Curriculum planning and development Books

Book SynopsisRenowned cognitive scientist Allan Collins proposes a school curriculum that will fit the needs of our modern era. Examining how advances in technology, communication, and the dissemination of information are reshaping the world, Collins offers guidelines to help schools foster flexible, self-directed learners who will succeed in the global workplace.

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Book SynopsisShows how asking questions and posing problems spark curiosity and encourage learners to think deeply and make meaningful connections across the curriculum. At the centre of this approach is creativity, with contemporary visual art as its inspiration.Table of Contents Foreword by Connie Stewart Preface Acknowledgments PART I: Foundations of Creative Inquiry 1 Learning Through Creative Art-Based Inquiry Creative Art-Based Inquiry Learning The First Grade Community Inquiry Other Key Aspects of the Creative Inquiry Approach 2 Curriculum Integration Through Creative Inquiry The Disciplines: Overlaps, Intersections, and Hybrids Curriculum Integration Art as an Integrative Discipline Art and Integrated Creative Inquiry PART II: The Academic Disciplines and Related Art 3 The Natural Sciences: Understanding the Natural World Four Dimensions of the Natural Sciences Comparing Science and Art Examples of Art That Explore Cross-Cutting Concepts Examples of Art Inspired by Science Integrating Science and Art in the Classroom 4 Mathematics: Logic and Abstraction Meets Application and Aesthetics Four Dimensions of Mathematics Intersection of Math and Art Examples of Art Inspired by Concepts in Math Integrating Math and Art in the Classroom 5 Social Studies: Understanding Ourselves and Others Four Dimensions of Social Studies Intersection of Social Studies and Art Examples of Art Exploring Concepts in Social Studies Integrating Art and Social Studies in the Classroom 6 Language Arts: Creative Writing and Storytelling Four Dimensions of Creative Writing Kinds of Stories Art That Tells Stories Literacy Through Visual Art PART III: Art-Based Strategies for Creative Inquiry 7 Learning Strategies for Creative Inquiry Kinds of Creative Thinking Creative Strategies in Contemporary Art Strategies for Thinking, Inquiry, and Learning The Research Workbook 8 Frameworks and Strategies for Curriculum and Pedagogy Utilizing the Project Zero Frameworks Creative Curriculum Development 9 Inquiry Trails: Examples of Creative Inquiry-Based Art Integration Patterns and Mathematics in Natural Forms Animal Structures and Architecture An Imaginary Island World Medicinal Plant to Treat a Social Issue or Problem Me and My World Concluding Remarks References Index About the Author and the Contributors

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Book SynopsisPresents an original, compelling vision of schools where teaching and learning are centred on creativity. Drawing on the latest research and his studies of jazz and improvised theatre, Sawyer describes curricula and classroom practices that will help educators get started with a new style of teaching - guided improvisation.Table of Contents Foreword Tony Wagner Acknowledgments 1. Introduction Teaching Creative Knowledge 2. Teaching Creative Knowledge Creative Knowledge and Shallow Knowledge Moving Beyond the Coverage Trap The Noisy Library: Learning Creativity and State Standards Creative Habits of Mind Creative Knowledge in Math, Science, and History Teaching for Creativity in Every Subject 3. Guided Improvisation Learning to Improvise Improvisation is an Ensemble Art Improv Techniques for Teachers When Teachers Need to Break the Rules Lesson Planning for Guided Improvisation Scaffolding: Balancing Structure and Improvisation Summary 4. Mastering the Teaching Paradox Scaffolding: The Structures of Guided Improvisation Project-Based Learning and the Teaching Paradox Different Balances of Structure and Improvisation From Novice Teacher to Expert Improviser Pedagogical Content Knowledge Conclusion 5. Schools for creativity What Creative Schools Look Like A Case Study: Keels Elementary Conclusion 6. A Call to Action References Index About the Author

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Book SynopsisThis resource empowers readers to oppose reform efforts that minimize teacher agency by offering an evidence-based approach to teacher-led instructional improvement. The text provides structures for attending to students' interests, knowledge, and values when planning, teaching, reflecting, and revising instruction.Table of Contents Foreword Ellin Oliver Keene Introduction Lesson Study in a Turnaround School An Overview of Lesson Study Impact of Lesson Study on Student Learning About This Book Note PART I: LESSON STUDY AS RESPONSIVE PROFESSIONAL LEARNING 1. Engaging in Lesson Study: Risk-Taking, Resilience, and ReVisioning Perpetual Motion: Unrelenting Improvement of Teaching and Learning Risk and Reward: Professional Growth through Lesson Study Valuing Teaching and Teachers Context Matters Reflect and Respond 2. Challenging Norms of Privacy and Isolation Benefits of Collaboration Challenges to Collaboration Shared Expectations Supporting, Scheduling, and Sustaining the Work Overcoming Privacy and Isolation Reflect and Respond 3. Lesson Study as Contextualized Learning Why Context Matters Lesson Study in Varying Contexts Supporting a Positive Culture for Teaching Reflect and Respond PART II: LAYERS OF THE LESSON STUDY PROCESS 4. Purposeful Planning: Teachers as Designers Collective Agency and Innovation Creating a Vision for the Lesson Predictive Planning Reflect and Respond 5. Observation: The Eyes Have It Another Pair of Eyes Before the Observation The Observation: Seeing with New Eyes Reflect and Respond 6. Debrief: Deep Reflection and Lesson ReVisioning A Disposition for Reflection Reflection Starts with Description Re Visioning through Appraising and Appreciating Re Visioning Teaching and Learning Reflect and Respond PART III: REFINING THE FOCUS 7. Building Understanding What is Understanding? Supporting Student Understanding Developing Teacher Understanding Reflect and Respond 8. Flexibility Teaching Requires Cognitive Flexibility Flexibility vs. the Perfect Lesson Plan Flexibility as a Focus for Lesson Study Increased Flexibility Reflect and Respond 9. Supporting Responsiveness Cultural Responsiveness Contextual Responsiveness Responsiveness to Individual Lives and Interests Responsiveness to Students' Learning Needs Responsiveness to Teachers' Needs Understanding, Flexibility, and Responsiveness Reflect and Respond Conclusion: Ongoing Cycles of Lesson Study Variations and Iterations Dispositions ReVisioning Through Lesson Study Reflect and Respond Appendix A: Agenda for Introducing Lesson Study Appendix B: Planning Our Lesson Appendix C: Observation Day Agenda Appendix D: Videos for Observation Practice Appendix E: Before and After Lesson Study Plans Appendix F: Student Interest Inventory References Index About the Author

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Book SynopsisThis compelling book conceptualizes Ethnic Studies not only as a vehicle to transform and revitalize the school curriculum but also as a way to reinvent teaching. Drawing on Sleeter's research review on the impact of Ethnic Studies, the authors show how the traditional curriculum's Eurocentric view of the world affects diverse student populations.Table of Contents Contents Series Foreword James A. Banks vii Acknowledgments xiii 1. What Is All This Fuss About Ethnic Studies? 1 A Story of Schooling and the Legacies of Colonialism 1 Ethnic Studies as a Decolonizing, Unfinished Project 4 Epistemic Privilege: Propelling the Movement Forward 5 Ethnic Studies in Our Schools 6 Hallmarks of Ethnic Studies 7 Overview of This Book 17 Joining the Struggle for Ethnic Studies 17 2. Mainstream Curriculum as (Multicultural) White Studies 23 Whose Viewpoint Structures Curriculum? A Contested Domain 24 What Do Current Curriculum Analyses Find? 27 Assumptions Embedded Within (Multicultural) White Studies 36 Students’ Perspectives 38 Conclusion 43 3. What the Research Says About Ethnic Studies 44 Academic and Personal Impact on Students of Color 45 Ethnic Studies for Diverse Groups That Include White Students 62 Conclusion 67 4. Ethnic Studies Curriculum as Counter-Narrative 69 Ethnic Studies as a Conceptual Approach 69 Ethnic Studies in Early Childhood 72 Black Studies in High School 76 Native American Studies 79 Ethnic Studies with Diverse Students 84 Youth Participatory Action Research and Ethnic Studies 90 Conclusion 93 5. Ethnic Studies Teachers’ Reflections on Their Praxis 95 Ethnic Studies Teachers 96 Identity as Central to Teaching 97 Foundational Values 99 Key Challenges 107 Conclusion 112 6. Research and the Movement for Ethnic Studies 113 Uses of Research in the Growing Movement for Ethnic Studies 114 Ethnic Studies Advocates 115 The Role of Research in Ethnic Studies Advocacy 116 Challenges 123 Sustainable Research and Advocacy 128 Looking Toward the Future 130 References 134 Index 149 About the Authors 162

