Educational psychology Books
MT - University of Pennsylvania Press History of the University of Pennsylvania
Book SynopsisTrade Review"The distinguished professor emeritus Edward Potts Cheyney has written a history of his alma mater that commands attention. His account is . . . based on the official documents, supported by the researches of colleagues and friends, and illuminated by an affectionate understanding that springs from sixty years of personal knowledge and participation." * Pennsylvania Magazine of History and Biography *Table of ContentsPreface Chapter 1. The City Chapter 2. The Foundation: 1740-1755 Chapter 3. The Colonial College: 1755-1779 Chapter 4. Division and Reunion Chapter 5. Low Water: 1791-1828 Chapter 6. The Beginning of Expansion Chapter 7. The Move to West Philadelphia Chapter 8. The Era of Expansion Chapter 9. Provost, Trustees and Alumni Chapter 10. Under a President: 1930-1940 Index
£49.30
University of Pennsylvania Press Whether to Kill
Book SynopsisWhether to Kill takes a new approach to understanding terrorism. By taking first-person accounts of those involved in both violent and nonviolent action against the state, then analyzing that data via cognitive mapping, Stephanie Dornschneider has opened up new perspectives of what drives people to-or away from-the use of political violence.Trade Review"Stephanie Dornschneider makes several innovative contributions to the field. By focusing on the perspective of terrorists-using personal interviews with those terrorists, something very few others have attempted-and a novel use of cognitive mapping, she analyzes the thought processes of terrorism. The book will appeal to those interested in Egypt, Germany, terrorism, social movements, political violence, and methodological innovation." * Marc Sageman, Foreign Policy Research Institute and author of Understanding Terror Networks and Leaderless Jihad *Table of ContentsIntroduction Chapter 1. A Cognitive Mapping Approach to Political Violence Chapter 2. Interviewing Violent and Nonviolent Individuals Chapter 3. A Short History of the Individuals' Groups Chapter 4. Constructing Cognitive Maps About Political Violence Chapter 5. A Computational Analysis of Violent and Nonviolent Activism Chapter 6. Alternative Worlds Without Violence Conclusion Appendix 1 Appendix 2 Notes Bibliography Index Acknowledgments
£63.00
John Wiley & Sons Inc Educational Psychology
Book SynopsisTeachers help students learn, develop, and realize their potential. To become successful in their craft, teachers need to learn how to establish high-quality relationships with their students, and they need to learn how to implement instructional strategies that promote students'' learning, development, and potential. To prepare pre-service teachers for the profession, the study of educational psychology can help them to better understand their students and better understand their process of teaching. Such is the twofold purpose of Educational Psychology to help pre-service teachers understand their future students better and to help them understand all aspects of the teaching-learning situation. The pursuit of these two purposes leads to the ultimate goal of this text namely, to help pre-service teachers become increasingly able to promote student learning, development, and potential when it becomes their turn to step into the classroom and take full-time responsibility for tTable of Contents1 Introducing Educational Psychology and Reflective Teaching xxxiv Educational Psychology 2 Theories and Research 6 Narrowing the Gap between Theory and Practice 17 Reflective Teaching 19 2 Teachers and Teaching 28 The Teaching Life 30 What Is Teaching? 31 Teacher Development 33 Teaching Efficacy 41 Planning 48 General Approaches to Teaching 57 3 Cognitive Development 66 Brain Development 68 Cognitive Development 72 Sociocognitive Development 85 Language Development 93 4 Social Development 108 Relationships 111 Psychosocial Development 119 Moral Development 127 Social Competence 132 Aggression 136 5 Behavioral Learning Theory 150 Explaining Learning 152 Principles of Behavioral Learning Theory 155 Reinforcement 156 Punishment 160 Behavioral Learning Theory and Diverse Learners 164 Applied Behavior Analysis 165 Behavioral Learning Theory and Special Needs Students 167 Managing Behavior 167 Influences of Behavioral Learning Theory on Instruction 177 6 Managing Learning in Classrooms 186 Designing the Physical Environment 188 Designing the Social Environment: Norms and Rules 195 Managing Day-to-Day Classroom Instruction 206 Dealing with Behavior Problems 211 7 Cognitive Learning Theory 222 Cognitive