Education / Educational sciences / Pedagogy Books

Book SynopsisOntario Boys explores the preoccupation with boyhood in Ontario during the immediate postwar period, 1945-1960. It argues that a traditional version of boyhood was being rejuvenated in response to a population fraught with uncertainty, and suffering from insecurity, instability, and gender anxiety brought on by depression-era and wartime disruptions in marital, familial, and labour relations, as well as mass migration, rapid postwar economic changes, the emergence of the Cold War, and the looming threat of atomic annihilation. In this sociopolitical and cultural context, concerned adults began to cast the fate of the postwar world onto children, in particular boys.In the decade and a half immediately following World War II, the version of boyhood that became the ideal was one that stressed selflessness, togetherness, honesty, fearlessness, frank determination, and emotional toughness. It was thought that investing boys with this version of masculinity was essential if they were to grow into the kind of citizens capable of governing, protecting, and defending the nation, and, of course, maintaining and regulating the social order.Drawing on a wide variety of sources, Ontario Boys demonstrates that, although girls were expected and encouraged to internalize a ""special kind"" of citizenship, as caregivers and educators of children and nurturers of men, the gendered content and language employed indicated that active public citizenship and democracy was intended for boys. An ""appropriate"" boyhood in the postwar period became, if nothing else, a metaphor for the survival of the nation.Trade Review"Christopher Greig sheds fresh light on our understanding of the making, from the late 1940s to the early 1960s, of a recurrent crisis in boyhood. Greig sees this as an illusionary extension of the wider 'crisis in masculinity,' ubiquitous in popular media and professional discourse since the end of the Second World War. 'Ontario Boys' presents a lucid and insightful examination of ideal boyhood models based on simplistic and neoliberal notions in the postwar era of togetherness, teamwork, loyalty, physical health, and boyhood heroism. He contrasts these with popular fears of delinquent juvenile males, who often sought the leadership provided by boys' clubs and Boy Scout movements as an alternative to gang associations. This book offers thoughtful critique of the fears every era manufactures for the overall well-being and vigour of its boyhood-to-manhood maturation processes. It will provoke us to consider that the alarm sirens ringing today for the so-called 'forgotten children' of our schools and local communities, boys failing to succeed according to standards others set, are part of a continuing angst across Ontario and throughout modern societies generally." -- Robert Rutherdale, Algoma University, co-editor, with Magda Fahrni, of 'Creating Postwar Canada: Community, Diversity, and Dissent, 1945-1975' (2009) and author of 'Hometown Horizons: Local Responses to Canada's Great War' (2004)"Ontario Boys represents a valuable contribution to the literature on boyhood.... It not only provides scholars with several strong arguments on how masculinity shapes our understanding of boyhood, but it does so in an engaging and well-written manner." -- Jason Reid, Ryerson University -- Historical Studies in Education, 26, 2, Fall 2014, 201506Table of Contents Ontario Boys: Masculinity and the Idea of Boyhood in Postwar Ontario, 1945-1960, by Christopher J. Greig Introduction: Approaching Boyhood in Postwar Ontario Chapter 1: Home, Family, Citizenship: Shaping the Boyhood Ideal Chapter 2: One for All: Teamwork and the Boyhood Ideal Chapter 3: One above All: The Heroic Ideal in Boyhood Chapter 4: Dissonant Ideas: Other Boyhoods Chapter 5: Changes and Continuities: Historic and Contemporary Boyhood Ideals Chapter 6: Conclusion: Making Ontario Boys, 1945-1960 Notes References and Sources Index

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Book SynopsisProvide your second-grade students 10-to-15 minutes of daily math practice. Developed to provide spiral practice of the most important grade level math skills, the frequent, focused practice provides an informal assessment of students' skills and helps target instruction. Each title includes downloadable homeâschool connection activities.

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Book SynopsisHigher education is increasingly international. The issues that affect universities in one country are important globally. There are a myriad of links among academic systems worldwide. Comparative Higher Education is the first book to systematically explore many of the most important implications of the globalization of higher education. It explores the links among universities, including foreign students and scholars, the impact of the Western higher education idea on universities throughout the world, and especially the current importance of American academic ideas worldwide, and the patterns of inequality among academic systems. Teachers and students are at the heart of the academic systems. Comparative Higher Education focuses on professors and students-especially the political involvement of both professors and students-and seeks to understand their roles in a comparative framework. The book concludes with a discussion of higher education development in the newly industrializing countries. These Pacific Rim nations are examples of how higher education has been used in the process of development. Comparative Higher Education reflects more than three decades of research in the field, and places key elements in the globalization of higher education in a useful framework. Worldwide examples are used to illustrate analyses of such key topics as international exchange, future trends in university development, the complex relationships among academic systems in the industrialized and developing countries, and related issues.Table of ContentsPART I. Perspectives PART II. Teachers and Students PART III. Exchanges: People and Ideas PART IV. Peripheral Centers: The Newly Industrializing Countries