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Book SynopsisExplores how teachers can build and sustain an intellectually and emotionally fulfilling teaching practice while changing the way students experience school. The book presents a framework of teaching for a living democracy - supporting learners to produce intellectually creative work by designing instruction that intersects with students' lives.Table of Contents Foreword Acknowledgments 1. Reframing School Learning Teaching for a Living Democracy Changing the Grammar of Schooling My Teaching Context and Background Agency and Possibility 2. Designing Curriculum for Deeper Learning Immigration Oral History Projects Advanced Essay Process Modern Day de Tocquevilles 3. Elevating Student Voices and Truths Acknowledging and Honoring Students' Realities Bulding Cohesive Classroom Communities Making Learning Complex and Real Prioritizing Student Voices, Decentralizing the Classroom 4. Envisioning New Roles for Teachers Reframing Teacher Voice Teachers as Facilitators Teachers as Lead Collaborators Teachers as Consultants and Scholars 5. Decolonizing School Insights from Aotearoa, New Zealand Biculturalism and Creating Space in Schools The Re-PLACE-ing Project Our Philadelphia, Our America 6. Engaging Multiple Realities of Teaching   for a Living Democracy Art in the Open The Messy Process of Creation Navigating Intolerance Engaging Issues of the World Epilogue: For Teachers Appendix: Additional Classroom Resources References Index About the Author

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Book SynopsisProvides a roadmap for using creative strategies to engage both educators and students in the learning process. Focusing on key qualities of culturally and linguistically responsive arts learning, chapters specifically demonstrate how arts integration strategies and formative assessment can be a catalyst for change in the classroom.Table of Contents Contents (Tentative) Foreword  Beth Lambert vii Preface ix Acknowledgments xi Introduction: Arts-Integrated Learning and Creativity 1 Creativity in Our Schools 1 Arts Integration 4 Arts as a Means of Formative Assessment 7 Influence of Pedagogical Research 9 Blending Theory and Practice: A Journey Through This Book 11 1. A New Lens for Assessment 13 Reframing Assessment 13 Authentic Assessment 15 Reflective Practice 19 Creative Assessment Linked with the Arts 21 Instructional Design 24 We Are the Change 25 2. Culturally Relevant Arts Teaching, Learning, and Assessment 28 What Is Culturally Relevant Teaching? 29 A Focus on Diverse Students  32 Arts and Culturally Responsive Teaching and Learning 34 Reflecting on Practice 38 Creating a Positive Environment for Learning 38 3. Teacher as Curator 43 The Art of Curation 43 Building Curation Skills 49 Curation as Part of Formative Assessment  50 4. Deepening the Lesson Plan 56 Lesson Planning 56 Lesson Design 61 Eight Curatorial Lenses for Reviewing and Deepening a Lesson Plan 71 Reclaiming Lesson Plans 78 5. Curation Maps: Tracing the Journey  80 Activating the Curation and Mapping Process 81 Understanding the Curation Map 84 Creating Curation Maps 89 Curation Leads to Insight 104 6. Learning Stories: Voices from the Field 106 The Learning Story 106 Story Examples from Teachers  110 Final Thoughts 132 7. Creative Assessment Strategies 134 Strategy 1: Altered Text  135 Strategy 2: Collage 139 Strategy 3: Dialogue Poem 144 Strategy 4: Movement Phrase 148 Strategy 5: Role-Play  154 Strategy 6: Soundscape 160 Strategy 7: Storyboard 165 Strategy 8: Tableau  170 Conclusion 179 The Arts as Verbs in the Classroom 180 The Artistry of Teaching 180 Key Nuggets 181 Meaningful Learning Experiences 182 References 185 Index 197 About the Authors 207

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Book SynopsisMakes the case that now is a timely moment to reimagine schools and put the intellectual and social-emotional health of students and teachers at the centre of the educational process. This book will help administrators and teachers to structure their settings in ways that maximize the likelihood of meaningful and enduring student learning.Table of Contents Contents Foreword Michael Fullan  ix Preface xi Acknowledgments xv Part I: Making the Case for Constructivist Schools 1. Imagining Schools as...3 A Simple Proposition 3 Implications for Schooling 5 Paradigm Shift 7 Information or Knowledge? 8 Meaningful Work 11 Tracking Worthy Outcomes 11 At a Crossroad 13 Every Classroom a Journey 14 2. Transforming Schools From the Inside Out 17 Preschoolers Take a Nature Walk 17 Elementary School Students Simulate an Oil Spill Cleanup 20 Middle Schoolers Respond to a Global Challenge 22 High Schoolers Become Stewards of Water Quality 25 Undergraduates Include Social Justice in Studies of the Changing Earth 27 Teachers Transform Their Practice 28 3. Searching for Meaning 31 Making Sense of Things 31 Our Personal Pantheon 33 Wiring and Firing 42 Opening New Doors to Self-Regulation 44 Images of Learners 46 Part II: Guiding Principles 4. Tying the Learning Frameworks Together 51 Math: What Boats and Medicines Can Teach Us 52 Science: What Ants Can Teach Us 54 Social Studies: What Huckleberries Can Teach Us 56 Literacy: What Artifacts Can Teach Us 58 The Arts: What Windy Days Can Teach Us 60 Language, Libraries, Health: What Rocks and Water Can Teach Us 61 Embedding the “What,” Guiding the “How,” Providing a “Why” 65 5. Framing Curricula and Teaching Around Big Ideas 69 Big Ideas and Points of View 70 Negotiating Curricula 72 Just-in-Time Teaching 73 Content–Process Dynamic 74 Posing Problems of Emerging Relevance 79 6. Fostering the Development of Reasoning With Design Thinking 83 Models of Design Thinking 83 Failing Forward 85 Innovating With Design Thinking 86 Design Challenges 89 Teaching With Design Challenges 91 7. Deepening Reasoning With Transdisciplinary Strategies 97 1. Ordering Learning Experiences 98 2. Hearing the Questions Students Hear 100 3. Offering Time to Think 101 4. Seeking Elaboration 102 5. Facilitating the Search for Patterns 103 6. Valuing Evidence 104 7. Connecting Students With Each Other 106 8. Posing Targeted Questions 107 9. Appreciating Context 108 10. Cultivating a Sense of Place 109 11. Supporting Student Agency 110 12. Navigating Error 111 8. Responsibly Assessing Student Learning 115 The Perils of Grading 116 Data Versus Evidence 117 Connecting Teaching to Assessing 118 Assessment That Generates Student Thinking 120 Performance Assessment 123 Responsible Assessment 124 Changing the Narrative 126 Part III: Stepping up and Speaking Out 9. Shifting Norms and Structures 131 Visioning and Valuing 131 Establishing a Culture of Learning 133 Aligning Curricula 134 Collaborating With Parents 135 Differentiating for Equity 136 Considering Space and Time and Technology 138 School as a Concept 140 10. Moving to the Next Level of Work 143 Why 144 How 146 For Whom 147 References 151 Index 163 About the Authors 173

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Book SynopsisAddresses issues of social justice through the regular curriculum and everyday school life. This book illustrates an approach that integrates social justice education with contemporary research on students' development of moral understandings and concerns for human welfare in order to address societal conventions, norms, and institutions.