Theories of Learning 224 The Information-Processing Model 225 Memory Systems 230 Encoding, Retrieval, and Forgetting 238 Categorization 244 8 Social Learning Theory, Complex Cognition, and Social Constructivism 254 Social Learning Theory 256 Complex Cognition 262 Complex Cognition and Social Constructivism 268 Instruction Influenced by Social-Constructivist and Sociocultural Theory 279 9 Learning from Peers 290 Perspectives on Peer Learning 292 Tutoring 304 Learning in Heterogeneous Groups 311 Collaboration and Technology 314 Influences on Effectiveness in Heterogeneous Groups 316 Learning from Peers: Practices for Learning 321 10 Motivation and Engagement 332 Engagement 334 Motivation 341 Intrinsic and Extrinsic Motivation 342 Psychological Needs 348 Curiosity, Interest, and Positive Affect 356 Engagement-Draining Motivational Deficits 360 11 Motivation to Learn 372 Motivation Is Rooted in Constructive Thinking 375 Self-Efficacy 376 Variability in the Classroom 414 Intelligence 415 Talent 423 Extremes of Intelligence 427 Differences in Ability and Instruction 429 Learners with Special Needs 430 Prevalent Student Needs and Challenges 435 Mastery Beliefs 381 Goals 387 Self-Regulation 397 Self-Concept 401 12 Individual Differences and Special Needs 412 13 Issues in Diversity 450 Diverse Learners 452 English Language Learners 460 Multicultural Education: An Overview 461 Implementing a Multicultural Approach to Teaching 465 Becoming a Teacher of Diverse Children 469 14 Assessment for Learning 482 Assessments in Everyday Life 484 Assessment for Learning: Roles, Goals, and Audiences 486 Principles of Assessment and Grading 489 Options for Assessment 491 Developing and Using Assessments 502 Interpreting Classroom Assessments 509 Developing a Grading System 513 Communicating with Parents 517 15 Standardized and Standards-Based Assessments 526 The Nature and Development of Standardized Assessment 528 Technical Issues in Assessment 534 Interpreting Standardized Assessments 547 Controversies in Assessment 555 Appendix: Looking at the Praxis II™ Principles of Learning and Teaching Assessment and the INTASC Principles 564 Glossary 574 References 582 Name Index 619 Subject Index 629
£188.96
John Wiley & Sons Inc Essentials of Working Memory Assessment and
Book SynopsisImprove academic learning outcomes with accurate working memory assessment and evidence-based interventions Essentials of Working Memory Assessment and Intervention is an accessible, practical guide to accurately and efficiently assessing working memory.Table of ContentsSeries Preface xiii Acknowledgments xv One Working Memory Models 1 Working Memory's Influence 2 Baddeley's Working Memory Model 3 Other Models of Working Memory 7 The Controversy Regarding Working Memory Capacity 12 Retention Intervals 15 Cognitive LoadTheory 15 The Integrated Model of Working Memory 16 Two Cognitive Processes Highly Related With Working Memory 25 General Intelligence 26 Fluid Reasoning 28 The Big Three 30 Executive Functions 30 Attention 31 Attention-Deficit/Hyperactivity Disorder 32 Oral Language 34 Auditory Processing 35 Phonological Processing 35 Processing Speed 36 Visual-Spatial Processing 37 Sequential Processing 37 Long-Term Memory 38 Metamemory 42 Strategies 43 Three Development, Neuroanatomy, and Risk Factors 45 Development of Working Memory 45 Metamemory Development 50 Long-Term Memory Development 51 The Neuroanatomy of Working Memory 51 The Neuroanatomy of Long-Term Memory 56 Risk Factors for Working Memory Impairments 58 Four Working Memory's Influence on Academic Learning and Performance 64 Working Memory and Classroom Learning 65 Cognitive Load in the Classroom 66 Working Memory and Basic Reading Skills 69 Working Memory and Reading Comprehension 72 Working Memory and Mathematics 75 Working Memory and Written Expression 81 Working Memory and Oral Language 82 Working Memory and Scholastic Performance 84 Working Memory and LD 85 The Importance of Automaticity 89 Implications for Assessment 90 Conclusions 91 Five Assessment Strategies 95 How to Determine Which Working Memory Component a Subtest Measures 96 Informal Assessment Procedures 102 Assessing Interaction With Long-Term Memory 114 Working Memory Testing 116 Testing Related Cognitive Processes 122 Analyzing Test Results 122 Interpretation of Working Memory Assessment Data 132 Specific Learning Disability Determination 137 Memory Processes Analyzer 138 Six Psychological Scales That Measure Working Memory 141 Child and Adolescent Memory Profile (CHAMP) 143 Cognitive Assessment System, Second Edition (CAS-II) 143 Comprehensive Test of Phonological Processing, Second