-based, student-driven classrooms. The student learning superpowers Swanson describes are: * Wondering * Developing * Designing * Digital Inking * Seeking * Advising Swanson provides easy to use frameworks and examples that are aligned to the Common Core Standards for Reading, Writing, Speaking, and Listening, the Next Generation Science Standards and the National Curriculum Standards for Social Standards. The book is filled with practical instructional frameworks about 2-3 weeks long that teachers can use to promote student superpowers. The superpowers and frameworks help students see connections between ideas and disciplines and lead to student-driven success.
(source: Nielsen Book Data)

• Introduction
• Defining flipped classrooms
• The pedagogical feasibility of flipped classrooms
• How to develop flipped classrooms?
• Costs
• Case study : flipped classrooms for the 'The law of international business transactions II'
• Final remarks.

This book discusses comprehensively the use of Flipped Classrooms in the context of legal education. The Flipped Classroom model implies that lecture modules are delivered online to provide more time for in-class interactivity. This book analyses the pedagogical viability, costs and other resource-related implications, technical aspects as well as the production and online distribution of Flipped Classrooms. It compares the Flipped Classroom concept with traditional law teaching methods and details its advantages and limitations. The findings are tested by way of a case study which serves as the basis for the development of comprehensive guidelines for the concept's practical implementation. As Flipped Classrooms have become a very hot topic across disciplines in recent years, this book offers a unique resource for law teachers, law school managers as well as researchers in the field of legal education. It is a must-have for anyone interested in innovative law teaching methodologies.
(source: Nielsen Book Data)

• 1. Our remedies oft in ourselves do lie (Introduction)
• 2. Positioning Action learning
• 3. Enabling action learning, Getting Started (with Stephen Dinham)
• 4. The Dynamics of Action Learning
• 5. Community
• 6. Facilitating Action learning: The Academic Partner's Role
• 7. Gathering and learning from evidence
• 8. Ethics
• 9. Sustaining professional learning through action learning
• 10. Epilogue: extending action learning.
• (source: Nielsen Book Data)

Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers' professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors' research in school-based action learning. Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors: provide practical advice on how to initiate and sustain action learning; explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost. Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.
(source: Nielsen Book Data)

• Introduction - What Is This Guide About?
• Active Learning and the Active-Learning-Based Teaching Model
• Overview of the Discipline of Computer Science
• Computational Thinking
• Computer Science Soft Concepts and Soft Skills
• Data Science and Computer Science Education
• Research in Computer Science Education
• Problem-Solving Strategies
• Learners' Alternative Conceptions
• Teaching Methods in Computer Science Education
• Lab-Based Teaching
• Types of Questions in Computer Science Education
• Assessment
• Teaching Planning
• Design of Methods of Teaching Computer Science Courses
• Getting Experience in Computer Science Education
• High School Computer Science Teacher Preparation Programs
• Epilogue.
• (source: Nielsen Book Data)

This concise yet thorough textbook presents an active-learning model for the teaching of computer science. Offering both a conceptual framework and detailed implementation guidelines, the work is designed to support a Methods of Teaching Computer Science (MTCS) course, but may be applied to the teaching of any area of computer science at any level, from elementary school to university. This text is not limited to any specific curriculum or programming language, but instead suggests various options for lesson and syllabus organization. Fully updated and revised, the third edition features more than 40 new activities, bringing the total to more than 150, together with new chapters on computational thinking, data science, and soft concepts and soft skills. This edition also introduces new conceptual frameworks for teaching such as the MERge model, and new formats for the professional development of computer science educators. Topics and features: includes an extensive set of activities, to further support the pedagogical principles outlined in each chapter; discusses educational approaches to computational thinking, how to address soft concepts and skills in a MTCS course, and the pedagogy of data science (NEW); focuses on teaching methods, lab-based teaching, and research in computer science education, as well as on problem-solving strategies; examines how to recognize and address learners' misconceptions, and the different types of questions teachers can use to vary their teaching methods; provides coverage of assessment, teaching planning, and designing a MTCS course; reviews high school teacher preparation programs, and how prospective teachers can gain experience in teaching computer science. This easy-to-follow textbook and teaching guide will prove invaluable to computer science educators within all frameworks, including university instructors and high school teachers, as well as to instructors of computer science teacher preparation programs.
(source: Nielsen Book Data)

