Educational: Citizenship and social education

Book SynopsisTraces the mobilization of clothing trends as they marched across the war-ravaged world. This volume offers a reflection on the role fashion has played throughout the period of 1940s. It serves as a useful reference for those students or general readers who are interested in how history and culture has affected fashion through the years.

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Book SynopsisKnowing how to communicate clearly and effectively in the workplace is one of the keys to career success. This work focuses on the importance of speaking, writing, listening, and conversational skills for thriving in the workplace. It also features useful facts and statistics to help readers with their communication skills.Trade ReviewThe advice is sound and the interactive style will appeal to teens...solid and engaging... - School Library Journal

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisIf walls could talk, what would they say? Perhaps they would tell us who built them and why. Maybe they could even tell us about people's lives today or about how our ancestors lived thousands of years ago.Trade Review" If You Build It… Introduce readers to different cultures by exploring the stories of walls around the world and how they can separate communities or hold them together. " -- Learning Magazine"Links to social studies abound. A great read-aloud and a unique source of hard-to-find material." -- School Library Journal"An unusually attractive book that wisely allows readers to draw their own conclusions." -- Kirkus Reviews"Knight has found a powerful theme for introducing children to the world and its diverse cultures." -- Booklist starred review

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Book SynopsisTeach social-emotional competence - the foundation of school and social success - with the NEW editions of the Strong Kids™ - Grades 6 - 8 curriculum! Strong Kids is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase students' knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so teachers have everything they need to implement the program with little added cost or preparation.

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Book SynopsisTeach social-emotional competence to children Grads K - 2 with the NEW edition of the Strong Start - Grades K - 2 curriculum! Part of the Strong Kids™ series, Strong Start is the fun, easy way to help children develop the social-emotional skills they need to build a strong foundation for school success. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase children's knowledge of healthy behavior Easy to implement with no training required Brief enough to use with any program Through engaging classroom activities, children learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and more. This scientifically based curriculum runs for 10 weeks, and lessons are easy to fit into your existing schedule. Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so you have everything you need to implement the program with little added cost or preparation.

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Book SynopsisCurriculum committees at health professional schools are determined that faculty engage students in reflection. Reflective practice invites students to inquire into their own thoughts, biases, assumptions, feelings, and behaviors and to reconnect with their own sense of purpose and commitment to their work. In Keeping Reflection Fresh, practitioners, educators, and students in medical humanities, bioethics, nursing, emergency medicine, geriatrics, psychiatry, family medicine, surgery, medical education, and other fields join artists, musicians, poets, and writers to present an illuminating and innovative collection of provocative essays. The contributors—including Louise Aronson, Jay Baruch, Alan Bleakley, Rita Charon, Jack Coulehan, Sayantani DasGupta, Therese Jones, and Delese Wear, among many others—offer insights, guidance, and strategies designed to inspire new concepts, connections, and conversations, enrich practices, and stimulate scholarly inquiry.Keeping Reflection Fresh demonstrates the care and commitment of internationally recognized educators who are working toward reimagining health education and re-inspiring health care. It will be welcomed by a broad readership of educators, students, practitioners, and lifelong learners across the healing professions, social sciences, humanities, and artistic disciplines.

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Book SynopsisThe global economic meltdown has highlighted the interconnectedness of nations. This book seeks to provide an overview of topics, issues, and best practices related to defining social justice leadership given our increasingly global world. Refugees and immigrants from around the globe now inhabit schools and institutions of higher education across the nation and US students, teachers, and leaders are traversing international boarders both physically and virtually through international collaboration, technology, and exchange programs. Although there have been increased efforts and scholarship in support of diversity and multicultural awareness, these efforts have largely focused on the US. We acknowledge that many leadership theories are “domestic” in that they typically incorporate US perspectives or a single-culture description of effective leadership. This book provides a deeper understanding of diverse and multicultural perspectives as they relate to a world that is becoming increasingly interconnected economically, socially, and culturally. Particular attention is paid to providing specific strategies for social justice leaders working in PK-12 and/or higher education, and leadership preparation programs to promote effective leadership that reflects multicultural understanding of the diversity both within and outside the US. Within the context of leadership practice, internationalization offers new insights and ideas about leadership aims, processes, and competencies as a means for addressing equity concerns throughout PK-20 education.