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Book SynopsisDespite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K-12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult.Table of Contents Contents Foreword Cinthia Salinas ix Introduction: Framing Difficult Histories 1 Lauren McArthur Harris, Maia Sheppard, and Sara A. Levy PART I: CENTERING DIFFICULT HISTORY CONTENT 13 1.  Representing Difficult History Through Images and Narratives With Museum Partners: Learning and Teaching at the 9/11 Memorial & Museum 15 Rebecca L. Rosen, Kevin W. Meuwissen, Megan C. Jones, and Jennifer M. Lagasse 2.  Rethinking the Teaching of Black History: Teachers, Students, and the Development of a Black History and Literature Course Using a Black Historical Consciousness Framework 28 Gregory Simmons, LaGarrett J. King, and Mary Adu-Gyamfi 3.  Teaching About the Nanjing Safety Zone to Introduce Human Rights 41 Jing A. Williams, Christian D. Pirlet, and Mary Johnson PART II: CENTERING TEACHER AND STUDENT IDENTITIES 53 4.  "Step by Courageous Step": A Preservice Teacher's Understanding of the Story of Ona Judge 55 Amanda E. Vickery, Shalicia Hobby, and Marquita Foster 5.  Pacific Learners, Identity, and Difficult Histories: A New Zealand Case Study 68 Bronwyn Houliston 6.  Perpetual War as Difficult History: Teaching Against Militarism and for Peace 80 Scott T. Glew 7.  Teaching the Holocaust: A Search for Its Redemptive Value 90 Doran Katz PART III: CENTERING LOCAL AND COMMUNITY CONTEXTS 103 8.  From Praying Towns to the National Day of Mourning: Centering Indigenous Peoples' Survivance and Resistance Within American History 105 Taylor Collins and Christopher C. Martell 9.  "When People Stay Silent, It Looks Like Newberry Is the Only One With This Problem": Confronting the Difficult History of Racial Violence in an African American History Course 117 Elizabeth Yeager Washington, Catherine G. Atria, Jordan Marlowe, and Christina Aulino 10.  Comparing Historical Injustices: The Possibilities and Challenges of Teaching Multiple Injustices From an Anticolonial Perspective 129 James Miles and Rosie Thind 11.  The Paradoxical Qualities of Teaching Difficult History 142 Tyler Moon and H. James (Jim) Garrett PART IV: CENTERING TEACHER DECISION-MAKING 153 12.  "The 13th Amendment, It Don't Say That We Kings": Teaching the History of Mass Incarceration and Criminal Justice Reform Through Hip-Hop Pedagogy 155 Kelly R. Allen 13.  Teaching Difficult Histories of Immigration at the Elementary Level 167 Tara Rich and Sohyun An 14.  "If You're Not Talking About Those Things, You're Not Talking About History": Interrogating and Discussing Secondary Sources 179 Lance Weisend, Colleen Fitzpatrick, and Stephanie van Hover 15.  "These Are Human Beings We're Talking About": 9th Graders Think and Write About the Middle Passage 191 Jennifer Hauver, Victoria Lisle, and Ga-Min Lee About the Contributors 204 Index 206

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Book SynopsisOffers the first comprehensive guide to the world of cooperative play and games for pre-K-12 learning. The book includes a thorough pedagogical rationale and guidelines for practice, a survey of related research and scholarship, engaging anecdotes, illustrations, historical background, and an array of sample games to try.Table of Contents Contents Foreword ix Acknowledgments xiii Introduction 1 About Playing Together 1 Why This Book? 3 Contents of This Book 5 PART I. FOUNDATIONS OF COOPERATIVE GAMES 1. What Are Cooperative Play and Games? 8 Understanding Play 8 Defining Cooperative Games 10 A Brief History of Cooperative Games 10 Theories of Learning and Play Supporting Cooperative Games 12 Playful Learning 16 Meeting Current Challenges in Play with Cooperative Games 17 Chapter Summary 21 Play to Learn—Try This! 22 2. Learning to Cooperate 24 Understanding Cooperation 25 Forms of Cooperation 26 What Cooperation Is Not 27 Roots of Cooperation 28 Social Interdependence Theory: Cooperation versus Competition 30 Learning Cooperation in School 32 Teaching Cooperation Through Play and Games 33 What Research Says About Teaching Cooperation Through Games 35 Chapter Summary 36 Play to Learn—Try This! 37 3. Rethinking Competition 39 Defining Terms 40 Documented Downsides of Competition 42 Handling Competition With Care in the Classroom 48 Chapter Summary 49 Play to Learn—Try This! 50 PART II. SOME COOPERATIVE GAMES AND GUIDELINES FOR PRACTICE 4. A Gallery of Cooperative Games 52 Cooperative Games for Welcoming and Inclusion 53 Cooperative Games for Trust-Building and Empathy 55 Cooperative Games for Community-Building 56 Cooperative Games to Prevent Bullying 57 Cooperative Games for Young Children 59 Cooperative Games for Older Children, Tweens, and Teens 61 Cooperative Games to Teach Language Arts 62 Cooperative Games to Teach Math 63 Cooperative Games to Teach Science 64 Classic Cooperative Play Activities 66 Chapter Summary 66 Play to Learn—Try This! 67 5. A Guide to Facilitating Cooperative Games 68 The Five Steps of Facilitating Games 69 Designing Cooperative Games 75 Converting Competitive Games to Cooperative Games 78 Chapter Summary 79 Play to Learn—Try This! 79 PART III. APPLICATIONS OF COOPERATIVE GAMES 6. Cooperative Games to Support Cooperative Learning 82 Background on Cooperative Learning 83 Using Cooperative Games to Support Cooperative Learning 85 A Cooperative Games Training Program for Cooperative Learning 86 Chapter Summary 91 Play to Learn—Try This! 91 7. Cooperative Games and the "Soft Skills" 93 Teaching the Whole Student 93 Pedagogy of Cooperative Games for Social and Emotional Learning 94 Cooperative Games and Classroom Climate 98 Cooperative Games for Moral Education 100 Chapter Summary 101 Play to Learn—Try This! 102 8. Cooperative Games to Prevent Aggression 103 The Aggressive Student 103 Group Aggression: Fighting Together 105 Treating Group Aggression 110 Cooperative Games to Reduce Group Aggression at School 112 Chapter Summary 116 Play to Learn—Try This! 117 9. Cooperative Games in Early Childhood Education 119 Young Children and Play 120 Cooperative Play—The Capstone of Early Childhood Social Development 122 How Cooperative Play Promotes Social Development 123 Two Definitions of Cooperative Play 125 Summary of Important Differences Between Competitive and Cooperative Play 126 How to Use Cooperative Games in the Early Childhood Classroom 128 Chapter Summary 133 Play to Learn—Try This! 134 Epilogue: Putting It All Together: A Pedagogy of Cooperative Games 136 Elements of the Pedagogical Framework 136 Conclusion 139 Appendix A. Answers to Questions for Reflection 141 Appendix B. Resources for Further Exploration 145 References 147 Index 154 About the Author 161

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Book SynopsisFor almost a decade, this groundbreaking resource has been one of the most highly used textbooks in justice-oriented social studies methods courses for grades 3-8. The author has thoroughly revised her bestseller to provide additional lessons that are more deeply situated within the current context of converging pandemics.

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Book SynopsisEvery educator’s imaginative instincts will be guided by this book’s practical design method, which harnesses the power of play for learning. Along with principles from game-based learning pedagogy, the book explores a framework of complex mechanic teaching templates, which help instructional activities cross the bridge into fully formed games.

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Book SynopsisEvery educator’s imaginative instincts will be guided by this book’s practical design method, which harnesses the power of play for learning. Along with principles from game-based learning pedagogy, the book explores a framework of complex mechanic teaching templates, which help instructional activities cross the bridge into fully formed games.