• Preface Acknowledgments About the Author NCTM Standards Table
• 1. Investigations: Estimation, Large Numbers, and Numeration Introduction $1,000,000 Long How Many Strides to Walk Around the Earth? Rectangles and Factors Venn Diagrams: LCM and GCF Dessert for a Crowd 5 x 5 Puzzle Cents Chocolate Chip Cookies Music and Fractions Mathematical Palindromes
• 2. Active Algebra Introduction Patterns, Patterns, Patterns Algebra Jokes The M & M Mystery Algebra Match Inequality Number Line Match Mind Reading or Algebra?
• 3. Geometry: Our Mathematical Window to the World Introduction Folding a Tangram Making a Tangram Quilt Pentominoes Open-Top Boxes Explorations With Cereal Boxes The Painted Cube Cubes That Grow
• 4. The Measure of Mathematics Introduction Just How Big Is the Statue of Liberty? Gummi Worms What Happened 1,000,000 Seconds Ago? How Long Would It Take to Walk to China? -Through the Center of the Earth Shoe Length vs. Height EggsCeterea
• 5. Data Collection and Probability Introduction Super Survey What Is Your Favorite Subject? Stars of the NBA Dice and Probability Is This Game Fair? Dinosaurs and Probability Interactive Web Sites to Make Math/Technology Connections Bibliography.
• (source: Nielsen Book Data)

Active Learning in the Mathematics Classroom, Grades 5-8, offers teachers a wealth of NCTM-aligned projects and lessons to re-energize mathematics education by engaging all students in rich learning experiences. Fully developed, ready-to-use lessons help students gain deeper understandings of key concepts, learn to use mathematics as a powerful problem-solving tool, and communicate and reason mathematically. The revised edition includes current research about effective methods for teaching mathematics, a new chapter that focuses on algebra concepts, 15 new student activities, and streamlined information for teachers preparing to implement the activities.
(source: Nielsen Book Data)

• Introduction
• 1. An Industrial Perspective toward Analytical Chemical Education
• 2. Education for Analytical Chemistry in the U.S. from the 1950s to the Present
• 3. Cooperative Learning
• 4. Collaborative and Project-based Learning in Analytical Chemistry
• 5. Bioanalytical Chemistry. Model for a Fully Integrated PBL Approach
• 6. Context-Based Case Studies in Analytical Chemistry
• 7. Service-Learning: An Oxymoron in the Physical Sciences? Or 10 Years of Service-Learning - Where to?
• 8. Service-Learning in Analytical Chemistry. Extending the Laboratory into the Community
• 9. Web-Based Animations in Analytical Chemistry
• 10. Progression of Chemometrics in Research Supportive Curricula. Preparing for the Demands of Society
• 11. Web-Based Applications. Effective Application of Spectroscopy and Chemistry Software Tools within the Analytical Chemistry Curriculum to Facilitate Learning and Labwork
• 12. Active Learning Using the Virtual Mass Spectrometry Laboratory
• 13. The Analytical Sciences Digital Library. A Useful Resource for Active Learning
• 14. Establishing the Foundations of Analytical Chemistry Using a Web-Based Format
• 15. Analytical Science Education for Chemical Laboratory Technicians
• 16. Teaching and Learning Quantitative Analysis
• 17. Active Learning in the Introductory Graduate Student Analytical Chemistry
• 18. Course: Getting Students to "Think Analytically"
• 19. Collaborative Research. The Good, the Bad, and the Beautiful
• 20. Final Thoughts.
• (source: Nielsen Book Data)

The last decade has seen a dramatic increase in the application of active learning methods including problem-based learning, cooperative learning, and service learning and supportive strategies such as electronic methods to the college/university chemistry classroom and laboratory. This symposium series book focuses on the application of active learning methods in teaching analytical science, broadly defined, at both the undergraduate and graduate levels. The volume includes a wide range of examples of how these methods are being applied at public and private community colleges, four-year colleges, and graduate research universities in the United States and abroad. As such the strategies and materials described in the book should be of interest to analytical chemists, chemical educators, and chemistry teaching faculty and graduate students no matter their area of specialization.
(source: Nielsen Book Data)

• Chapter 1. Making and active learning in higher education
• Chapter 2. Mindful minutes: reigniting students' active engagement online through mindful practices
• Chapter 3. Active learning through work-integrated learning frames exploring student and academic experiences
• Chapter 4. Active learning, student engagement, and motivation: the importance of caring behaviors in teaching
• Chapter 5. Active learning and student engagement: issues, challenges, and strategies for online teaching
• Chapter 6. Active learning strategies for teaching adult learners
• Chapter 7. Enhancing student engagement and active learning in online learning environments: lesson learnt during the COVID-19 lockdown
• Chapter 8. Voices of educators: perspectives and experiences using active learning models
• Chapter 9. Developing literacy knowledge through active learning in an online graduate-level course
• Chapter 10. Promoting student self-regulation and motivation through active learning
• Chapter 11. Active learning and student engagement in Indian teacher education
• Chapter 12. Mobilizing research-based learning (RBL) in higher education: international perspectives from three institutions
• Chapter 13. Preservice teacher competencies of incorporating standards for mathematical practices with content standards
• Chapter 14. Active learning compared with lecture-based pedagogies in gender and socio-cultural context-specific major and non-major biology classes
• Chapter 15. Improvement of learning performances with increased guidance in research-based learning
• Chapter 16. Improving diversity and equality in STEM education: universal design for learning and the LEVEL model