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Book SynopsisThis book originates from a collaborative research initiative to examine how various societies in the Asia-Pacific Region construct moral and civic education, and to what extent these systems achieve the democratic objective of creating socially responsible citizens. In many western societies there is at least a rhetorical tendency to separate the moral and civic dimensions of citizenship education, and in some cases to exclude the moral dimension from the discourse of preparing citizens.However, as cross-societal dialogues and research about citizenship education have increased in the past two decades, scholars have identified differences in the emphasis put on the moral dimension of citizenship education across the Asia-Pacific region. In many predominantly Confucian, Islamic and Buddhist societies, for example, the emphasis on the moral dimension of citizenship education is explicit, and in some cases, central. While awareness of a divide, or perhaps more appropriately a continuum in the role of moral versus civic education in democratic societies has been recognized for some time, to our knowledge this book marks the first effort of this scope to address the issue of the moral/civic divide in citizenship education. Thus, through a cross-cultural dialogue across societies in the Asia-Pacific Region, this book addresses the issue of whether elements of both civic and moral education can be effectively joined to create a “socially responsible” citizen.

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Book SynopsisThis book originates from a collaborative research initiative to examine how various societies in the Asia-Pacific Region construct moral and civic education, and to what extent these systems achieve the democratic objective of creating socially responsible citizens. In many western societies there is at least a rhetorical tendency to separate the moral and civic dimensions of citizenship education, and in some cases to exclude the moral dimension from the discourse of preparing citizens.However, as cross-societal dialogues and research about citizenship education have increased in the past two decades, scholars have identified differences in the emphasis put on the moral dimension of citizenship education across the Asia-Pacific region. In many predominantly Confucian, Islamic and Buddhist societies, for example, the emphasis on the moral dimension of citizenship education is explicit, and in some cases, central. While awareness of a divide, or perhaps more appropriately a continuum in the role of moral versus civic education in democratic societies has been recognized for some time, to our knowledge this book marks the first effort of this scope to address the issue of the moral/civic divide in citizenship education. Thus, through a cross-cultural dialogue across societies in the Asia-Pacific Region, this book addresses the issue of whether elements of both civic and moral education can be effectively joined to create a “socially responsible” citizen.

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Book SynopsisThe "Boy Crisis" is cited often in educational and news reports due to the consistent reading achievement gap for boys and the statistics paint a dismal picture of boys in school. Politicians and researchers often focus on boys' low scores on reading achievement tests and compare these scores to the girls' scores with little consideration for the actual reading lives of boys. As a result, adolescent boys' vernacular reading is most often misunderstood. This book documents my journey as a mother of three boys and teacher of adolescents, as I attempt to articulate both the in-school and out-of-school experiences of boys. The book describes my attempts at creating a more complete picture of the reading lives and experiences of adolescent boys by describing three boys and their reading experiences in their natural contexts. It provides a rich description, revealing disconnects between school literacy practices and boys' vernacular literacy practices. In this book, parents, administrators, and teachers will find discover the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. This book provides parents, administrators, and teachers with an in-depth description of three boy readers. What emerges is a description of the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. Teachers interested in mentoring boy readers will find this book helpful. This book can also be used with pre-service and in-service teachers, in undergraduate and graduate courses, and in professional development.

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Book SynopsisThe "Boy Crisis" is cited often in educational and news reports due to the consistent reading achievement gap for boys and the statistics paint a dismal picture of boys in school. Politicians and researchers often focus on boys' low scores on reading achievement tests and compare these scores to the girls' scores with little consideration for the actual reading lives of boys. As a result, adolescent boys' vernacular reading is most often misunderstood. This book documents my journey as a mother of three boys and teacher of adolescents, as I attempt to articulate both the in-school and out-of-school experiences of boys. The book describes my attempts at creating a more complete picture of the reading lives and experiences of adolescent boys by describing three boys and their reading experiences in their natural contexts. It provides a rich description, revealing disconnects between school literacy practices and boys' vernacular literacy practices. In this book, parents, administrators, and teachers will find discover the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. This book provides parents, administrators, and teachers with an in-depth description of three boy readers. What emerges is a description of the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. Teachers interested in mentoring boy readers will find this book helpful. This book can also be used with pre-service and in-service teachers, in undergraduate and graduate courses, and in professional development.