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Book SynopsisIn Germany, as distinct from the countries influenced by the Anglo-American curriculum tradition, the curriculum is seen as a framework by for assisting individual, autonomous teachers' plan for their classrooms. As the body of knowledge within teacher education didactics supports such planning and teaching. As a research tradition, didactics seeks models of teacher thinking and an understandings of the rationales which teachers develop to justify their teaching. Looking into Classrooms: Papers on Didactics, which is written from within the German Didaktik tradition, outlines a view of classroom work as the medium within which the educational formation of students takes place. The book explores some of the ways in which this medium can be understood from the point of view of education - Bildung - rather than from a point of view that sees teaching solely as effective instruction. Looking into Classrooms throws fresh light on what is done in classrooms by asking how the curriculum that is embedded in classroom work contributes to the educational formation of students. Looking into Classrooms offers English-speaking readers a view of a kind of curriculum thinking that is very different from approaches of the Anglo-American tradition. A new world of questions about classrooms, textbooks, and the history of schooling is opened up in ways that throws new light on the questions around English-language curriculum and pedagogical theorizing and research.Table of ContentsAcknowledgments Introduction by Ian Westbury Research in Education and Didactics in Germany "Bildung": A Core Concept of German Didaktik General Didactics: A Theoretical Framework Can We (and What Can We) Learn from the History of Education? Content: Still in Question? Didactics as Construction of Content Throwing Dice: The Content of a Math Lesson The Formation of Conscience: A Lost Topic of Didactic Bild, Bildung, Weltbild Notes References

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Book SynopsisThis volume brings together scholars working the relatively new terrain of ethnographic policy studies to debate and provisionally chart the methodological and theoretical parameters of such a project. The opening section on theory will survey the conceptual antecedents of qualitative policy studies, citing the relevant literature and laying out an agenda for research. The section on methods will consist of accounts of innovative field experiences and analytic approaches that can illuminate the new field. The final section on experiences will extend the reflections in the methods section with concrete case studies.Table of ContentsIntroduction: Policy as/in Practice--Sociocultural Approach to the Study of Educational Policy by Bradley A.U. Levinson and Margaret Sutton Global and Nation-State Policy Processes: Sociocultural Studies Are Pedagogical Ideals Embraced or Imposed? The Case of Reading Instruction in the Republic of Guinea by Kathryn M. Anderson-Levitt and Ntal-I'Mbirwa Alimasi Linking Research to Educational Policy and Practice: What Kind of Relationships in How (De)Centralized a Context? by Donald K. Adams, Mark B. Ginsburg, Thomas Clayton, Martha E. Mantilla, Judy Sylvester, and Yidan Wang Policy Research as Ethnographic Refusal: The Case of Women's Literacy in Nepal by Margaret Sutton Local Educators Appropriating and Forming Educational Policy Multicultural Curriculum and Academic Performance: African American Women Leaders Negotiating Urban School Accountability Policies by Khaula Murtadha-Watts Teachers' Perceptions of Their Participation in Policy Choices: The Bottom-up Approach of the Nueva Escuela Unitaria in Guatemala by Martha E. Mantilla When Politics Becomes Pedagogy: Oppositional Discourse as Policy in Mexican Teachers' Struggles for Union Democracy by Susan Street Beyond Educational Policy: Bilingual Teachers and the Social Construction of Teaching "Science" for Understanding by Pamela Anne Quiroz Health Education Policies and Poor Women in Brazil: Identifying Myths That Undermine Empowerment by Isabela Cabral Félix de Sousa Community-Educator Negotiations of Policy Meanings and Practice The Impact of Life Histories on Local Policy: New Immigrant Education in the Rural Midwest by Sandra L. Cade "That School Gotta Recognize Our Policy!": The Appropriation of Educational Policy in an Australian Aboriginal Community by R.G. Schwab "We Are Mountain": Appalachian Educators' Responses to the Challenge of Systemic Reform by Maureen Porter Myth Making and Moral Order in a Debate on Mathematics Education Policy by Lisa Rosen Index