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Book SynopsisEradicating systemic racism in our schools requires a systemic response. This book describes an adaptive framework that includes ten tenets for developing structural and curricular antiracist leadership.Table of Contents Contents (Tentative) Series Foreword Introduction 1. My Racial Autobiography 2. Historical and Antiracist School Leadership Perspectives A Very Brief History of Antiracism in the United States A Very Brief History of AntiRacism in Public Education Perspectives: Racial Identity Identity Development and White People Identity Development for People of Color Identity Development for Multiracial People Theoretical Base: Critical Race Theory 3. Engaging in Antiracist Leadership Safe and Sacred Space Staff Collaboration 4. Critical Race Theory at Midwest High School Interest Convergence Whiteness as Property Critique of Liberalism Permanence of Racism 5. Racial Identity Development at Midwest High School White Racial Identity Identity Development for People of Color Conclusion 6. Tenets for Sustaining Antiracist School Leadership Systemic Implementation Support from the Top Common Language and Protocol Identity Development 7. The Story: A Gilded Age of Anti-Racism Prologue: Philadelphia Year One Year Two Year Three Epilogue: New Orleans Deepening Antiracist Leadership Shared Experiences Active Anti-Racist Leadership Active Anti-Racist Leadership Community/Family Engagement Conclusion Appendix References  549 Index  570 About the Author  571

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Book SynopsisShows K-8 teachers how to accelerate mathematics instruction so that all students learn and work on grade level, receive the right scaffolding when they need it, and feel a sense of achievement and success. Educators will in turn experience lower frustration and the joy of helping students thrive.Trade Review"This book would be an asset to classroom teachers, math specialists, and math intervention teachers in elementary and middle schools."—Teachers College RecordTable of Contents Contents (Tentative) Foreword Acknowledgment Introduction Acceleration Is Not Remediation Phrases We Need to Know 1. Research on Acceleration What Is Acceleration? What Is the Shift? Why Do We Accelerate? What Are the Benefits of Accelerating? How Do We Accelerate? Summary 2. Unpacking Prior Knowledge: Assessment as the Key to Acceleration The Importance of Prior Knowledge What Prior Knowledge Should Be Prioritized? Trickiness of Prior Knowledge The Role of Prior Knowledge in Accelerating Math Explicitly Tapping into Prior Knowledge Activating Prior Knowledge Posters Metacognition Graphic Organizers to Tap into Prior Knowledge Schema/Prior Knowledge Maps Summary 3. Acceleration and the Teaching of Math Vocabulary Directly Teaching the Vocabulary Practicing the Vocabulary Weaving the Vocabulary Throughout the Lesson Summary 4. Acceleration Lesson Plan Format Instruction Plan Assessment Plan Progress Monitoring Keeping Track Throughout the Lesson Planning Checklists Reflecting on the Acceleration Process Summary 5. Acceleration and Pedagogy Eight Recommendations for Mathematical Intervention Explicit and Systematic Instruction Math Intervention Lesson Distributed and Deliberate Practice Visualization Manipulatives Diagrams and Graphic Organizers Visuals for Word Problems Number Paths and Number Lines Graphic Organizers Visual Displays Choosing the Best Graphic Organizers Word Problems Fluency Math Think Alouds Emergent Bilinguals Building Mathematical Proficiency Math Practices and Processes Professional Development Summary 6. Acceleration: A Primary Classroom Example Jamal A Week of Scaffolding the Bridging 10 Strategy Tracking a 1-Week Acceleration Cycle A Week of Acceleration Evaluating the Acceleration Cycle Supporting the Acceleration Cycle Summary 7. Acceleration: An Upper Elementary Example Lucy Two Weeks of Scaffolding Division: Big Division Ideas Tracking a Two-Week Acceleration Cycle 8. Acceleration: A Middle School Example Mario Learning Trajectory of Division Two Weeks of Scaffolding Fraction Division: Big Fraction Ideas Tracking a Two-Week Acceleration Cycle Prior Knowledge: Trace of Dividing Fractions by Fractions Lesson 1: Dividing a Whole Number by a Fraction Lesson 2: Dividing a Whole Number by Any Fraction Dividing a Unit Fraction by a Whole Number Dividing a Fraction by a Fraction Progress Monitoring Daily Exit Slips Example of Mapping an Acceleration Cycle Reflecting on the Acceleration Cycle Supporting the Acceleration Cycle Summary 9. Connecting Progress Monitoring, Goal Setting, and Motivation Progress Monitoring for Acceleration Goal Setting Student Goal Setting High Quality Feedback and Motivation Motivation and Growth Mindset Summary Epilogue. Acceleration in Action: A Classroom Example Christine King References About the Author

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Book SynopsisHuman Rights Education for the Twenty-First Century is a comprehensive resource for training, education, and raising awareness in a wide variety of settings, both formal and informal. A diverse group of contributors—experienced activists, education experts, and representatives of several international governmental organizations—provides a rich potpourri of ideas and real-world approaches to initiating, planning, and implementing programs for teaching people about their human rights and fundamental freedoms. This volume has been developed for a global audience of educators, scholars in many disciplines, nongovernmental organizations, and foundation officers.Trade Review"The significance of this book cannot be overstated. . . . It is written for a global audience of educators at all levels, scholars in all disciplines, policy makers, and foundation officers." * Human Rights Quarterly *"This book, as a well-targeted, insightful, and accessible source, offers comprehensive conceptual and practical observations and recommendations that will serve the international human rights community for many years to come. Intergovernmental bodies, NGOs, activists, teachers, and others (including governments) will continue to use this book . . . well into the 21st century." * Netherlands Quarterly of Human Rights *

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Book SynopsisOver the past seven decades, human rights education has blossomed into a global movement. A field of scholarship that utilizes teaching and learning processes, human rights education addresses basic rights and broadens the respect for the dignity and freedom of all peoples. Since the founding of the United Nations and the adoption of the Universal Declaration of Human Rights in 1948, human rights education has worked toward ensuring that schools and non-formal educational spaces become sites of promise and equity.Bringing together the voices of leaders and researchers deeply engaged in understanding the politics and possibilities of human rights education as a field of inquiry, Monisha Bajaj''s Human Rights Education shapes our understanding of the practices and processes of the discipline and demonstrates the ways in which it has evolved into a meaningful constellation of scholarship, policy, curricular reform, and pedagogy. Contributions by pioneers in the field, as wTrade Review"The collection's very existence (all 300-plus pages) signifies the remarkable growth, presence, and diversity of human rights education (HRE) . . . For anyone seeking inspiration and engagement, desiring systemic change and social justice, and hoping to learn more about the construction of work about HRE, through HRE, and for HRE, Human Rights Education is essential reading." * Human Rights Review *"Human Rights Education is a compelling and authoritative survey of the theoretical underpinnings, history, current state, and future of human rights education. This volume provides the field with an exhaustive text that addresses the concepts, complexities, and real world applications of human rights education…By providing a theoretical and experiential foundation for HRE, Human Rights Education proves not only that we can build and sustain rights-affirming knowledge bases and learning communities, we must." * International Journal of Human Rights Education *"Human Rights Education provides a glimpse into the emerging, complex, multifaceted, and, at times, overgeneralized field of human rights education. The book offers rich theoretical frameworks, global research, and lessons from transformative educational praxis to help readers define and understand human rights education as a distinct field…[This book is recommended] for anyone who works within education including teachers, administrators, social workers, school counselors, school board members, and policymakers [and] any citizen, activist, volunteer, parent, student, or government official interested in working for peace, justice, and a worldwide human rights culture." * Humanity & Society *"“[Bajaj’s] book provides essential material and resources for scholars, practitioners, activists, and policymakers who wish to engage with this dynamic field, especially in response to the rising tides of neo-fascism, economic exploitation, and the many forms of violence and discrimination in a changing and turbulent world… Human Rights Education provides an opportunity for researchers, practitioners, and administrators to reflect on their own practice and helps readers to reimagine a common future for cherishing diversity, praising human dignity and promoting human rights. This is essential if an adequate HRE is to be achieved." * Human Rights Education Review *"By assembling a collection of essays by leaders in the field of human rights education and drawing from a wide and distinguished set of disciplinary homes, Monisha Bajaj has done a great service to scholars, teachers, and students interested in pursuing this fast-emerging and critically important topic." * Jacqueline Bhabha, Harvard University *"Human Rights Education lives up to its promise. Monisha Bajaj has put together an impressive set of studies reviewing the whole rapidly expanding arena, from theory and research to fascinating accounts of practice." * John W. Meyer, Stanford University *