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Book SynopsisEducational Leadership: Building Bridges Among Ideas, Schools, and Nations breaks new ground by connecting many ideas to educational leadership that have traditionally been discussed as part of leaders' contexts by connecting them and showing how international issues can unite scholars and educators in action. The book draws on the authors' extensive experiences in U.S. public schools, research in the field of educational leadership, and programmatic practices to prepare school leaders to commit themselves to social justice. The book provides a forum for this important work in the ongoing conversation about equity and excellence in education, and the role(s) leadership can assume in building bridges among ideas, people, and educational organizations. Chapters center on creating spaces for vigorous dialogue. Authors call upon scholars and practitioners to reconsider their intent to empower those who live on the margins. The dynamic approaches discussed throughout the book urge school leaders, teachers, school community members, and those who prepare administrators to look within and build bridges between themselves and those they serve.

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Book SynopsisThrough rapid developments in commerce, transportation and communication, people once separated by space, language and politics are now interwoven into a complex global system (Friedman, 2005). With the rise of new technology, local populations, businesses and states are better equipped to participate and act in a thriving international environment. Rising instability in the Middle East is immediately reported to oil and gas brokers in the U.S. Within seconds cable channels, iPods, social networking sites, and cell phones are relaying how protests in Egypt and Libya give hope to citizens around the world yearning for freedom. As events like 9/11 and the 2008 Financial Crisis have demonstrated, there is no retreating from the interconnectedness of the global system. As societies strive to empower citizens with the skills, understandings and dispositions needed to operate in an interconnected global age, teachers are being encouraged to help students use technologies to develop new knowledge and foster cross cultural understandings.As pressures mount for society to equip today’s youth with both the global and digital understandings necessary to confront the challenges of the 21st century, a more thorough analysis must be undertaken to examine the role of technology on student learning (Peters, 2009). This work will highlight the complex, contested, and contingent ways new technologies are being used by today’s youth in a digital and global age. This text will present audiences with in-demand research that investigates the ways in which student use of technology mediates and complicates their learning about the world, its people, and global issues.

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Book SynopsisThrough rapid developments in commerce, transportation and communication, people once separated by space, language and politics are now interwoven into a complex global system (Friedman, 2005). With the rise of new technology, local populations, businesses and states are better equipped to participate and act in a thriving international environment. Rising instability in the Middle East is immediately reported to oil and gas brokers in the U.S. Within seconds cable channels, iPods, social networking sites, and cell phones are relaying how protests in Egypt and Libya give hope to citizens around the world yearning for freedom. As events like 9/11 and the 2008 Financial Crisis have demonstrated, there is no retreating from the interconnectedness of the global system. As societies strive to empower citizens with the skills, understandings and dispositions needed to operate in an interconnected global age, teachers are being encouraged to help students use technologies to develop new knowledge and foster cross cultural understandings.As pressures mount for society to equip today’s youth with both the global and digital understandings necessary to confront the challenges of the 21st century, a more thorough analysis must be undertaken to examine the role of technology on student learning (Peters, 2009). This work will highlight the complex, contested, and contingent ways new technologies are being used by today’s youth in a digital and global age. This text will present audiences with in-demand research that investigates the ways in which student use of technology mediates and complicates their learning about the world, its people, and global issues.

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Book SynopsisWhile the concept of integration or an interdisciplinary curriculum has been around for decades, the purposeful practice of integration is a relatively new educational endeavour. Though classroom teachers often say they “integrate,” there generally seems to be a lack of understanding of what this thing called integration is (theory) and what it is supposed to look like in the classroom (practice).Arguably, no other discipline has felt the pressure to integrate more than social studies. Marginalised by federal initiatives such as No Child Left Behind and suffering from a general crisis of credibility, social studies has been pushed further and further to the proverbial back burner of educational importance. Yet regardless of perspective or position, social studies remains ripe for integration.The crux of this book is to provide educators insights and strategies into how to integrate social studies with other discipline areas. Calling upon national experts in their respective fields, each chapter chronicles the broad relationship between individual content areas and social studies. Multiple examples of integrative opportunities are included. At the end of each chapter is a series of grade-specific integrative lesson plans ready for implementation. This book was purposefully designed as a how-to, hands-on, ready-reference guide for educators at all stages and all levels of teaching.