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Book SynopsisWhat effect have twenty-five years of school desegregation had on Nashville? Richard A. Pride and J. David Woodard evaluate the city’s efforts at integration and systematically examine the crucial issues involved. They argue that the controversy has little to do with costs, bus routes, or achievement test scores. Instead, they claim, it strikes at fundamental cultural issues.Nashville’s white citizens, the authors observe, resisted busing from the beginning. After nine years’ experience, blacks had become equally hostile to the notion, arguing that they, and they alone, bore the burden. Their schools had been closed, their offspring had had to travel farther for instruction, and their institutions and culture had been disrupted. Blacks rejected assimilation, demanding schools in their neighborhoods in which their children would predominate and would be supervised and taught by people of their own race.A federal judge heard the case. He agreed that the costs of the experiment had outweighed the benefits. In 1980, in the first such decision made in the nation, he ordered an end to busing. His opinion explained his concern that busing was creating two school systems – one private, white, and middle class, one public, black, and poor. The legal impact of the case was blunted when, on appeal, the Sixth Circuit Court ordered busing be re-established in Nashville.

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Book SynopsisReading disability and illiteracy are among the most pressing educational issues facing the United States today. At least 40 percent of America's fourth-graders are unable to read at grade level and a similar proportion of adults read at the lowest two levels of prose literacy. Here, the authors present an unflinching examination of the science and politics of reading disability in this country. The Reading Glitch sheds light on the philosophical, pedagogical, and cultural causes of reading failure and reveals the scientific findings that point to promising solutions. Includes: _Trade ReviewThis book tells the engaging story of why it makes no sense to continue with the age-old conflict between phonics and meaning when considering reading instruction for students-particularly those students most in need. Both authors have children with dyslexia, and their first-hand knowledge of children as victims lost amongst professional debate is evident in this book. Parents of children with dyslexia, as well as professionals, will find this book packed with useful information. -- Sharon Vaughn, H.E., professor, University of Texas, and director, Vaughn Gross Center for Reading and Language ArtsA very reasonable, well-written overview of the reading debate—the 'reading glitch'—that unnecessarily dissipates resources and energy from the primary purpose of teachers and schools: to best teach all children. [The] anecdotes and interviews are on the mark, the context in which [the authors] frame current and historical issues in the ongoing debate are both interesting and informative, and the conclusions are, in my view, also on the mark. I could recommend [the] approach to the concerned and educated parent, and I believe that school psychologists and others dealing with children having significant reading difficulties would find practical approaches, based on sound theory, in dealing with these difficulties. -- Alex Thomas, chair, Educational Psychology Department, Miami University (Oxford, Ohio); past president, National Association of School Psychologists (NASP)Written language is a gift bestowed on us by our cultural heritage. This book is a compelling account of the difficulties families face in their attempts to invoke this life-supporting skill in their children. Through personal stories, we become privy to the tough situations that exist in families across all social strata, as well as the frustrating realities of education, research and politics. Through this book, we come to realize that we need to do much better if we are to achieve positive outcomes for these children. -- Guinevere Eden, director, Center for the Study of Learning, and associate professor, Department of Pediatrics, Georgetown University Medical CenWritten by two parents of dyslexic children, this text argues for restoring phonics, which can be particularly helpful for children with learning disabilities. * Reference and Research Book News *Lee Sherman and Betsy Ramsey have combined significant literary and journalistic talents, scientific expertise, and the sensitivity of dedicated advocates to provide us with a tour through the hearts and minds of the casualties of the reading wars. Their analysis of what went wrong, what went right, and where we are going is cogent, authoritative, and, believe it or not, a page-turning literary experience you will not soon forget! -- Emerson Dickman, Esq., president, International Dyslexia AssociationTable of ContentsChapter 1 Reading Disability: The Biological and Instructional Roots Chapter 2 The Reading Wars: Four Hundred Years of Stalemate Chapter 3 Collateral Damage: How Failed Reading Policies Hurt Kids Chapter 4 Bringing Reason to Reading: What Modern Science Reveals Chapter 5 Before Kids Fail: The Three Tiers of Prevention Chapter 6 It's Never Too Late: Rescuing Struggling Readers at Any Age

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Book SynopsisBuild strong academic vocabulary with short daily lessons that boost grade 6 students' comprehension across the curriculum!Supports Science of Reading 5 pillars of literacy.