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Book SynopsisOver 185 faculty members from eleven colleges and universities share personal, humorous, powerful, and poignant stories about their experiences in higher education. Collectively, these accounts help to answer the question of why developing a structured and coherent undergraduate education is such a vexing challenge for colleges and universities. Trade Review“Interviews of nearly 180 faculty at a diverse range of colleges and universities demonstrate an inspiring commitment to teaching and to doing whatever it takes to improve student learning. Yet this commitment has not translated into the kind of curricular reform our colleges and our society need if higher education is to be more accessible and effective. The authors, in candidly recounting faculty stories of frustrating failure as well as joyful success, provide important new insights into the many exasperating barriers to broader curricular change; impediments which can only be overcome by a new kind of partnership among faculty, institutional decision makers, and education leaders.” -- Richard Detweiler, Ph.D * President, Great Lakes Colleges Association *“There has been an on-going national conversation about what is taught in the higher education classroom and how much it matters. Making Sense of the College Curriculum responds strongly and directly to the conversation by offering a critical assessment of what some of the most committed teachers in higher education aspire to do in modernizing the curriculum. It places balanced emphasis on matters of racial and other social differences, the influence of social media, and the existence of instructional and other technology that have shaped the contemporary challenge of higher education teaching. It also delivers a clear message to faculty that thinking in much the same way over time about pedagogy is perilous because students are coming to the classroom each semester, academic year, and decade with different interests, capacities, and expectations about what higher educational learning is all about. Hence, for dedicated instructors sensitivity, self-awareness, and preparedness for adaption must be the constants.” -- Alford A. Young, Jr. * co-editor, Faculty Social Identity and the Challenges of Diversity: Reflections on Teaching in Highe *"‘Making Sense of the College Curriculum’: Authors discuss new book examining the faculty role -- and how professors view their responsibilities" by Scott Jaschik * Inside Higher Education *"Selected New Books in Higher Education," compiled by Ruth Hammond * Chronicle of Higher Education *"Not Just for Video Games: Virtual Reality Joins the Classroom" article in Teaching Newsletter * Chronicle of Higher Education *"Panicked universities in search of students are adding thousands of new majors" by Jon Marcus * Washington Post *"Colleges Nationwide Hope New Majors Will Attract Students," Robert Zemsky interview with Lauren Gilger * KJZZ *"Making Sense of The College Curriculum is a useful start about how to make a coherent college curriculum." * VoegelinView *Table of ContentsPreface: An Exercise in Sense Making Section I: Defining the Task Introduction: It's a Riddle After All Faculty Voice: Hard Conversations Section II: Passions 1 I Am a Bridge Faculty Voice: Taking Ownership 2 Why We Do What We Do Faculty Voice: Hidden among the Artifacts Faculty Voice: An Experiment in Experiential Learning Section III: Adaptations 3 Flying Solo Faculty Voice: Practice Makes Perfect Faculty Voice: Being a Doula 4 Change Is All About Us Faculty Voice: Nope, Too Busy 5 Losses and the Calculus of Subtraction Faculty Voice: Look, It’s a Course…It’s a Major…No, It’s SUPERMAJOR! Section IV: Frustrations 6 The Cost Conundrum Faculty Voice: Forty Years in the Desert Faculty Voice: Touching the Third Rail 7 Barriers Faculty Voice: Stepping into the Fray Section V: Conclusions 8 The Road Not Traveled References

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Book SynopsisA sophisticated theoretical reconsideration of Latin American studies, critiquing past work and proposing new frameworks for the discipline.Trade Review“The Exhaustion of Difference ‘pushes Latin Americanist fulfilment against its limits.’ The limits radiate out into the networks of subalternities, locationisms, Area Studies/Cultural Studies, globalization and transculturation—and beyond. In these pages high theory is at home with Latin American intellectual history and deft textual analysis.”—Gayatri Chakravorty Spivak, author of A Critique of Postcolonial Reason: Toward a History of the Vanishing Present“With extreme clarity of argument and intellectual sophistication, this book subjects the field’s epistemic diagram to a radical questioning that upsets the sociological and literary conventionalism of Latin American thinking on identity and difference, globalization and locality, and culture and politics. The rigor and positional force with which this book deploys its polemical apparatus will alter the academic pathways of reflection on Latin America.”—Nelly Richard, Editor, Revista de Crítica CulturalTable of ContentsAcknowledgments Introduction: Conditions of Latin Americanist Critique 1. Global Fragments 2. Negative Globality and Critical Regionalism 3. Theoretical Fictions and Fatal Conceits 4. Restitution and Appropriation 5. The National Popular in Antonio Candido and Jorge Luis Borges 6. The End of Magical Realism: Jose Maria Arguedas’s Passionate Signifier 7. The Aura of Testimonio 8. The Order of Order: On the Reluctant Culturalism of Anti-Subalternist Critiques 9. Hybridity and Double Consciousness Notes Works Cited Index

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Book SynopsisThe conditions for thinking about Latin America as a regional unit in transnational academic discourse have shifted over the past decades. In The Exhaustion of Difference Alberto Moreiras ponders the ramifications of this shift and draws on deconstruction, Marxian theory, philosophy, political economy, subaltern studies, literary criticism, and postcolonial studies to interrogate the minimal conditions for an effective critique of knowledge given the recent transformations of the contemporary world.What, asks Moreiras, is the function of critical reason in the present moment? What is regionalistic knowledge in the face of globalization? Can regionalistic knowledge be an effective tool for a critique of contemporary reason? What is the specificity of Latin Americanist reflection and how is it situated to deal with these questions? Through examinations of critical regionalism, restitutional excess, the historical genealogy of Latin American subalternism, testimonioTrade Review“The Exhaustion of Difference ‘pushes Latin Americanist fulfilment against its limits.’ The limits radiate out into the networks of subalternities, locationisms, Area Studies/Cultural Studies, globalization and transculturation—and beyond. In these pages high theory is at home with Latin American intellectual history and deft textual analysis.”—Gayatri Chakravorty Spivak, author of A Critique of Postcolonial Reason: Toward a History of the Vanishing Present“With extreme clarity of argument and intellectual sophistication, this book subjects the field’s epistemic diagram to a radical questioning that upsets the sociological and literary conventionalism of Latin American thinking on identity and difference, globalization and locality, and culture and politics. The rigor and positional force with which this book deploys its polemical apparatus will alter the academic pathways of reflection on Latin America.”—Nelly Richard, Editor, Revista de Crítica CulturalTable of ContentsAcknowledgments Introduction: Conditions of Latin Americanist Critique 1. Global Fragments 2. Negative Globality and Critical Regionalism 3. Theoretical Fictions and Fatal Conceits 4. Restitution and Appropriation 5. The National Popular in Antonio Candido and Jorge Luis Borges 6. The End of Magical Realism: Jose Maria Arguedas’s Passionate Signifier 7. The Aura of Testimonio 8. The Order of Order: On the Reluctant Culturalism of Anti-Subalternist Critiques 9. Hybridity and Double Consciousness Notes Works Cited Index

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Book SynopsisTable of ContentsIntroduction: Witnessing Girlhood | 1 1. Girls in Crisis: Feminist Resistance in Life Writing by Women of Color | 13 2. Gender Pessimism and Survivor Storytelling in the Memoir Boom: Girl, Interrupted, Autobiography of a Face, and Nanette | 38 3. Visualizing Sexual Violence and Feminist Child Witness: A Child’s Life and Other Stories and Becoming Unbecoming | 63 4. Teaching Dissent through Picture Books: Girlhood Activism and Graphic Life Writing for the Child | 86 Epilogue. Twenty-First-Century Formations: Child Witness, Trans Life Writing, and Futurity | 101 Acknowledgments | 113 Notes | 115 Index | 141