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Book SynopsisWhile the concept of integration or an interdisciplinary curriculum has been around for decades, the purposeful practice of integration is a relatively new educational endeavour. Though classroom teachers often say they “integrate,” there generally seems to be a lack of understanding of what this thing called integration is (theory) and what it is supposed to look like in the classroom (practice).Arguably, no other discipline has felt the pressure to integrate more than social studies. Marginalised by federal initiatives such as No Child Left Behind and suffering from a general crisis of credibility, social studies has been pushed further and further to the proverbial back burner of educational importance. Yet regardless of perspective or position, social studies remains ripe for integration.The crux of this book is to provide educators insights and strategies into how to integrate social studies with other discipline areas. Calling upon national experts in their respective fields, each chapter chronicles the broad relationship between individual content areas and social studies. Multiple examples of integrative opportunities are included. At the end of each chapter is a series of grade-specific integrative lesson plans ready for implementation. This book was purposefully designed as a how-to, hands-on, ready-reference guide for educators at all stages and all levels of teaching.

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Book SynopsisA team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States. With over 12,000 responses, it is the largest survey of social studies teachers in over three decades. We asked teachers about their curricular goals, their methods of instruction, their use of technology, and the way they address the needs of English language learners and students with disabilities. We gathered demographic data too, along with inquiries about the teachers' training, their professional development experiences, and even whether they serve as coaches. The enormous data set from this project was analysed by multiple research teams, each with its own chapter. This volume would be a valuable resource for any professor, doctoral student, or Master’s student examining the field of social studies education. It is hard to imagine a research study, topical article, or professional development session concerning social studies that would not quote findings from this book about the current status of social studies. With chapters on such key issues as the teaching of history, how teachers address religion, social studies teachers’ use of technology, and how teachers adapt their instruction for students with disabilities or for English language learners, the book’s content will immediately be relevant and useful.

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Book SynopsisA team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States. With over 12,000 responses, it is the largest survey of social studies teachers in over three decades. We asked teachers about their curricular goals, their methods of instruction, their use of technology, and the way they address the needs of English language learners and students with disabilities. We gathered demographic data too, along with inquiries about the teachers' training, their professional development experiences, and even whether they serve as coaches. The enormous data set from this project was analysed by multiple research teams, each with its own chapter. This volume would be a valuable resource for any professor, doctoral student, or Master’s student examining the field of social studies education. It is hard to imagine a research study, topical article, or professional development session concerning social studies that would not quote findings from this book about the current status of social studies. With chapters on such key issues as the teaching of history, how teachers address religion, social studies teachers’ use of technology, and how teachers adapt their instruction for students with disabilities or for English language learners, the book’s content will immediately be relevant and useful.

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Book SynopsisThe world is ever changing and the way students experience social studies should reflect the environment in which they live and learn. Digital Social Studies explores research, effective teaching strategies, and technologies for social studies practice in the digital age.The digital age of education is more prominent than ever and it is an appropriate time to examine the blending of the digital age and the field of social studies. What is digital social studies? Why do we need it and what is its purpose? What will social studies look like in the future? The contributing authors of this volume seek to explain, through an array of ideas and visions, what digital social studies can/should look like, while providing research and rationales for why digital social studies is needed and important.This volume includes twenty-two scholarly chapters discussing relevant topics of importance to digital social studies. The twenty-two chapters are divided into two sections. This stellar collection of writings includes contributions from leading scholars like Cheryl Mason Bolick, Michael Berson, Elizabeth Washington, Linda Bennett, and many more.

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Book SynopsisThe world is ever changing and the way students experience social studies should reflect the environment in which they live and learn. Digital Social Studies explores research, effective teaching strategies, and technologies for social studies practice in the digital age.The digital age of education is more prominent than ever and it is an appropriate time to examine the blending of the digital age and the field of social studies. What is digital social studies? Why do we need it and what is its purpose? What will social studies look like in the future? The contributing authors of this volume seek to explain, through an array of ideas and visions, what digital social studies can/should look like, while providing research and rationales for why digital social studies is needed and important.This volume includes twenty-two scholarly chapters discussing relevant topics of importance to digital social studies. The twenty-two chapters are divided into two sections. This stellar collection of writings includes contributions from leading scholars like Cheryl Mason Bolick, Michael Berson, Elizabeth Washington, Linda Bennett, and many more.

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Book SynopsisEducating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013). Volume 3 specifically addresses how an examination of social issues can be incorporated into the extant curriculum. Experts in various areas each contribute a chapter in the book. Each chapter is comprised of a critical essay and an annotated bibliography of key works germane to the specific focus of the chapter.