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Book SynopsisIn whose interests are schools working? What role do educational leaders play in maintaining oppression and inequality? These striking questions and others like them are addressed in the book Educational Leaders in a Multicultural Society: A Critical Perspective. This text provides in-service and pre-service education leaders in the K-12 setting with a critical framework for ensuring equity and equality of education for historically underserved students.The book addresses multicultural education from a new and unique perspective, linking critical pedagogy and theory, and social justice to transformative leadership. It then uses these concepts to increase understanding of educational philosophy, curriculum and instruction, policy-making, and school-community relations.The book begins by defining multicultural education and what it means for school leaders. Subsequent chapters address topics such as: Critical Multicultural Curriculum and Instruction Critical Race Theory Social Class and Leadership Leadership for Social Justice The final chapter of the book articulates a new vision for multicultural education with the ultimate goal of inspiring school leaders to engage in the radical transformation of their schools.Educational Leaders in a Multicultural Society can be used in undergraduate courses in the foundations of education and multicultural education. It is also an excellent text for graduate courses in school administration.

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Book SynopsisIn 2009, the Good News Club came to the public elementary school where journalist Katherine Stewart sent her children. The Club, which is sponsored by the Child Evangelism Fellowship, bills itself as an after-school program of Bible study." But Stewart soon discovered that the Club's real mission is to convert children to fundamentalist Christianity and encourage them to proselytize to their unchurched" peers, all the while promoting the natural but false impression among the children that its activities are endorsed by the school. Astonished to discover that the U.S. Supreme Court has deemed this,and other forms of religious activity in public schools,legal, Stewart set off on an investigative journey to dozens of cities and towns across the nation to document the impact. In this book she demonstrates that there is more religion in America's public schools today than there has been for the past 100 years. The movement driving this agenda is stealthy. It is aggressive. It has our children in its sights. And its ultimate aim is to destroy the system of public education as we know it.Trade ReviewPlease read this book, talk about it, tweet about it, recommend it to friends, review it on Amazon... do everything possible to bring Katherine Stewart's shocking message to the attention of everyone in America. * Richard Dawkins *

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Book SynopsisSchool business officials (SBOs) must, in many respects, serve as all things to all people in their workplaces. Put another way, SBOs must be knowledgeable about a wide range of legal issues ranging from contracts to setting policy to state biding laws let alone constitutional matters involving the rights of students and teachers. Aware of the fact that issues involving the law are at the heart of many of a SBO’s duties, the chapters in this edited book have been written by a diverse array of individuals with experience as educational leaders in schools and/ or who possess significant expertise in the school law. In light of the need to keep SBOs up-to-date on many issues in the ever changing world of Education Law, this volume is divided into two parts. The first section deals with issues that primarily impact on the management of schools while the second deals with the rights of students and teachers. More specifically, each of the chapters is designed to examine a specific area about which SBOs need information. While no single book can ever hope to cover all of the myriad of legal topics that SBOs and other educational leaders must master in their professional lives, this book will serve as an up-to-date and ready source of information to help keep them abreast of the many changes in the ever evolving area of school law.Trade ReviewThe new edition of Key Legal Issues for Schools is written by experts in the field who present the material in a concise format for busy administrators. The topics are relevant, timely and well organized. Updates to the third edition include new policies and cases about finance, transportation, facilities, evaluation, negligence and a myriad of other important issues that school business officers confront on a daily basis. -- Suzanne Eckes, professor, department of educational leadership and policy studies, Indiana University, president-elect, Education Law Association (ELA)Do you and your fellow school business officials want and need accurate and up-to-date guidance on managing your district’s business affairs? This book has fourteen chapters written to guide you and ensure that you make decisions based on solid legal principles. -- Robert J. Safransky, retired school administrator with 19 years as building administrator and 10 years as central office administrator for Pinellas CKey Legal Issues for Schools: The Ultimate Resource for School Business Officials is a complete and reliable guide for all school leaders, particularly those who administer budgets and distribute resources. Written and edited by an impressive team of experts in educational policy and law, the text clarifies the impact of current law on key administrative functions and highlights best practices for officials who function in a litigious environment. This is an excellent resource for school leaders intent on serving the public efficiently and effectively, while avoiding costly and disruptive litigation. I recommend the text highly and will use it in my classes. -- Robert C. Cloud, Professor of Educational Administration, Baylor UniversityTable of ContentsIntroduction Charles J. Russo, U of Dayton, editor Foreword John Musso, ASBO Part I Management Issues 1. State Survey of SBO Credentialing Jeff Greenley, Office of Ohio Attn’y General 2. Policy Formation Dave Dolph & Tim Ilg, U of Dayton 3. Accounting/ budgeting Kevin Brady, NC State 4. School Choice and Privatization Frank Brown, U of North Carolina 5. School Finance William E. Thro, Christopher Newport U. 6. Transportation Ralph D. Mawdsley, Cleveland State U. 7 Technology in Education Timothy E. Morse, U of So. Miss. 8 Negligence Charles J. Russo, U of Dayton 9. Facilities Aimee Gibbs and Chuck Vergon Part II Student and Employees Issues 10. Supervision and Evaluation of Dave Dolph & C. Daniel Raisch, U of Dayton School Employees 11. Employee Rights Ralph D. Mawdsley, Cleveland State U. 12. Students With Disabilities Allan G. Osborne, Snug Harbor School Dist., MA 13. Student Rights Patrick Pauken, Bowling Green State U 14. Religion in Public Schools Ralph D. Mawdsley, Cleveland State U.

