Progress in Education. Volume 79


Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

This volume consists of eight chapters that detail progress in education. Chapter one introduces the issues that contribute to feelings of unpreparedness in classroom management for novice teachers and reinforces the need for evidence-based classroom management training. The authors in chapter two articulate the main elements of a model of fully online learning communities (FOLC)and suggest strategies for implementing these collaborative workspaces across education and employment sectors. Chapter three discusses the impact of mentorship in the medical community and suggests a need for a transformative and inclusive pathway that is free from bias and discrimination for all medical professionals. Chapter four examines the connections between digital learning and experiential learning. Chapter five investigates traditional assessment and evaluation strategies, arguing cohesively that old strategies do not fit a new world order. The authors of chapter six aim to identify OAE success factors and select a suitable digital platform to maintain education quality. Chapter seven explores the nuances of professional identity among students specializing in economics, information technology (IT), and psychology. Chapter eight investigates the problems of anthropology in pedagogical education, i.e., the inherent nature of teacher training in interdisciplinary and digital educational environments.

Table of Contents


Chapter 1. Evidence-Based Classroom Management Training for Novice Teachers
Melissa K. Shank, EdD
College of Doctoral Studies, University of Phoenix, Phoenix, Arizona, USA

Chapter 2.
Disruptive Innovation in Online Communities: Designing Digital Learning Environments for a New World Order
Wendy Barber¹, PhD, Roland van Oostveen², PhD, Elizabeth Childs³, PhD, and Edward Sykes⁴, PhD
¹Mitch and Leslie Frazer Faculty of Education, Ontario Tech University, Oshawa, Ontario, Canada
²Mitch and Leslie Frazer Faculty of Education, Ontario Tech University, Oshawa, Ontario, Canada
³Faculty of Education, Royal Roads University, Victoria, British Columbia, Canada
⁴Sheridan College, Centre for Mobile Innovation, Oakville, Ontario, Canada

Chapter 3. Bridging the Divide: Mentorship’s Impact on the Pathway to Neurosurgery and Equity
Ashley M. Carter¹, BA, Ogechukwu Ariwodo², BS, Ashley L. Williams³, BS, MPH, Simran Phuyal¹, BS, MS, and Brandon Lucke-Wold²
¹Eastern Virginia Medical School, Norfolk, Virginia, USA
²Philadelphia College of Osteopathic Medicine South Georgia, Georgia, USA
³Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA
⁴Department of Neurosurgery, University of Florida, Gainesville, Florida, USA

Chapter 4. Analysis of the Interrelationships between Experiential Learning and Digital Learning
Fabiana de Agapito Kangerski, Andreia de Bem Machado, and Gertrudes Aparecida Dandolini
Federal University of Santa Catarina, Technological Center, Post-Graduation Program in Engineering and Knowledge Management, Dean João David Ferreira Campus, Brazil

Chapter 5. Assessment and Evaluation for a New Age: A Framework Based on Critical Consciousness, Empathy and Metacognition
Wendy Barber and Michael Marchione
Faculty of Education, Ontario Tech University, Oshawa, Ontario, Canada

Chapter 6. Unveiling Success Factors and Digital Platform Suitability in Distance Architectural Education: Enhancing Sustainability in the Post-COVID Era
Yusuf Berkay Metinal and Gulden Gumusburun Ayalp
Department of Architecture, Hasan Kalyoncu University, Gaziantep, Turkey

Chapter 7. The Features of the Professional Identity of Students in Humanities and Technical Specialties in the Structure of their Self-Awareness
Olga Ivanovna Shcherbakova¹, PhD, Venera Olegovna Midova², PhD, and Vladimir Pavlovich Osipov³
¹Department of Political Analysis and Socio-Psychological Processes, Plekhanov Russian University of Economics, Moscow, Russia
²Department of Foreign Languages No. 1, Plekhanov Russian University of Economics, Moscow, Russia
³Department of Political Analysis and Socio-Psychological Processes, Plekhanov Russian University of Economics, Moscow, Russia

Chapter 8. The Anthropology of Teacher Training in Interdisciplinary and Digital Education
Valerian F. Gabdulchakov and Evgeniya O. Shishova
Kazan (Volga Region) Federal University, Institute of Psychology and Education, Kazan, Russia


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