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Book SynopsisEducating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013). Volume 3 specifically addresses how an examination of social issues can be incorporated into the extant curriculum. Experts in various areas each contribute a chapter in the book. Each chapter is comprised of a critical essay and an annotated bibliography of key works germane to the specific focus of the chapter.

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Book SynopsisThe purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice, Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry?Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a “new” language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.

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Book SynopsisThe purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice, Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry?Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a “new” language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.

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Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.

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Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.

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Book SynopsisAfter a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences. The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. The chapters provide specific examples of content inclusion, share high leverage practices, and provide advice for others infusing race, class, gender, and sexuality in the curriculum.Table of Contents Foreword, Tyrone C. Howard. Introduction, Lara Willox and Cathy Brant. Preface. Part I: Elementary. From Suffrage to Stereotypes: Exploring Historical and Contemporary Gender Issues With Elementary Students, Jennifer Burke and Jennifer Mitchell. He Called Me White, Ay That’s Racist! Breanna Nunez. Embracing a Transformative Curriculum: A Fifth Grade Teacher’s Work, Andrea S. Libresco, Rosebud Elijah, and Lauren Brown. Imagining Rainbows: A Case Study of LGBTQ Implementation into Elementary School Curriculum, Bretton A. Varga and Marie Byrd. Culturally Relevant Classroom Libraries: Including All Students in Powerful Social Studies, Aubrey Brammar Southall and Cynthia Trapanese. Teaching Tolerance’s Perspectives for a Diverse America: A Resource for Elementary Educators Who Want to Teach about Race, Class, Gender, and Sexuality While Meeting National Standards, Kate Shuster and Amber Makaiau. Teaching Wealthy Children about Economic Inequality, Katy Swalwell, Melissa Lambert and Jennifer Oliva. Nurturing Our Youngest Citizens: Race, Class, Gender, and Sexuality in the Pre-K Curriculum, Jennifer E. Killham, Jenilyn Bell, Pat Emmelhainz, Shali Cox, Lua Buultjens, and Rachel King. Part II: Middle Grades. “It’s Because Their Kids Have a Voice”: Teaching About the 2017 Executive Immigration Ban in an Ethnically Diverse Classroom, Mark Pearcy, Michael Jackson and Regina Santangelo. Even in the 50th Education State, It’s Being Done, Bea Bailey and Marta Bohnenberger. Being an Upstander: Build Bridges and Increase Understanding Through Refugee Advocacy, Jennifer E. Killham and Nance Morris Adler. Critical Practices to Develop Student Agency in Rural Contexts, Michael Kopish and Jadey Gilmore. Exploring Power in Middle Grades Social Studies Education, Alexander Cuenca and Joseph McAnulty. “Why Does This Matter?” Using Current Events About Islamophobia and Racial Unrest to Understand the Past, Jennifer Killham, Joshua Harris, and Prentice Chandler. Part III: High School. Build Your Own Course: Creating a Controversial Issues Class at an Appalachian High School, Eric D. Moffa. “Dinosaurs in the Hood?” Introducing Intersectionality in the Social Studies Classroom, Whitney Blankenship and Calla Hardiman. Going Beyond the Single Story of Suffrage: Teaching Gender Rights and Protests through Film, Eric Hill, Lauren Colley and John P. Broome. Traviesas/ os: Tactics and Stories of Insurgent Social Studies Teachers, Brian Gibbs. It’s Being Done in the State of Hawai‘i: Ethnic Studies as a Requirement for Public High School Graduation, Amber Strong Makaiau. The Gender Equity Club, Daniel T. Bordwell. “Care Comes First” Creating a Space for Controversy, Carly Muetterties, Whitney Walker, and Tracey Bolinger. The Aurora Urban Planning Simulation: Teaching About Class through Spatial Inequality in Secondary Social Studies, Colleen Boucher and John P. Broome. Teaching Intersectionality and the Long and Ongoing Women’s and Gay Rights Movements in U.S. History, Hillary Parkhouse and Tracey Barrett. Facing Problems of Practice and Privilege: A Class Trip to Montgomery, Alabama to Confront a History of Racial Violence Legal Injustice, Christoph Stutts and Matt Cone. Biographies.