Edition (CTOPP2) 145 Differential Ability Scales, Second Edition (DAS-II) 146 Kaufman Assessment Battery for Children, Second Edition (KABC-II) 148 The NEPSY II 149 Stanford-Binet Intelligence Scales, Fifth Edition (SB5) 151 Test of Auditory Processing Skills, Third Edition (TAPS-3) 152 Test of Memory and Learning, Second Edition (TOMAL-2) 153 The Wechsler Intelligence Scales 155 WISC-IV Integrated 158 WechslerMemory Scale, Fourth Edition (WMS-IV) 159 Wide Range Assessment of Memory and Learning, Second Edition (WRAML2) 161 Woodcock-Johnson IV Tests of Achievement (WJ IV ACH) 163 Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG) 163 Woodcock-Johnson IV Tests of Oral Language (WJ IV OL) 165 Seven Working Memory Interventions That Change the Brain 168 Types of Working Memory Interventions 169 Selecting Working Memory Exercises and Strategies 169 Measuring Progress 175 Metamemory Training 177 The Efficacy of Working Memory Training 177 How Working Memory Training Changes the Brain 181 Conclusions Regarding the Efficacy of Working Memory Training 183 Internet-Based Working Memory Training 184 Hands-On Working Memory Exercises 188 Interventions That Improve Related Cognitive Processes 192 Eight Supporting Working Memory in the Classroom 197 The Mnemonic-Based Classroom 198 Metamemory Instruction 200 Instruction That Reduces Cognitive Load 201 Accommodations and Modifications for Specific Academic Subjects 205 General Accommodations 208 Instructional Practices That Support Working Memory 209 Teaching Working Memory Strategies 213 Bypassing Working Memory by Using LTM Strategies 222 Nine Case Study 225 Working Memory Interpretation Section 225 Case Study Assessment 227 Example of a Written Interpretation 236 Jon's Interventions 241 Appendix A Scaled Score to Standard Score Conversion Table With Percentiles 253 Appendix B T-Score to Standard Score Conversion Table 256 Appendix C Working Memory Composites and Subtests Sorted by Scale 259 Annotated Bibliography 266 References 269 About the Author 303 About the Online Resources 304 Index 307
£37.46
John Wiley & Sons Inc Emotionally Intelligent Leadership for Students
Book SynopsisThe workbook that helps students connect emotional intelligence with leadership skills The Emotionally Intelligent Leadership for Students: Student Workbook contains hands-on activities and case studies to help students foster the 19 capacities of emotionally intelligent leadership (EIL) presented in the main text Emotionally Intelligent Leadership: A Guide for Students. Research from around the world has demonstrated that there is a relationship between emotional intelligence and leadership. For the substantially revised second edition, the authors have completely rewritten all modules and activities according to their data-based model. These activities bring theory into practice, targeting specific learning outcomes that will help students become better leaders. The workbook can be used in conjunction with the Emotionally Intelligent Leadership for Students: Inventory which helps students to assess their leadership behaviors. The companion EmTable of ContentsPreface vii Acknowledgments xix About the Authors xx 1 Introduction to Emotionally Intelligent Leadership 1 2 Consciousness of Self 13 3 Emotional Self-Perception 34 4 Emotional Self-Control 41 5 Authenticity 56 6 Healthy Self-Esteem 66 7 Flexibility 73 8 Optimism 84 9 Initiative 94 10 Achievement 105 11 Consciousness of Others 114 12 Displaying Empathy 122 13 Inspiring Others 129 14 Coaching Others 141 15 Capitalizing on Difference 148 16 Developing Relationships 156 17 Building Teams 163 18 Demonstrating Citizenship 171 19 Managing Conflict 180 20 Facilitating Change 192 21 Consciousness of Context 202 22 Analyzing the Group 209 23 Assessing the Environment 220 Appendix EIL Overview 225
£14.00
John Wiley and Sons Ltd Critical and Creative Thinking
Book SynopsisCritical and Creative Thinking: A Guide for Teachers reveals ways to develop a capacity to think both critically and creatively in practical and productive ways. Explains why critical and creative thinking complement each other with clear examples Provides a practical toolkit of cognitive techniques for generating and evaluating ideas using both creative and critical thinking Enriches the discussion of creative and critical intersections with brief inter-chapters based on the thinking habits of Leonardo da Vinci Offers an overview of current trends in critical and creative thinking, with applications across a spectrum of disciplines Table of ContentsPreface xi Acknowledgments xiii About the Website xv Part One Introducing Critical and Creative Thinking 1 Essential Critical Thinking Concepts 3 What Is Critical Thinking? 