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Book SynopsisTable of ContentsIntroduction: Witnessing Girlhood | 1 1. Girls in Crisis: Feminist Resistance in Life Writing by Women of Color | 13 2. Gender Pessimism and Survivor Storytelling in the Memoir Boom: Girl, Interrupted, Autobiography of a Face, and Nanette | 38 3. Visualizing Sexual Violence and Feminist Child Witness: A Child’s Life and Other Stories and Becoming Unbecoming | 63 4. Teaching Dissent through Picture Books: Girlhood Activism and Graphic Life Writing for the Child | 86 Epilogue. Twenty-First-Century Formations: Child Witness, Trans Life Writing, and Futurity | 101 Acknowledgments | 113 Notes | 115 Index | 141

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Book SynopsisFocusing on school as place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school, this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives.Table of ContentsChapter 1. Interrupting Understandings of Curriculum Making Chapter 2. Narrative Inquiry As Relational Multiperspectival Inquiry Chapter 3. Loyla's Familial Curriculum Making in the Home and Community Chapter 4. Ji-Sook's and Brent's Stories to Live By Chapter 5. The School Curriculum Making of Ji-Sook and Brent Chapter 6. The Familial Curriculum Making of Ji-Sook, Brent, and Their Families Chapter 7. Living in Two Worlds of Curriculum Making: Children as World Travellers Chapter 8. Conceptualizing Curriculum Making as Interwoven With Identity Making and Assessment Making Chapter 9. Worlds and, of Necessity, World Travel: Conversations With Curriculum Theorists, Parents, Others, and Teacher Educators

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Book SynopsisLay a solid foundation of algebra proficiency with over 155 hands-on games and activities. To complement the natural process of learning, each activity builds on the previous one-- from concrete to pictorial to abstract. Dr. Thompson''s unique three-step approach encourages students to first recognize patterns; then use diagrams, tables, and graphs to illustrate algebraic concepts; and finally, apply what they''ve learned through cooperative games, puzzles, problems, and activities using a graphic calculator and computer. You''ll find each activity has complete teacher directions, lists of materials needed, and helpful examples for discussion, homework, and quizzes. Most activities include time-saving reproducible worksheets for use with individual students, small groups, or the entire class. This ready-to-use resource contains materials sufficient for a two-semester course in Algebra I and can be adapted for advanced students as well as students with dyslexia.Table of ContentsAbout This Book. Real Numbers, Their Operations, and Their Properties. Linear Forms. Linear Applications and Graphing. Quadratic Concepts. Special Applications. Appendix: Tile Patterns.

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Book SynopsisOffers an overview of and a rationale for the shift in general education curricular design, a sense of how this shift can affect a faculty member's teaching, and an understanding of how all of this might impact course and student assessment.Table of ContentsForeword xi About the Author xv Acknowledgments xvii Introduction 1 PART ONE: THE BIG PICTURE 9 1 Structuring General Education 11 2 Some Examples of Integrative Curricular Models 25 PART TWO: GENERAL EDUCATION AT THE COURSE LEVEL 43 3 Designing Effective General Education Courses 45 4 How the Purposes of General Education Can Reshape a Course: Case Studies 54 PART THREE: GENERAL EDUCATION AT THE ASSIGNMENT AND ASSESSMENT LEVEL 73 5 Designing Appropriate Assignments for General Education 75 6 The Chapter You May Want to Skip: Institutional Assessment and General Education 94 Conclusion 107 Appendix A: Syllabus for Artistic and Literary Responses to Science and Technology 109 Appendix B: Syllabus for The Way Things Work: Sky Diving and Deep Sea Diving 117 Appendix C: Syllabus for Traveling Without Leaving: Global Sociology 125 Appendix D: Syllabus for Elite Deviance: Crime in the Suites 137 Appendix E: Syllabus for Does Gun Control Save Lives? 145 Appendix F: Syllabus for Statistics and Botany 151 References 157 Index 161

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Book SynopsisThere is not one right way to teach a child to read

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Book SynopsisHow the Common Core standardizes our kids' educationand how it threatens our democracy. The Common Core State Standards Initiative is one of the most controversial pieces of education policy to emerge in decades. Detailing what and when K12 students should be taught, it has led to expensive reforms and displaced other valuable ways to educate children. In this nuanced and provocative book, Nicholas Tampio argues that, though national standards can raise the education bar for some students, the democratic costs outweigh the benefits. To make his case, Tampio describes the history, philosophy, content, and controversy surrounding the Common Core standards for English language arts and math. He also explains and critiques the Next Generation Science Standards, the Advanced Placement US History curriculum framework, and the National Sexuality Education Standards. Though each set of standards has admirable elements, Tampio asserts that democracies should disperse education authority ratTrade ReviewIn Common Core: National Education Standards and the Threat to Democracy, Nicholas Tampio offers a concise and readable anatomy of the Common Core movement as well as a case against national standards generally.—Wall Street JournalThe book is brief, pithy, to-the-point and well-focused, making it a great gift for your civilian friend who wants a quick, accessible explanation of what all the fuss is about.—CurmudgucationCommon Core provides a useful reminder of how educators—together with parents, and civil society—should be engaged in a larger political process of how schools, curricula, and national standards are organized.—Emmerich Davies, Harvard University, Perspectives on PoliticsTable of ContentsAbout the AuthorAcknowledgmentsIntroduction1. Arguments for National Education Standards2. Arguments against National Education Standards3. English Standards, Close Reading, and Testing4. Math Standards, Understanding, and College and Career Readiness5. Science Standards, Scientific Unity, and the Problem of Sustainability6. History Standards, American Identity, and the Politics of Storytelling7. Sexuality Standards, Gender Identity, and Religious FreedomConclusionEpilogueNotesReferencesIndex

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Book SynopsisStephanie Springgay considers socially engaged art as a practice of research-creation that germinates a radical pedagogy she calls feltnessa set of intimate practices of creating art based on touch, affect, relationality, love, and responsibility.Table of ContentsAcknowledgments ix Introduction. Feltness: On How to Practice Intimacy 1 1. Bitter Chocolate Is for Adults! Matters of Taste in Elementary Students’ Socially Engaged Art 31 2. Imponderable Curricula: Living in the Future Now 55 3. Fluxus and the Event Score: The Ordinary Potential of Radical Pedagogy as Art 81 4. Anarchiving as Research-Creation: Instant Class Kit 111 5. Conditions of Feltness 135 6. Making a Public 153 7. Pedagogical Impulses 171 Notes 179 References 183 Index 195

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Book SynopsisInterdisciplinary Arts helps students explore their capacities for creativity and cross-disciplinary thinking by drawing from the fields of theatre, dance, and visual arts. They will learn how to transfer the skills they gain from the book to any endeavor or career they undertake.Table of ContentsChapter 1. Introduction to Interdisciplinary ArtsInterdisciplinary MovementBartenieff: Six Developmental StagesAlexander TechniqueYogaConclusionChapter 2. TheatreGetting Started: Connecting to the TextPreparing a SceneBody: The Actor’s InstrumentStage AwarenessProps and CostumesCollaborative TeamChapter 3. Dance and MovementLaban: Still FormsCentering the Body: 12 Principles of Bartenieff FundamentalsPreparing for the WorkThe Creative ImpulseIntent: Moving With PurposeLaban’s Effort FactorsMise en scèneCollaborative TeamChapter 4. Visual ArtsVisual ArtsInspirationFormColorValue and ContrastRhythmShapeLineTextureSpaceChapter 5. Dance and TheatreIntegrating Dance and Theatre: Poem Performance Using Laban’s EffortsOverview of the ProcessThe Process in DetailAssimilation of Feedback, Development, and RehearsalConclusionChapter 6. Visual Arts and DanceIntegrating Visual Arts With Dance: Wearable or Scenic ArtOverview of the ProcessOverview of the Concepts Used in the ProjectConclusionChapter 7. Theatre and Visual ArtsIntegrating Theatre and Visual Arts: In/Out MasksOverview of the ProcessOverview of the Concepts Used in the ProjectArts-Based ResearchDevelopment: Creating Your In/Out MaskDeveloping the MonologueChapter 8. All Three Art FormsMaking Art Using the Human IntelligencesMultiple Intelligences Synthesis AssignmentChapter 9. Make Art, but Also, Go See Art!Theatre CriticismVisual Art CriticismDance and Movement CriticismConclusion: Interdisciplinary Arts as a Way of Life