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Book SynopsisAfter a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences. The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. The chapters provide specific examples of content inclusion, share high leverage practices, and provide advice for others infusing race, class, gender, and sexuality in the curriculum.Table of Contents Foreword, Tyrone C. Howard. Introduction, Lara Willox and Cathy Brant. Preface. Part I: Elementary. From Suffrage to Stereotypes: Exploring Historical and Contemporary Gender Issues With Elementary Students, Jennifer Burke and Jennifer Mitchell. He Called Me White, Ay That’s Racist! Breanna Nunez. Embracing a Transformative Curriculum: A Fifth Grade Teacher’s Work, Andrea S. Libresco, Rosebud Elijah, and Lauren Brown. Imagining Rainbows: A Case Study of LGBTQ Implementation into Elementary School Curriculum, Bretton A. Varga and Marie Byrd. Culturally Relevant Classroom Libraries: Including All Students in Powerful Social Studies, Aubrey Brammar Southall and Cynthia Trapanese. Teaching Tolerance’s Perspectives for a Diverse America: A Resource for Elementary Educators Who Want to Teach about Race, Class, Gender, and Sexuality While Meeting National Standards, Kate Shuster and Amber Makaiau. Teaching Wealthy Children about Economic Inequality, Katy Swalwell, Melissa Lambert and Jennifer Oliva. Nurturing Our Youngest Citizens: Race, Class, Gender, and Sexuality in the Pre-K Curriculum, Jennifer E. Killham, Jenilyn Bell, Pat Emmelhainz, Shali Cox, Lua Buultjens, and Rachel King. Part II: Middle Grades. “It’s Because Their Kids Have a Voice”: Teaching About the 2017 Executive Immigration Ban in an Ethnically Diverse Classroom, Mark Pearcy, Michael Jackson and Regina Santangelo. Even in the 50th Education State, It’s Being Done, Bea Bailey and Marta Bohnenberger. Being an Upstander: Build Bridges and Increase Understanding Through Refugee Advocacy, Jennifer E. Killham and Nance Morris Adler. Critical Practices to Develop Student Agency in Rural Contexts, Michael Kopish and Jadey Gilmore. Exploring Power in Middle Grades Social Studies Education, Alexander Cuenca and Joseph McAnulty. “Why Does This Matter?” Using Current Events About Islamophobia and Racial Unrest to Understand the Past, Jennifer Killham, Joshua Harris, and Prentice Chandler. Part III: High School. Build Your Own Course: Creating a Controversial Issues Class at an Appalachian High School, Eric D. Moffa. “Dinosaurs in the Hood?” Introducing Intersectionality in the Social Studies Classroom, Whitney Blankenship and Calla Hardiman. Going Beyond the Single Story of Suffrage: Teaching Gender Rights and Protests through Film, Eric Hill, Lauren Colley and John P. Broome. Traviesas/ os: Tactics and Stories of Insurgent Social Studies Teachers, Brian Gibbs. It’s Being Done in the State of Hawai‘i: Ethnic Studies as a Requirement for Public High School Graduation, Amber Strong Makaiau. The Gender Equity Club, Daniel T. Bordwell. “Care Comes First” Creating a Space for Controversy, Carly Muetterties, Whitney Walker, and Tracey Bolinger. The Aurora Urban Planning Simulation: Teaching About Class through Spatial Inequality in Secondary Social Studies, Colleen Boucher and John P. Broome. Teaching Intersectionality and the Long and Ongoing Women’s and Gay Rights Movements in U.S. History, Hillary Parkhouse and Tracey Barrett. Facing Problems of Practice and Privilege: A Class Trip to Montgomery, Alabama to Confront a History of Racial Violence Legal Injustice, Christoph Stutts and Matt Cone. Biographies.

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Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.

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Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.

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Book SynopsisThis edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

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Book SynopsisThis edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

