Conducting Educational Research: A Primer for Teachers and Administrators is designed to provide the step-wise, content-specific information masters students must possess to design, conduct, and disseminate a qualitative, quantitative or mixed methods classroom or school research study.

The focus of this Handbook is on North American (Canada, US) science education and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in North American rather an than international context.

World University rankings were announced by Thomas Reuters and The Times. As an Indian, besides being one teaching for nearly five decades, I was eager to know the results of the announcement. I showed enough concern. Where have our good Indian universities/higher educational institutions been placed? I set my eyes on top ranks, and it didn’t give me anything to be proud of. My eyes crossed over more than two hundred and fifty names of universities of the world, including those of some not so “developed countries.” But I came across no name of Indian institutions/universities. This upsets me. What made the Indian educational scenario virtually get eclipsed by the scenarios of the rest of the world? I drew a comparison between the higher education in India with that of many other countries. The World Education scene in general occupied a higher level of degree in research and publication than that of the Indian Education scene. Research flourishes when research is brought to light through publication. I always advocate sound growth in Indian Education. This can be achieved if we improve journal publication. This awareness has resulted in this book. Therefore, Journal Publishing is a Cultural Imperative. This -book is designed to help readers understand what a journal is, the people who are responsible for the creation and production of this journal, how a journal is published, where a journal flourishes, and why it is mandatory in education development. I have taken materials from all over the world and all these sources have been acknowledged in the references, but for them, this book would not have been a reality.

The Perfect Online Course: Best Practices for Designing and Teaching was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within quality educational guidelines and must be aimed towards attaining the online course’s learning goals. The book seeks to make a contribution to the existing body of literature related to best practices and guidelines for designing and teaching distance courses, specifically online education. The process of selecting works suitable for this compilation included an extensive review of the journals Quarterly eview of Distance Education and Distance Learning. The book begins by covering literature related to general approaches and guidelines, continues with proposed methods and models for designing and instruction, and ends with instructional strategies to achieve engagement through interaction. The book is divided into four independent, yet interrelated, parts and a concluding section: Part I: Introduction; Part II: Best Guidelines and Standards; Part III: Best Instructional Methods and Models; Part IV: Best Engagement Strategies; and the concluding section, And Finally…, with words from Simonson who delineates the structure of a perfect online course.