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Book SynopsisWhat's public about public schools? Why do we invest in educating the next generation of Americans? What is it that drives our common purpose in educating children and at the same time divides us so passionately about how to educate them? Public schools have little to do with children. Schools are political and ideological institutions in which each generation battles among itself for supremacy in determining the purposes, goals and direction of public education. From battles over school lunch to school dress to school prayer, each generation reinterprets and recapitulates the political and ideological arguments that date back to the founding of our nation. More than two centuries after the American Revolution, public schools serve as political battlefields for debates about religious freedom and whether students should be allowed to wear U.S. flag teeshirts. We invite you to join us in an exploration of the purposes of public schools, the competing visions of public education, and the values of the public good that comprise the public in public schools.Trade ReviewThis book provoked me to think about the cross-currents shaping public education. Few things are as important as preparing the next generation for the future. -- Stan Norwalk, member, Wake County board of commissioners, North CarolinaBoyle and Burns have written a cogent and compelling book that takes us back to first principles. In a time when the education debate is reduced to student performance on standardized tests, they provide a powerful reminder of the broader public purpose of education—to preserve our democratic republic. -- Richard D. Kahlenberg, senior fellow, The Century Foundation, and author of All Together Now: Creating Middle Class-Schools through Public School ChPreserving the Public in Public Schools addresses the complex choices that must be made concerning education in America today. It presents to educational decision-makers—who include legislators, school board members, and voters—a framework of values to guide them in their analyses and choices. Exploring how liberty, community, equality, and prosperity are intertwined in educational policy decisions, the authors challenge decision-makers to see beyond the need for students who can read, write, and compute, to the need for citizens and community members who can actively and intelligently participate in our messy but wonderful democracy. -- Jane Wettach, education law professor, Duke University Law SchoolPushes us to a new level of thinking about our public schools and, more specifically, about public school governance. This is a must-read for all who truly care about the future of public education. -- Paul Krohne, executive director, South Carolina School Boards AssociationAn urgently needed reminder of why we have public schools in this country and why our conversations at the board table are more important than we realize. -- William P. Nemir, director, leadership team services, Texas Association of School BoardsRequired reading for anyone considering serving on a school board and for all school board members who currently serve. The policy choices described in the mythical district of Crestwich exist in all of our school districts. -- Jackie Cole, chair, Alamance County Board of Education, North CarolinaIt turns out there is a public for public schools and it's all of us. Boyle and Burns justify the continued existence of public education and provide the solution for restoring its essential purpose. -- Mark C. Metzger, past president, Illinois Association of School Boards, and former member, National School Boards Association board of directorsOur members believe strongly that public education is essential for a free, self-governing society and that local governance is vital for effective, efficient, and innovative public education. We have benefited from using the principles for solving policy problems and making policy choices described in this book. -- Wayne Lueders Ph.D, executive director, Associated School Boards of South DakotaThe America of tomorrow is taking shape in the schools and classrooms of America today. Anyone who cares about that tomorrow, the quality of life and living for all Americans, will want to read this provocative book. As America is still a living experiment in the history of the world, so too are American public schools. Both have to be continually fought for to survive and prosper. This book is testimony to the enduring legacy of that struggle to keep the public schools public -- Fenwick W. English, R. Wendell Eaves Sr. Distinguished Professor of Educational Leadership, University of North Carolina at Chapel HillWe cannot have public schools without public governance. The values and beliefs held by the public rarely align with the opinions of experts, but the reflections of those conflicting values and beliefs on our elected boards puts the public in public schools and make democracy work. If you wonder, 'why school boards?' or even 'why public education?,' there is no better place to start than this book. -- Kenneth A. DeLay, executive director, Colorado Association of School BoardsLiterally thousands of books have been written about education. However, few have captured the importance of the word 'public' as Boyle and Burns have accomplished in their book, Preserving the Public in Public Schools. Of all the challenges facing education today, retaining the many meanings of 'public' is crucial to the survival of public schools. This is a must-read for those of us who care about strengthening the 'public' role and understanding of public schools in our nation. -- Phil Kirk, chairman emeritus, North Carolina State Board of EducationTable of ContentsPart 1 Part I: What's Public about Public Schools? Chapter 2 Prologue: Crestwich Faces a Public Test Chapter 3 Introduction: The Public in Public Schools Part 4 Part II: Visions and Values of Public Education in Our Democratic Republic Chapter 5 Chapter 1 – Liberty and Public Schools: Freedom, Choice, Opportunity Chapter 6 Chapter 2 – Community and Public Schools: Connection, Belonging, Social Order Chapter 7 Chapter 3 – Equality and Public Schools: Difference, Diversity, Equal Opportunity Chapter 8 Chapter 4 – Prosperity and Public Schools: Economy, Efficiency, Competitiveness Part 9 Part III: Policy Goals and Values in Crestwich Public Schools Chapter 10 Chapter 5 – Leveling the Playing Field: Who Gets Educational Opportunity? Chapter 11 Chapter 6 – Assigning Students: Who Goes Where, with Whom and Why? Chapter 12 Chapter 7 – Funding Schools: Who Pays for What, How, Why and for Whom? Part 13 Part IV: Leading and Governing Public Schools Chapter 14 Chapter 8 – Public Problems: Values, Conflicts and Choices Chapter 15 Chapter 9 – Public Leadership: Policy Problem Solving and Decision Making Chapter 16 Chapter 10 – Governing Public Schools: Who Shall Rule? Chapter 17 Part V: Preserving the Public Chapter 18 Conclusion: Public Schools for the Public Good Chapter 19 Epilogue: The Future of the Public in Crestwich Public Schools