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Book Synopsis

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Book SynopsisInternational Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe, asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places, and perspectives shaping Education 2030 outcomes.Trade ReviewThe educational impact of the COVID-19 pandemic has created the most serious crisis in the history of public education. Addressing this crisis effectively will require efforts aligned with an inclusive and sustainable vision of development, such as articulated by the UN Education 2030 and the Sustainable Development Goals. To build back better educators need to guide their practice by knowledge that is local as well as global, in ways that help their students understand those interdependencies. Beyond Provincialism is an invitation to such an exploration. In this edited volume, Professors Mahmoud Suleiman and Tonya Huber and their colleagues take the reader on a journey that illuminates the impact of hunger among college students in America, how the SDGs can help turnaround high poverty schools, the role of curriculum to promote cross-national collaboration, and how math and science instruction, as well as study abroad, can help students develop procedural and conceptual knowledge that makes visible the relevance of what they learn to the world around them and the impact of the pandemic on teacher preparation in Palestine. The kaleidoscope of insights offered by this book will expand the global awareness and understanding of education as a global activity. A timely and useful resource for teachers and teacher educators that will contribute to advance a transformational education that helps us build back better from the devastation created by the pandemic."— Fernando M. Reimers, Harvard Graduate School of Education "Suleiman and Huber convene a dynamic group of scholars committed to transforming our schools. Using the latest theories and methodological approaches, Beyond Provincialism offers crucial frameworks to understand teaching and learning in a global perspective. This groundbreaking volume wholeheartedly embraces the Sustainable Development Goals (SDGs) and calls upon all of us to simultaneously dismantle systemic inequality and promote equity and social justice in pre-K-20 schools across nations and their institutions. It's simply a must-read book, especially for practitioners, educators, reformers, researchers, and policy-makers who seek to internationalize education and take it beyond its cursory provincial goals."— Gilberto Q. Conchas, Wayne K. and Anita Woolfolk Hoy, Pennsylvania State University "At a time when proponents of diversity, equity and inclusion are under attack, it is valuable to examine Beyond Provincialism to see how far we still need to go to reform schools and invest in teacher, educator and leader preparation. Grounded in solid frameworks, this timely and informative book astutely provides insights from forceful practitioners, scholars, and researchers whose fascinating experiences and models have practical implications for promoting global multicultural competencies needed to combat racist mindsets and provincial outlooks. Based on Education 2030 vision, the book provides a thoughtful blueprint for integrating international and global dimensions in teacher and educator preparation."— Ken Magdaleno, Center for Leadership, Equity, and Research (CLEAR)Table of Contents Interpretive Framework: The Place of Sustainable Development Goals in Educator Preparation Programs for Local–Global Professionals, Mahmoud Suleiman and Tonya Huber. Editor's Introduction: Towards Becoming a Local–Global Education Professional, Mahmoud Suleiman. PART I: ALTRUISM, COLLECTIVISM, COSMOPOLITANISM, AND PLURALISM. Empowering the Hungry and Hesitant Among College Pantry Users Within the Context of Goal 2 of the Sustainable Development Goals, Jason Watkins and Mahmoud Suleiman. Global Thinking, Local Action: Promoting Global Competencies and Sustainable School Improvement in High-Poverty Contexts, Marco A. Muñoz, P. Tyler Stevens, and R. Aaron Wisman. Global Social Justice in Education: Developing a Virtual Intercultural Community of Practice, Lili Zhou, Bima Sapkota, Rose Mbewe, Jill Newton, and JoAnn Phillion. PART II: EQUITY, DIVERSITY, INCLUSION, AND PEDAGOGY. Knowing the World Through Mathematics: Development of an Undergraduate Mathematics Course for International Social Justice, Michael Lolkus and Jill Newton. Fire Ecology in Fourth Grade: Moving Place-Based Education to the Global Stage, Emily C. Adah Miller, Susan K. Codere, Jeanane Charara, Alice Severson, and Hannah Spaul. Internationalization of the Curriculum: Planning, Implementation, and Expected Learning Outcomes, Eugenia Charoni. The Effects of Utilizing Distance Learning on Palestinian Teachers' Knowledge and Skills, Iyad Elias Rabea, Naseem Mustafa Khatib, and Zaher Mustafa Atwa. About the Editors. About the Contributors. Recognizing Reviewers' Critical Feedback.