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Book SynopsisUrban Environmental Education Review explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don''t care for, or need, urban nature or a healthy environment.Topics in Urban Environmental Education Review range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities.The ten-essay series UrbanTrade Review"Urban Environmental Education Review is a fantastic and unprecedented addition to the literature on environmental education. I appreciate the thoughtfulness of the editors in including authors with many different disciplinary lenses on the field, from a wide geographic range (including within, not just between chapters), and who represent a mix of august, experienced, mid-career, and some new-to-the-field researchers. The chapter topics are logical and provide a nice flow to the book, and the prose is accessible and easy to read." -- Charlotte Clark, Nicholas School of the Environment, Duke UniversityTable of ContentsForeword, Justin Dillon, Judy Braus, Kartikeya Sarabhai, and Luiz Marcelo de CarvalhoIntroduction, Alex Russ and Marianne E. KrasnyPart I. Urban Context1. Advancing Urbanization, David Maddox, Harini Nagendra, Thomas Elmqvist, and Alex Russ2. Sustainable Cities, Martha C. Monroe, Arjen E. J. Wals, Hiromi Kobori, and Johanna Ekne3. Four Asian Tigers, Geok Chin Ivy Tan, John Chi-Kin Lee, Tzuchau Chang, and Chankook Kim4. Cities as Opportunities, Daniel Fonseca de Andrade, Soul Shava, and Sanskriti MenonPart II. Theoretical Underpinnings5. Critical Environmental Education,Robert B. Stevenson, Arjen E. J. Wals, Joe E. Heimlich, and Ellen Field6. Environmental Justice, Marcia McKenzie, Jada Renee Koushik, Randolph Haluza-DeLay, Belinda Chin, and Jason Corwin7. Sense of Place, Jennifer D. Adams, David A. Greenwood, Mitchell Thomashow, and Alex Russ8. Climate Change Education, Marianne E. Krasny, Chew-Hung Chang, Marna Hauk, and Bryce B. DuBois9. Community Assets, Marianne E. Krasny, Simon Beames, and Shorna B. Allred10. Trust and Collaborative Governance, Marc J. Stern and Alexander Hellquist11. Environmental Governance,Marianne E. Krasny, Erika S. Svendsen, Cecil Konijnendijk van den Bosch, Johan Enqvist, and Alex RussPart III. Educational Settings12. Nonformal Educational Settings, Joe E. Heimlich, Jennifer D. Adams, and Marc J. Stern13. Community Environmental Education, Marianne E. Krasny, Mutizwa Mukute, Olivia M. Aguilar, Mapula Priscilla Masilela, and Lausanne Olvitt14. School Partnerships, Polly L. Knowlton Cockett, Janet E. Dyment, Mariona Espinet, and Yu Huang15. Sustainable Campuses, Scott Ashmann, Felix Pohl, and Dave BarbierPart IV. Participants16. Early Childhood, Victoria Derr, Louise Chawla, and Illène Pevec17. Positive Youth Development, Tania M. Schusler, Jacqueline Davis-Manigaulte, and Amy Cutter-Mackenzie18. Adult Education, Philip Silva and Shelby Gull Laird19. Intergenerational Education, Shih-Tsen Nike Liu and Matthew S. Kaplan20. Inclusive Education, Olivia M. Aguilar, Elizabeth P. McCann, and Kendra Liddicoat21. Educator Professional Development, Rebecca L. Franzen, Cynthia Thomashow, Mary Leou, and Nonyameko Zintle SongqwaruPart V. Educational Approaches22. Cities as Classrooms, Mary Leou, Marianna Kalaitsidaki23. Environmental Arts, Hilary Inwood, Joe E. Heimlich, Kumara S. Ward, and Jennifer D. Adams24. Adventure Education, Denise Mitten, Lewis Ting On Cheung, Wanglin Yan, and Robert Withrow-Clark25. Urban Agriculture, Illène Pevec, Soul Shava, John Nzira, and Michael Barnett26. Ecological Restoration, Elizabeth P. McCann and Tania M. Schusler27. Green Infrastructure, Laura B. Cole, Timon McPhearson, Cecilia P. Herzog, and Alex Russ28. Urban Digital Storytelling, Maria Daskolia, Giuliana Dettori, and Raul P. Lejano29. Participatory Urban Planning, Andrew Rudd, Karen Malone, and M'Lis Bartlett30. Educational Trends, Alex Russ and Marianne E. KrasnyAfterword, Nicole M. Ardoin, Alan Reid, Heila Lotz-Sisitka, and Édgar J. González Gaudiano

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Book SynopsisAn open challenge to Common Core’s drive for uniformity Nicholas Tampio watched as his kindergartner’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.Forerunners: Ideas First Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead

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Book SynopsisThis book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways. The book also includes short essays by a number of faculty colleagues who have been teaching in BC’s new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.Table of ContentsPreface: Curriculum Revision and the Foundations of American Higher Education David Quigley | xi PART I: INNOVATION AND THE LIBERAL ARTS CORE | 1 Choreographing the Conversation: How Designers Helped Clear an Academic Logjam William Bole | 3 What Do We Know? Or, The Perils of Expertise Toby Bottorf | 13 Innovation Andy Boynton | 21 Ambitious Plans Meet Reality: How We Made the Renewed Core Work Mary Thomas Crane | 31 Slowing Down and Opening Up: Preparing Faculty to Co-design a General Education Course Stacy Grooters | 41 Core Renewal as Creative Fidelity Gregory Kalscheur, S.J. | 50 Reflection and Core Renewal Jack Butler, S.J. | 62 Surprised by Conversation: A Reflection on Core Renewal at Boston College Brian D. Robinette | 69 PART II: TEACHING THE RENEWED CORE | 73 Complex Problem Courses | 75 Teaching about a Planet in Peril Prasannan Parthasarathi and Juliet B. Schor | 77 Experimenting with Science and Technology in American Society Jenna Tonn | 82 Global Implications of Climate Change: Importance of Mentorship in a Core Education Tara Pisani Gareau and Brian J. Gareau | 104 Enduring Question Courses: Bringing Together Divergent Disciplines | 115 How to Live in the Material World: Two Perspectives Elizabeth Kowaleski Wallace and Dunwei Wang | 117 Aesthetic and Spiritual Exercises, in and beyond the Classroom Daniel Callahan and Brian D. Robinette | 123 Enduring Question Courses: Differentiating Similar Disciplines | 133 Death in Ancient Greece and Modern Russia: Reflecting on Our Reflection Sessions Hanne Eisenfeld and Thomas Epstein | 135 Spending a Semester with “A Possession for All Time”: Justice and War in Thucydides Robert C. Bartlett | 144 Inquiring about Humans and Nature: Creativity, Planning, and Serendipity Holly VandeWall and Min Hyoung Song | 150 The Liberal Arts Core: Engaging with Current Events, 2016–2020 | 157 Crossings: Teaching “Roots and Routes: Reading/Writing Identity, Migration, and Culture” Lynne Anderson and Elizabeth Graver | 159 The Architecture of a Black Feminist Classroom: Pedagogical Praxis in “Where #BlackLivesMatter Meets #MeToo” Régine Michelle Jean-Charles | 167 Truth-Telling in History and Literature: Constructive Uncertainty Allison Adair and Sylvia Sellers-García | 178 Covid Core Lessons Elizabeth H. Shlala | 190 Acknowledgments | 199 Appendix A: The Vision Animating the Boston College Core Curriculum | 203 Appendix B: Boston College Core Curriculum Required Courses | 209 Appendix C: Complex Problem and Enduring Question Courses, 2015–2021 | 211 List of Contributors | 235 Index | 243