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Book SynopsisGetting It Right: The Essential Elements of the Dissertation was written for graduate students writing their dissertations. Clearly written and organized into five thematic chapters—introduction and rationale; review of literature; methods; results/findings; and interpretation and recommendations—this key writing source includes comprehensive examples taken directly from high-quality, scholarly dissertations. With motivational pep talks for graduate students and appropriate tips for mentors, Getting It Right is a thorough, but reader-friendly guide for both dissertation writers and their faculty advisors.Trade ReviewThis book is to preparing a dissertation what musical notations are to creating a symphony. The Dissertation Desk Reference provides ready access to plainly worded explanations and well-crafted examples that guide nascent scholars and assist dissertation advisors. The Dissertation Desk Reference is an ideal resource for pro-seminars where doctoral candidates explore the organization and writing of the dissertation. It specifically addresses the more traditional five-chapter dissertation format and equally supports less traditional dissertation formats. -- Jon M. Engelhardt, dean, School of Education, Baylor University, TXIn The Dissertation Desk Reference, Calabrese offers a resource that serves as a safe harbor for doctoral students embarking on the journey of writing a dissertation. With examples to illustrate the key components of the dissertation as well as checklists to guide the writer, this is a definitive resource for the doctoral student and the major professor. I highly recommend this book as requisite reading. -- Sally J. Zepeda, University of Georgia; author of Professional Development: What Works, Second EditionA must-read for anyone who wants to complete a doctorate. This wonderfully inspiring work demystifies the dissertation process. All participants in Eastern Kentucky University's doctoral symposium will have to have this book! -- Bill Phillips, professor and dean, College of Education, Eastern Kentucky UniversityEvery doctoral student and dissertation advisor should have this book in his/her library. Finally, a single reference that serves as a comprehensive guide to terminology and concepts commonly used when designing and writing dissertation research! The book is user-friendly, with terms organized alphabetically (with cross-references). Not only are terms defined, but Raymond L. Calabrese also provides examples of how these terms are used and applied in actual dissertations. -- Patti L. Chance, chair and professor of educational leadership at San Diego State University, CATable of ContentsPreface Acknowledgements Dissertation Title Dissertation Abstract Chapter 1 Introduction and Rationale Chapter 2 Review of Literature Chapter 3 Methods Chapter 4 Results/Findings Chapter 5 Interpretation and Recommendations Appendix References, Plagiarism, Quoting, Paraphrasing, and Summarizing References About the Author