Educational institutions are continually pressed to find creative and innovative ways to enhance student engagement and active learning is an approach that holds such promise. This handbook focuses on assessing effectiveness of active learning and constructivist teaching to promote student engagement. Providing research-based practices, this book can help educators make the connection between active student learning and student engagement to maximize the teaching and learning process. The handbook also provides a wide range of strategies and frameworks to help educators and other educational researchers examine the benefits, challenges, and opportunities for using active learning approaches to maximize student learning. Learner-centered approaches focus on strategies to move beyond passive learning to active learning. Students should be encouraged to work with information to derive meaning and understanding, form new mental representations of the material, and construct and reconstruct new knowledge based on their experiences. The shift toward learner-centered teaching is a change in emphasis that will cause teachers to rethink how they teach and assess their teaching toward the goal of realistic appraisal of student learning. This handbook is an essential collection for educators, academicians, students, researchers, and librarians. Further, this handbook will benefit school administrators, faculty, teachers, technology staff, directors of Teaching and Learning centers, and other stakeholders -interested in improving classroom practices through innovative pedagogies.
(source: Nielsen Book Data)
Active learning occurs when a learning task can be related in a non-arbitrary manner to what the learner already knows and when there is a personal recognition of the links between concepts. The most important element of active learning is not so much in how information is presented, but how new information is integrated into an existing knowledge base. In order to successfully implement active learning into higher education, its effect on student engagement must be studied and considered. The Handbook of Research on Active Learning and Student Engagement in Higher Education focuses on assessing the effectiveness of active learning and constructivist teaching to promote student engagement and provides a wide range of strategies and frameworks to help educators and other practitioners examine the benefits, challenges, and opportunities for using active learning approaches to maximize student learning. Covering topics such as online learning environments and engagement approaches, this major reference work is ideal for academicians, practitioners, researchers, librarians, industry professionals, educators, and students.
(source: Nielsen Book Data)

• Chapter 1. The purpose of K-12 education from a theoretical perspective
• Chapter 2. The development of education in the United States: from the 18th to the 21st century
• Chapter 3. Becoming aware: connecting curriculum with lived experience
• Chapter 4. The shared work of learning: lifting educational achievement through collaboration
• Chapter 5. Rethinking education delivery for the 21st century
• Chapter 6. Re-evaluating schools: issues, questions, and opportunities

The metrics presently being used to gauge student success have become outdated and irrelevant. Enrollment, persistence, and degree attainment are secondary measures, missing entirely the question of whether students are truly achieving an effective life skillset while attempting to complete degree or graduation fulfillment. Student success, and the success of the education system, will be based on collaborative and cooperative efforts by all stakeholders as well as those with vested interests in the future economic development of local communities as well as national development. Participatory Pedagogy: Emerging Research and Opportunities is an academic research publication that explores educational change and methodologies for the promotion of lifelong learning. Highlighting a wide range of topics such as educational achievement, learning experience, and public education, this book is ideal for teachers, administrators, curriculum developers, education professionals, practitioners, researchers, and students.
(source: Nielsen Book Data)

Describes 51 techniques to motivate students to actively participate in learning.

• Foreword by Rich Allen Introduction Acknowledgments About the Author
• 1. Creating the Right Environment
• 2. Incorporating Structured Conversations
• 3. Managing Movement in the Classroom
• 4. Using Music to Facilitate Process
• 5. Presenting With Confidence
• 6. Let's Be Clear
• 7. Making Time to Write
• 8. Teaching to All Modalities
• 9. Unlocking Doors With Storytelling
• 10. A New Reality: The Use of Visuals and Technology
• 11. The First Two Weeks Appendix A: The Active Classroom at a Glance Appendix B: Student Desk Configurations Appendix C: Additional Lesson Plans References Index.
• (source: Nielsen Book Data)

If the classroom experience is to result in deeper understanding and new knowledge, then students must become active participants in the learning process. This resource shows how to do just that. With new chapters on writing and the first two weeks of school, information on the CCSS and structuring the classroom environment, this book offers brain-based teaching strategies for: * Establishing rapport and building relationships between students and teachers * Engaging students' active participation in the learning process * Creating interactive learning environments that include all learning modalities * Improving your presentation and process facilitation skills.
(source: Nielsen Book Data)

• List of Figures and Boxes Foreword by Jill Davidson Preface Acknowledgments About the Author Introduction Meet the Facilitators
• 1. What is Next Generation Instruction?
• 2. Laying the Groundwork: Building a Collaborative Learning Community
• 3. Aiming: Gaining Clarity
• 4. Framing and Gaming
• 5. Claiming and Exclaiming: Reflection
• 6. Tips, Activities, and Tools for Next Generation Instruction: Gaming, Claiming, and Exclaiming
• 7. Assessment
• 8. Conclusion Appendix: Additional Resources References Index.
• (source: Nielsen Book Data)

