With its growing recognition in education, the importance of Integral Theory is slowly entering mainstream academia through interdisciplinary and transdisciplinary research. Addressing the theory’s complexity is important for researchers to learn how to apply it in their classrooms and promote a more inclusive educational environment. Integral Theory and Transdisciplinary Action Research in Education provides emerging research exploring the theoretical and practical aspects of the Integral Theory model and its applications within educational contexts. With a diverse array of research problems approached through an inclusive theory framework and featuring coverage on a broad range of topics such as graduate student research, inclusion culture, and organizational learning processes, this publication is ideally designed for graduate students, educators, academicians, researchers, scholars, educational administrators, and policymakers seeking current research on the utility and promise of Integral Theory as a meta-framework for methodological pluralism and transdisciplinary research.

This exciting new state-of-the art book reviews, explores and advocates ways in which collaborative research endeavours can, through a transdisciplinary lens, enhance student, academic and social experiences. Drawing from a wide range of knowledges, contexts, geographical locations and internationally renowned expertise, the book provides a unique look into the world of transdisciplinary thinking, collaborative learning and action. In doing so, the book is action orientated, reflective, theoretical and intriguing and provides a place for all of these to meet and mingle in the spirit of curiosity and imagination.

The application of theory to practice in addressing social transformation still has a lot of room for growth and improvement. This is also true of theory being informed by practice. Too often, there are gaps between what is studied in the academy and what is needed in the field. The academy develops theories in isolation from the everyday lives of people, especially in post-conflict environments. Communities seeking innovative ways to address their social needs can benefit from the learning of theories and research conducted within academia. At the same time, these methods need to be relevant to the local contexts within which they are being used. While there are certain norms of communication in the academy of how research is conducted and disseminated, there needs to be a translation into practical terms to be used in the field. Redefining Theory and Practice to Guide Social Transformation: Emerging Research and Opportunities addresses the need practitioners and social change agents have in finding processes and practices to use in the field to engage with and transform communities. This critical reference book provides an innovative fieldwork method that leads to social transformation and suggests ways to further develop the relationship between academic theories and practices around social conflicts with the existing local knowledge. The chapters include mini case studies that have been developed over the years from the authors’ work with youth and community leaders with the objective of providing a methodology that allows practitioners to approach the field by engaging with local actors in ways that are generative and trustworthy, yet rigorous. While highlighting the practices, notions, and technologies that are at work in conflict, post-conflict, or transitioning out of conflict settings by local community leaders, this book is ideally for practitioners in the field of conflict, peacebuilding, and social and conflict transformation; community leaders and social organizers; as well as practitioners, stakeholders, researchers, academicians, and students interested in social transformation.

Traditionally understood as an ancient teaching method conceived by the philosopher Socrates, scholars in education have boldly explored the definitions, philosophical underpinnings, assumptions, and uses of Socratic dialogue in various learning situations and educational settings. Despite its ancient origins, the Socratic Method has an impact on contemporary leadership, critical thinking skills, e-learning, adult education, and social-emotional learning. Enhancing Teaching and Learning With Socratic Educational Strategies: Emerging Research and Opportunities presents scholarly work, philosophical investigations, educational claims, and the latest empirical research on the process and outcome of the Socratic Method in educational contexts. It delves deeply into the instructional strategy uncovering its practical impact in educational contexts and its philosophical and societal consequences in the modern world. Covering topics such as female voice, maieutic instruction, and teacher preparation, this book is an essential resource for philosophers, educational administration, educators, researchers, pre-service teachers, academicians, and government programs.

Now more than ever, the collaboration of researchers and practitioners from both PreK-12 and higher education in partnership and in research is imperative for solving problems in teaching and learning and for instituting fundamental change in education. There is growing empirical work on educational change and improvement in school-university partnership settings that should be explored. This applied research and research design impacts the initiation and institution of change in partnership settings. Thus, the role of research is an essential lever for reform. Practical perspectives are necessary to share for shaping a future in partnerships and to promote collaborative action and inquiry in school-university and professional development partnership settings. This includes changes in the partnerships’ classroom teaching, in school and college policies, student outcomes, course content, and in partnerships’ teacher education programs. Change and Improvement in School-University Partnership Settings: Emerging Research and Opportunities spotlights the types of research, research designs, and exemplar studies that were successful in producing changes and improvements in the longitudinal partnerships the author founded and directed. The chapters reveal what worked and why it worked along with brief descriptions of the exemplar studies that served as catalysts for change. In addition, a brief history of the partnership movement in America is given along with an overview of the current landscape of the different types of education partnerships prevalent today and their key research features. This book is ideal for researchers, scholars, teacher-researchers, change agents, professors, teacher educators, students, and graduate fellows interested in conducting practical and effective applied research for change and improvement in school-university partnership settings.

Whether it is earning a GED, a particular skill, or technical topic for a career, taking classes of interest, or even returning to begin a degree program or completing it, adult learning encompasses those beyond the traditional university age seeking out education. This type of education could be considered non-traditional as it goes beyond the typical educational path and develops learners that are self-initiated and focused on personal development in the form of gaining some sort of education. Essentially, it is a voluntary choice of learning throughout life for personal and professional development. While there is often a large focus towards K-12 and higher education, it is important that research also focuses on the developing trends, technologies, and techniques for providing adult education along with understanding lifelong learners’ choices, developments, and needs. The Research Anthology on Adult Education and the Development of Lifelong Learners focuses specifically on adult education and the best practices, services, and educational environments and methods for both the teaching and learning of adults. This spans further into the understanding of what it means to be a lifelong learner and how to develop adults who want to voluntarily contribute to their own development by enhancing their education level or knowledge of certain topics. This book is essential for teachers and professors, course instructors, business professionals, school administrators, practitioners, researchers, academicians, and students interested in the latest advancements in adult education and lifelong learning.

Community colleges are essential in preparing the 21st century workforce. Research has indicated that there is a shortage of individuals prepared for skilled workforce opportunities, such as plumbers, electricians, and many others. In fact, while college is essential in workforce development, it is not the only route that can lead to a successful livelihood. Developing a skill that transfers into an essential trade is a route less taken. Community colleges are ideally situated to respond to the shortage of a prepared workforce by providing an array of programs that reach a wide range of individuals with talents that may not include a college degree. Community Colleges and Workforce Preparation in the 21st Century: Emerging Research and Opportunities is a comprehensive reference source that covers the essential role of community colleges in developing a skilled workforce via varying educational opportunities that include degree completion, workforce development, and skill enhancement. Readers will benefit from the book’s ability to advocate for the need for individuals with skillful trade options, provide different areas to consider as trade options, discuss the role of community colleges in preparing a workforce, examine the challenges that can arise for individuals with a trade, and present a global outlook on the workforce of the 21st century. Covering topics that include career pathways and STEM programs, the book is especially valuable for academic institutions that are looking to provide options for talent expansion. Leadership and education scholars, leadership practitioners within community college and university settings, leaders within workforce development sectors, researchers, and students will also find this reference useful for developing a skilled and competent workforce.