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Book SynopsisThis ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.Trade ReviewThe first edition of Red Pedagogy had a deservedly powerful impact. This new edition is even more powerful. It combines a searing critique with renewed insights and passion—and at the same time asks all of us who calls ourselves critical educators to challenge some of the very bases of what we take for granted and who the "we" actually is. -- Michael W. Apple, EdD, John Bascom Professor of Education, University of Wisconsin, Madison and author of “Can Education Change Society?”This may well be the most important book you will read on the United States educational system viewed through the lens of the Native American experience; its history, present, and future, come into focus. Red Pedagogy is a classic work already, and with this 10th Anniversary edition, it soars beyond the original text to a collective collaboration, expanding and deepening its profound thesis, which in the 21st century finds Native Nations as prisoners of democracy under a continuing colonial regime. Free of jargon, this beautifully composed, powerful, and ultimately hopeful book should be read by everyone. -- Roxanne Dunbar Ortiz, author of “An Indigenous Peoples' History of the United States”Situated in an academic context of intellectual sectarianism, Sandy Grande’s 10th anniversary edition of Red Pedagogy distinguishes itself from re-prints of other classic texts in that it is accompanied by a handful of leading critical and indigenous scholars Grande boldly invited to critique and extend her work. The second extended (but not expanded) edition of Red Pedagogy is therefore a welcomed and much needed revolutionary intervention into anti-colonialist/anti-capitalist scholarship. Coming at a time of both heightened imperialist immiseration and anti-colonialist/anti-capitalist/anti-imperialist resistance, Grande’s interrelated call for critique and collectivity points to a rigorous red pedagogy desperately needed to sharpen analysis and hone a collective strategy, which also happens to be, for communists, the purpose of the party. Indeed, Red Pedagogy’s commitment to bring together Critical Indigenous Studies and critical pedagogy, including Marxism, in a dialectical, revolutionizing relationship is further evidence of the ways Grande demonstrates (as does the party) how collectivity does not require sacrificing the individual to the collective, but rather creates an experience of mutuality and togetherness demonstrating the cruel deception of a socially isolating and dangerous settler (i.e. capitalist) logic. The second edition of Red Pedagogy, due to its theoretical and methodological advancements, will continue to inform the practice and debate concerning education’s role in the movement against the dispossession, exploitation, and disempowerment of Indigenous Nations and against imperialism and capitalism more generally. The second edition of Red Pedagogy will surely become another classic in its own right. -- Curry Malott, West Chester University of PAThe first edition of Red Pedagogy established Sandy Grande as one of the most important critical educational scholars because, as an indigenous scholar-activist, she asked us to consider what it meant to do critical pedagogy in the context of settler colonialism. In this new edition of Red Pedagogy, Grande pushes the conversation even further, inviting us to think about the complex relationship of critical politics and indigeneity amidst sharpening racial and economic inequalities, white supremacy, and in the continuing wake of #IdleNoMore and #BlackLivesMatter. Anyone interested in understanding the intersection of radicalized capitalism, indigenous liberation, and critical pedagogy needs to read the 10th Anniversary Edition of Red Pedagogy. -- Wayne Au, Associate Professor, University of Washington Bothell; editor, Rethinking SchoolsRed Pedagogy constitutes one of the most significant indigenous scholarly works in the critical pedagogical tradition. In this second edition, Sandy Grande powerfully returns to her earlier theoretical arguments to further extend her original ideas in ways that beautifully contribute to both the longstanding historical struggle for liberation within indigenous communities and to a decolonizing politics that must be at the heart of all educational struggles for social justice today. -- Antonia Darder, Leavey Endowed Chair of Ethics and Moral Leadership, Loyola Marymount University, author of “Culture and Power in the Classroom”Table of ContentsForeword Miryam Yataco, Independent Scholar (Quechua) Preface Acknowledgments Introduction Chapter 1: Mapping the Terrain of Struggle: From Genocide, Colonization, and Resistance to Red Power and Red Pedagogy Critical Theory, Red Pedagogy and Indigenous Knowledge: The Missing Links to Improving Education- John Tippeconnic, Arizona State University Colonialism Undone: Pedagogies of Entanglement - Alyosha Goldstein, University of New Mexico Chapter 2: Competing Moral Visions: At the Crossroads of Democracy and Sovereignty At the Crossroads of Constraint: Competing Moral Visions in Grande’s Red Pedagogy - Audra Simpson, Columbia University Red Bones: Towards a Pedagogy of Common Struggle - Peter McLaren, Chapman University Chapter 3: Red Land, White Power Where There Is No Name For Science - Greg Cajete, University of New Mexico Red Land, Living Pedagogies: Re-animating Critical Pedagogy through American Indian Land Justice - Donna Houston, Macquarie University Chapter 4: American Identity Geographies of Identity and Power Reframing the Geographies of Power: Indigenous Identities and Other Red Pedagogical Paradoxes - Jodi Byrd, University of Illinois-Urbana Champagne Situating the Grip of Identity - Leigh Patel, Boston College Chapter 5: Whitestream Feminism and the Colonial Project Challenging Whitestream Feminism - Eve Tuck, SUNY, New Paltz The Indigenous Feminist Revolution - Andrea Smith, University of California, Riverside Chapter 6: Better Red than Dead: Toward a Nation-Peoples and a Peoples Nation The Dream of Sovereignty & the Struggle for Life Itself - Malia Villegas, National Congress of American Indians (NCAI) Refusing Colonialism and Resisting White Supremacy: A Collaborative Project - Kevin Bruyneel, Babson College Teaching/Learning Red Pedagogy The Red Atlantic Dialogue - Robert Stam and Ella Shohat, New York University Mii gaa-izhiwinag: And then I brought her along - Mary Hermes, University of Minnesota Red Pedagogy: Reflections From the Field - Sweeney Windchief, Montana State University; Jeremy Garcia, University of Arizona; Timothy San Pedro, The Ohio State University Mobilizing Transgression: Red Pedagogy and Maya Migrant Positionalities - Flori Boj Lopez, University of Southern California Keep Calm and Decolonize - Lakota Pochedly, University of Texas-Austin Teaching Red Pedagogy - Mary Louise Pratt, New York University Epilogue Bibliography About the Author About the Contributors

