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Arts in Education in Ireland: from pedagogy to practice examines the distinctive nature of arts-based learning in education in Ireland. It draws on recent research from pedagogy to practice in Irish schools. It examines the relevance of arts-based learning against the backdrop of the drive for 21st century skills. 40 b&w illus.

Kielezo cha Insha is the earliest guide to essay writing in Kiswahili, published by Wits University Press in 1954. After Tanzania's independence in 1961 the book was not available for several decades because of the political and economic sanctions against the apartheid regime in South Africa. The book covers pertinent issues in composition writing, including the purpose and types of composition, preparation, structure, language and style, cohesion, objectivity and punctuation. It includes 60 model essays together with Robert's thoughts and perspectives on the issues he addresses. The topics include some of the issues current at the time, such as;secret marriages, culture, the environment, language and nationhood, patriotism, womens oppression, health, and the meaning of life and death. After being out of print for more than sixty years, Wits University Press has reissued the text as a testament to its enduring historical value. Kielezo cha Insha is an example of Robert's educational and pedagogical writing at its best.

"Jots the tot is looking for the perfect [picnic] spot. But finding a spot is not as easy as it looks. Dot is on the case to help out her friend in this latest adventure of Dot the Ladybug"--]cProvided by publisher.

The introduction of widely available generative AI tools has caused a frenzy of both positive and negative reactions. Between utopian visions and apocalyptic predictions of AI's impact on education, there is a need to thoughtfully consider what education in the age of AI can and should look like. This volume focuses on the implications of AI technology for teachers in K-12 and university settings, providing a careful look at its affordances and drawbacks for social studies curriculum and teaching. Scholars specializing in the field of social studies education provide information and practical ideas for teaching with current technology, alongside frameworks for thinking about future iterations of AI. This book fills a critical need, especially among educators, to consider the current and potential future impacts of AI while avoiding the traps of alarmism or techno-utopianism. Whether skeptical or enthusiastic about AI, every social studies educator will find something useful to their practice in this book. Book Features: First-ever compilation of AI considerations and strategies in the context of social studies education Nontechnical explanations of what AI can do (and not do) in practical educational contexts to enable educators to approach its use with careful judgment Advice for educators to help them assess future iterations of AI technology Critical considerations of AI across multiple contexts (e.g., ethics, equity, multilingual learners, cybersecurity) Work from leaders in technology and social studies education across Canada and the United States