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Book SynopsisThis book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways. The book also includes short essays by a number of faculty colleagues who have been teaching in BC’s new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.Table of ContentsPreface: Curriculum Revision and the Foundations of American Higher Education David Quigley | xi PART I: INNOVATION AND THE LIBERAL ARTS CORE | 1 Choreographing the Conversation: How Designers Helped Clear an Academic Logjam William Bole | 3 What Do We Know? Or, The Perils of Expertise Toby Bottorf | 13 Innovation Andy Boynton | 21 Ambitious Plans Meet Reality: How We Made the Renewed Core Work Mary Thomas Crane | 31 Slowing Down and Opening Up: Preparing Faculty to Co-design a General Education Course Stacy Grooters | 41 Core Renewal as Creative Fidelity Gregory Kalscheur, S.J. | 50 Reflection and Core Renewal Jack Butler, S.J. | 62 Surprised by Conversation: A Reflection on Core Renewal at Boston College Brian D. Robinette | 69 PART II: TEACHING THE RENEWED CORE | 73 Complex Problem Courses | 75 Teaching about a Planet in Peril Prasannan Parthasarathi and Juliet B. Schor | 77 Experimenting with Science and Technology in American Society Jenna Tonn | 82 Global Implications of Climate Change: Importance of Mentorship in a Core Education Tara Pisani Gareau and Brian J. Gareau | 104 Enduring Question Courses: Bringing Together Divergent Disciplines | 115 How to Live in the Material World: Two Perspectives Elizabeth Kowaleski Wallace and Dunwei Wang | 117 Aesthetic and Spiritual Exercises, in and beyond the Classroom Daniel Callahan and Brian D. Robinette | 123 Enduring Question Courses: Differentiating Similar Disciplines | 133 Death in Ancient Greece and Modern Russia: Reflecting on Our Reflection Sessions Hanne Eisenfeld and Thomas Epstein | 135 Spending a Semester with “A Possession for All Time”: Justice and War in Thucydides Robert C. Bartlett | 144 Inquiring about Humans and Nature: Creativity, Planning, and Serendipity Holly VandeWall and Min Hyoung Song | 150 The Liberal Arts Core: Engaging with Current Events, 2016–2020 | 157 Crossings: Teaching “Roots and Routes: Reading/Writing Identity, Migration, and Culture” Lynne Anderson and Elizabeth Graver | 159 The Architecture of a Black Feminist Classroom: Pedagogical Praxis in “Where #BlackLivesMatter Meets #MeToo” Régine Michelle Jean-Charles | 167 Truth-Telling in History and Literature: Constructive Uncertainty Allison Adair and Sylvia Sellers-García | 178 Covid Core Lessons Elizabeth H. Shlala | 190 Acknowledgments | 199 Appendix A: The Vision Animating the Boston College Core Curriculum | 203 Appendix B: Boston College Core Curriculum Required Courses | 209 Appendix C: Complex Problem and Enduring Question Courses, 2015–2021 | 211 List of Contributors | 235 Index | 243

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Book SynopsisThis practical manual systematically presents the steps necessary to design a curriculum for teaching training interpreters. It is updated and revised to reflect the significant gains in recognition that deaf people and their native language - American Sign Language - have achieved in recent years.

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Book SynopsisThe Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world's population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted ""truth"" about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom. It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing ""neutral"" knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.

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Book SynopsisThe Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world's population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted ""truth"" about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom.It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing ""neutral"" knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.

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Book SynopsisNew possibilities for graduate study and careers in the humanities.While the humanities remain as necessary as ever, the shrinking academic job market has led scholars to rethink the nature and purpose of graduate school in these fields. Highlighting examples of innovative approaches, this volume aims to provide resources and inspiration for a sustainable, thriving, and even joyful future for the humanities.The essays in this collection offer a framework for doctoral education and postdoctoral careers rooted in concepts of abundance, collaboration, community engagement, and personal well-being. They emphasize the role of the humanities in helping people analyze texts, imagine others' perspectives, make ethical decisions, and sit with ambiguity. They propose graduate programs that respond to student and community needs and lead to a variety of career paths. Finally, they envision opportunities for meaningful, fulfilling work in the service of a larger purpose.

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Book SynopsisThe widely cited, though highly contested, idea that “the world is flat” (Friedman, 2004) carries with it a call for education to provide a levelling effect across continents and cultures Students in Skokie or in Skopje, as the theory goes, are expected to experience a school curriculum that shares certain common elements, goals, and purposes. Such a globalised view is not, however, without its complications. This book addresses some of the issues that arise when the transmigration of educational ideas occurs, with a particular eye toward the ethical dilemmas that curriculum workers face in international contexts. The authors who have contributed to this volume explore, through case examples and critical reflection, what happens when ideas that are drawn from one set of cultural norms and experiences is introduced into other cultural contexts. In many cases these are the stories of “donors” and “hosts,” of structured inequities of power and influence, of disparities in material resources, and, as expressed in one of the cases, the dynamics of the “coloniser” and the “colonised.” A recurrent theme concerns the challenges faced by educators working internationally to reconcile their own ethical predispositions toward equity and cultural responsiveness with certain tacit assumptions about the appropriateness or value of curriculum practices brought from the “developed” world for teachers and students in the “developing” world. How these dilemmas are navigated forms the content of this collection of reports from the field written by those who engage in this complex and important work. While the content of this volume is situated at the intersection between the field of curriculum studies and comparative education, it is fundamentally a book about curriculum. Most of the authors come from various disciplinary backgrounds with specialisations in curriculum development in content areas such as social studies, geography, or mathematics. As “outsiders looking in” on the field of international education and with thoughtful reflections grounded in practice, the authors provide a new set of insights into the challenges of international curriculum work. Finally, since many of the questions raised by the work included here are ethical in nature, the book begins and ends with analyses that link the practical realities presented in the cases with contemporary philosophical thought. This, then, can be seen as the primary contribution of the book to the educational literature as it offers a careful and well-articulated synthesis of theory and practice in the field of international curriculum work. This publication would make an important contribution to courses in curriculum theory and practice, comparative and international education, and international development outside of the field of education.

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Book SynopsisThe Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.

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Book SynopsisThe Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.

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Book SynopsisLiminal Spaces and Call for Praxis(ing) follows the theme of the Curriculum & Pedagogy conference that highlighted issues of power, privilege, and supremacy across timelines and borders. This volume comprises of an interconnected mosaic of theoretical research and praxis. Facing the current and future challenges of corporatization of education, it becomes imperative to identify and deconstruct elements that provide more responsive and fertile ground for a research and praxis based mosaic of pedagogy. This volume includes works of those scholars who identified or worked with communities of color and/or who drew on the activist and intellectual traditions of peoples of color, third world feminism, indigenous liberation/sovereignty, civil rights, and anticolonial movements.

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Book SynopsisIn many elementary classrooms, social studies has taken a back seat to English Language Arts and Mathematics in the wake of No Child Left Behind and Race to the Top This volume is not another hand-wringing lament. On the contrary, the elementary educators who have contributed to this volume have a positive set of stories to tell about how social studies can play a central role in the elementary classroom, how teachers can integrate social studies knowledge and skills throughout the school day, and how this learning can carry over into children’s homes and communities.The seven case studies in this book, one at each elementary grade level, highlight exemplary teachers in whose classrooms social studies is alive and well in this age of accountability. At the end of each case study, each teacher provides advice for elementary teachers of social studies. Our hope is that elementary teachers and prospective teachers, elementary principals, social studies supervisors, staff developers, and professors of elementary social studies methods who study the stories that we tell can be empowered to return social studies to its rightful place in the curriculum.

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Book SynopsisIn many elementary classrooms, social studies has taken a back seat to English Language Arts and Mathematics in the wake of No Child Left Behind and Race to the Top This volume is not another hand-wringing lament. On the contrary, the elementary educators who have contributed to this volume have a positive set of stories to tell about how social studies can play a central role in the elementary classroom, how teachers can integrate social studies knowledge and skills throughout the school day, and how this learning can carry over into children’s homes and communities.The seven case studies in this book, one at each elementary grade level, highlight exemplary teachers in whose classrooms social studies is alive and well in this age of accountability. At the end of each case study, each teacher provides advice for elementary teachers of social studies. Our hope is that elementary teachers and prospective teachers, elementary principals, social studies supervisors, staff developers, and professors of elementary social studies methods who study the stories that we tell can be empowered to return social studies to its rightful place in the curriculum.

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