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Book SynopsisEmpiricism provides the backbone of knowledge creation within social science disciplines (e.g., psychology, sociology) and applied domains of study (e.g., education, administration) alike. Yet, relative to such domains of inquiry, comparatively little empirical research on evaluation has occurred, and the research knowledge base been infrequently synthesised and integrated to influence theory and practice. The proposed book aims to fill this void with regard to participatory evaluation, a set of collaborative approaches to evaluation that is receiving considerable attention of late, including a growing body of empirical studies. The authors begin in Part 1 with the delineation of a widely known and familiar conceptual framework for participatory evaluation. They then use the framework in Part 2 as a guide to conducting an extensive review of the extant empirical knowledge base in participatory evaluation, culminating in a thematic analysis of what we know about the approach. In Part 3 the authors focus on methodological considerations of doing research on participatory evaluation through a critique of existing studies and an explication of design choices drawn from their own research program. The book concludes in Part 4 with implications for moving the field forward in terms of important research questions, methodological direction and evaluation practice. This book will be of central interest to evaluation theorists and to those who choose to conduct research on evaluation; appeal will be conceptual and methodological. It will provide excellent supplementary reading for graduate students, many of whom seek to develop empirical studies on evaluation as part of their graduate programs. Rife with examples of participatory evaluation in practice, and practical implications, the book will also benefit evaluation practitioners with an interest in evaluation capacity building and participatory and collaborative approaches to practice.

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Book Synopsis

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Book Synopsis

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Book SynopsisWe are in the midst of yet another global crisis in capitalism. In the UK, we have the most right wing and ideologically driven government since Thatcher; a ruthless cabal of millionaires intent on destroying the welfare state. In the US, President Obama, whose initial record did not live up to the expectations of many on the Left, is increasingly driven by right-wing republicanism and other corporate interests. At the same time, there are developments in Latin America, in particular Venezuela, which are heralding the dawn of a new politics, and recovering the voice of Marx, but with a twenty-first century socialist focus, thus giving hope to the lives of millions of working people throughout the world. This is why the world media is intent on discrediting President Hugo Chávez; and insisting that ordinary people have to pay the cost of the crisis in capitalism. The Arab Spring and the Occupy movement also show signs of an anti-capitalist movement in embryo. In Greece, perhaps more than anywhere else in Europe (even France), the austerity-stricken working-classes are pushing for real existing socialism. It is therefore not surprising that the ruling class of Greece is increasingly supporting the neo-Nazi, fascist Golden Dawn party threatening civil war should they lose power as a class. Now is a prescient time to bring twenty-first century socialism to the educational institutions of the world, to teach Marx across the curriculum and across the globe.Through this volume our goal was to contribute to the literature by concretely demonstrating the practical implications of Marx's theory to curriculum. However, while this book provides concrete examples of how Marx can and has informed a revolutionary critical education, it is not intended to be prescriptive. That is, the chapters should not be read as a how to guide, but they should be taken as inspiration for new, creative approaches to Teaching Marx and interpreting and posing The Socialist Challenge.

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