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Book SynopsisInternational Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe, asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places, and perspectives shaping Education 2030 outcomes.Trade ReviewThe educational impact of the COVID-19 pandemic has created the most serious crisis in the history of public education. Addressing this crisis effectively will require efforts aligned with an inclusive and sustainable vision of development, such as articulated by the UN Education 2030 and the Sustainable Development Goals. To build back better educators need to guide their practice by knowledge that is local as well as global, in ways that help their students understand those interdependencies. Beyond Provincialism is an invitation to such an exploration. In this edited volume, Professors Mahmoud Suleiman and Tonya Huber and their colleagues take the reader on a journey that illuminates the impact of hunger among college students in America, how the SDGs can help turnaround high poverty schools, the role of curriculum to promote cross-national collaboration, and how math and science instruction, as well as study abroad, can help students develop procedural and conceptual knowledge that makes visible the relevance of what they learn to the world around them and the impact of the pandemic on teacher preparation in Palestine. The kaleidoscope of insights offered by this book will expand the global awareness and understanding of education as a global activity. A timely and useful resource for teachers and teacher educators that will contribute to advance a transformational education that helps us build back better from the devastation created by the pandemic."— Fernando M. Reimers, Harvard Graduate School of Education "Suleiman and Huber convene a dynamic group of scholars committed to transforming our schools. Using the latest theories and methodological approaches, Beyond Provincialism offers crucial frameworks to understand teaching and learning in a global perspective. This groundbreaking volume wholeheartedly embraces the Sustainable Development Goals (SDGs) and calls upon all of us to simultaneously dismantle systemic inequality and promote equity and social justice in pre-K-20 schools across nations and their institutions. It's simply a must-read book, especially for practitioners, educators, reformers, researchers, and policy-makers who seek to internationalize education and take it beyond its cursory provincial goals."— Gilberto Q. Conchas, Wayne K. and Anita Woolfolk Hoy, Pennsylvania State University "At a time when proponents of diversity, equity and inclusion are under attack, it is valuable to examine Beyond Provincialism to see how far we still need to go to reform schools and invest in teacher, educator and leader preparation. Grounded in solid frameworks, this timely and informative book astutely provides insights from forceful practitioners, scholars, and researchers whose fascinating experiences and models have practical implications for promoting global multicultural competencies needed to combat racist mindsets and provincial outlooks. Based on Education 2030 vision, the book provides a thoughtful blueprint for integrating international and global dimensions in teacher and educator preparation."— Ken Magdaleno, Center for Leadership, Equity, and Research (CLEAR)Table of Contents Interpretive Framework: The Place of Sustainable Development Goals in Educator Preparation Programs for Local–Global Professionals, Mahmoud Suleiman and Tonya Huber. Editor's Introduction: Towards Becoming a Local–Global Education Professional, Mahmoud Suleiman. PART I: ALTRUISM, COLLECTIVISM, COSMOPOLITANISM, AND PLURALISM. Empowering the Hungry and Hesitant Among College Pantry Users Within the Context of Goal 2 of the Sustainable Development Goals, Jason Watkins and Mahmoud Suleiman. Global Thinking, Local Action: Promoting Global Competencies and Sustainable School Improvement in High-Poverty Contexts, Marco A. Muñoz, P. Tyler Stevens, and R. Aaron Wisman. Global Social Justice in Education: Developing a Virtual Intercultural Community of Practice, Lili Zhou, Bima Sapkota, Rose Mbewe, Jill Newton, and JoAnn Phillion. PART II: EQUITY, DIVERSITY, INCLUSION, AND PEDAGOGY. Knowing the World Through Mathematics: Development of an Undergraduate Mathematics Course for International Social Justice, Michael Lolkus and Jill Newton. Fire Ecology in Fourth Grade: Moving Place-Based Education to the Global Stage, Emily C. Adah Miller, Susan K. Codere, Jeanane Charara, Alice Severson, and Hannah Spaul. Internationalization of the Curriculum: Planning, Implementation, and Expected Learning Outcomes, Eugenia Charoni. The Effects of Utilizing Distance Learning on Palestinian Teachers' Knowledge and Skills, Iyad Elias Rabea, Naseem Mustafa Khatib, and Zaher Mustafa Atwa. About the Editors. About the Contributors. Recognizing Reviewers' Critical Feedback.

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Book SynopsisPremiado en Estados Unidos en los 2017 International Latino Book Awards «Érase una vez… un niño al que le encantaba jugar al tenis y al fútbol, como a tantos otros niños que vivían en los rincones más dispares del mundo. Tenía cuatro años y se pasaba el día pegado a un raqueta y a un balón». Con la humildad siempre como bandera, el gran tenista Rafa Nadal fue descubriendo, ya desde su infancia, lo que de verdad importa y los valores que guían su vida. Lexile Level: 870L No se pierdan el booktrailer! No se pierdan los comentarios de Rafa! Las primeras páginas:Trade Review"(...) Recommended for specific topical studies or as general additions to biography collections."~ School Library Journal

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