Your single-best way to nurture higher-order thinking There's no doubt about it: the Common Core has us scrambling. With all the pressure to accelerate instruction, how can we possibly find the time to encourage students to do some serious thinking? For Laura Thomas, the answer couldn't be clearer: through constructivist, experiential teaching methods. In fact, constructivist teaching is the single-best way to nurture the higher-order thinking so central to the Common Core. Fusing the practical with the theoretical, Thomas offers a clear path for facilitating real understanding and real skill-building within a community of learners. Grade 6-12 teachers will learn how to: Plan learning experiences that teach content and process at the same time Assess students' development of 21st-century skills Coach students to do the hard work of authentic learning-without leaving them to flounder Teach reflection techniques that help students process their experiences and learn from mistakes. Featuring easy-to-follow graphics, sample lessons, and tools from practicing teachers, Facilitating Authentic Learning is an immediately practical resource that both beginning and veteran teachers can put to work in their classrooms. "This is a valuable book for educators, especially as we strive to help our students move from being receivers of knowledge to owners of their learning. Teachers need to develop strategies to be effective guides for our students, and to facilitate their progress toward educational goals." -Norma Barber, Language Arts Teacher Ukiah School District, OR "I LOVE this book! It provides step-by-step instructions for making a classroom student-centered and led by a guide on the side, not a sage on the stage. The author's real-world examples and reader-friendly writing style make this book a winner!" -Nancy Foote, Teacher/Administrator Higley Unified School District, AZ.
(source: Nielsen Book Data)

• Preface 1: Introduction: The River of Experience 2: Headwaters: From Experience to Experiential Education 3: Experience and the Individual: The Romantic Current 4: Experience and the Social: The Pragmatist Current
• 5: Experience and the Political: The Critical Current 6: Experience and the Market: The Normative Current
• 7: Experience and Democracy: The Hopeful Current Afterword.
• (source: Nielsen Book Data)

What is experiential education? What are its theoretical roots? Where does this approach come from? Offering a fresh and distinctive take, this book is about going beyond "learning by doing" through an exploration of its underlying theoretical currents. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of "learning by doing" and "direct experience" in the educational process. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book allows readers to see how the approaches connect to larger conversations and histories in education and social theory, placing experiential education in social and historical context.
(source: Nielsen Book Data)

• Foreword by Rich Allen Preface Acknowledgments About the Author
• 1. Creating the Right Environment
• 2. Incorporating Structured Conversations
• 3. Managing Movement in the Classroom
• 4. Using Music to Facilitate Process
• 5. Presenting With Confidence
• 6. Teaching to All Modalities
• 7. Using Visuals and Technology
• 8. Unlocking Doors With Storytelling
• 9. Considering the New Reality and Practical Applications
• 10. Planning for the Active Classroom Appendix A: The Active Classroom at a Glance Appendix B: Elementary/Middle School Language Arts Lesson Plan References Index.
• (source: Nielsen Book Data)

This title helps readers promote learning that is purposeful, engaging, brain-compatible, spontaneous, reflective, and fun for everyone! This resource shows teachers how to turn passive students into enthusiastic participants in their own learning. Emphasizing that students must be actively involved in the learning process if their classroom experience is to lead to deeper understanding and the building of lasting new knowledge, the author illustrates how teachers can be facilitators who: establish a safe climate for learning; create an interactive environment that nurtures discussion and interdependent learning; manage movement in the classroom; teach to all learning modalities; and, incorporate visuals, storytelling, and technology.
(source: Nielsen Book Data)

• Free-choice learning and the environment / Joe E. Heimlich and John H. Falk
• Who is the free-choice environmental education learner? / John H. Falk and Joe E. Heimlich
• Fostering empathy with wildlife : factors affecting free-choice learning for conservation concern and behavior / Olin E. Myers Jr., Carol D. Saunders, and Sarah M. Bexell
• Behavior change theories and free-choice environmental learning / Nicole Ardoin
• From mission to practice / Tim Merriman and Lisa Brochu
• Tools of engagement : how education and other social strategies can engage people in conservation action / Judy Braus
• How can participatory action research inform free-choice learning pedagogy and research in environmental education contexts? / Michael Brody
• Environmental literacy through the lens of aquarium ocean literacy efforts / Jerry R. Schubel ... [et al.]
• Free-choice environmental learning in practice : research to inform environmental education practice / Elaine Andrews
• Future directions for research in free-choice environmental learning / Roy Ballantyne and Jan Packer
• The federal government and free-choice learning / Janet Ady and Ginger Potter.