4 Habits of Mind 5 Why Intellectual Habits and Character Matter 7 Overcoming Obstacles to Thinking 8 A Model for Critical Thinking 13 How You KnowWhat You Know 14 Perception and Knowledge 15 Being Wrong 23 Why Errors Persist 25 Applications 27 References 30 Interchapter 1 Facts and Knowledge 32 2 Essential Creative Thinking Concepts 36 What Is Creative Thinking? 37 Seeking Alternatives and Possibilities 38 Reversing Relationships 41 Cross-fertilizing 42 Shifting Attention 42 Denying the Negative 43 The Creative Habit 46 Creative Confidence 48 Creative Theft 49 Creative Crime 51 Creative Questions 52 Applications 56 References 58 Interchapter 2 Sustaining Curiosity 60 Part Two Practicing Critical and Creative Thinking 3 Becoming a Critical and Creative Thinker 65 Becoming a Critical Thinker 66 Intellectual Standards as Guidelines for Critical Thinking 67 Language and Thought 67 Reports, Inferences, and Judgments 69 The Prevalence and Power of Metaphor 74 Innovating through Analogy 78 Becoming a Creative Thinker 79 Developing the Creative Habit 80 Focus 83 Solo and Group Creativity 85 Concepts as Cognitive Tools 87 Applications 90 References 95 Interchapter 3 Embodying Experience 96 4 Critical Thinking Strategies and Applications 101 The Nature of Argument 102 Claims, Evidence, and Assumptions 102 Evidence: Claims and Warrants 105 Inductive and Deductive Reasoning 106 Sherlock Holmes as a Logical Thinker 109 Syllogisms, Enthymemes, and Argument 112 Argument and Authority 113 Argument and Analogy 114 Argument and Causality 116 Causality, Coincidence, and Correlation 120 Further Causal Consequences 122 Applications 123 References 129 Interchapter 4 Blending Art and Science 130 5 Creative Thinking Strategies and Applications 133 Imagination First 134 Imagination, Creativity, and Innovation 135 The Limits of Imagination 136 Capacities for Imaginative Thinking 137 Why Ideas Are Important 139 How to Get Ideas 140 Creative Whacks 147 Being Practical/What Iffing 153 Combining Things 156 Using Paradox 157 Thinking the Unthinkable 160 Applications 161 References 164 Interchapter 5 Combining Connections 166 Part Three Applying Critical and Creative Thinking 6 Decision Thinking: Making Critical Decisions 173 Making Decisions 174 Affective Forecasting 180 Achieving Insights that Affect Decisions 184 Institutional Decisions 186 Incentives and Decisions 188 Decisiveness 189 Making Tough Decisions 192 Making Group Decisions 194 Applications 195 References 198 Interchapter 6 Embracing Ambiguity 200 7 Ethical Thinking: Making Ethical Decisions 205 Basic Ethical Concepts 206 Ethics, Values, and Virtues 209 Ethical Imagination 213 Cosmopolitanism and Global Ethics 218 Technology and Ethics 220 The Ethics of Information 222 Ethical Decisions 224 Ethical Provocations 225 Applications 227 References 231 Index 233
£57.90
John Wiley and Sons Ltd Critical Educational Psychology
Book SynopsisThe first textbook of its kind, Critical Educational Psychology is a forward-thinking approach to educational psychology that uses critical perspectives to challenge current ways of thinking and improve practice.Table of ContentsList of Contributors vii Introduction 1Tom Billington, Antony Williams, Dan Goodley and Tim Corcoran Part I Reflexive Foundationalism: Critical Psychological Resources 13 Chapter 1 Psychology and Education: Unquestionable Goods 15Ansgar Allen Chapter 2 Ontological Constructionism 26Tim Corcoran Chapter 3 What Use is a Story? Narrative, in Practice 34Penny Fogg Chapter 4 Post-Conventionalism: Towards a Productive Critical Educational Psychology 43Dan Goodley Chapter 5 Psychoanalysis 52Antony Williams Part II Ethics and Values in Practice 61 Chapter 6 Critical Educational Psychology and Disability Studies: Theoretical, Practical and Empirical Allies 63Dan Goodley and Tom Billington Chapter 7 Thinking Critically About Professional Ethics 79Pat Bennett Chapter 8 The Ethical Demand in an Impossible Profession 88Niall Devlin Chapter 9 EP Becoming Phronimos: The Virtue of Phronêsis in Educational Psychology 99Daniela Mercieca and Duncan P. Mercieca Chapter 10 Traversing the Expert Non-Expert Binary: The Fluid and Contested Nature of Expertise 108Catherine Beal Chapter 11 Joining the Q: What Q Methodology Offers to a Critical Educational Psychology 118Martin Hughes Chapter 12 Are We All Psychologists Now? 127Antony Williams Part III Putting Critical Psychological Resources to Work in Educational Psychology 135 Chapter 13 Epidemic or Psychiatrisation? Children's Mental Health in a Global Context 137China Mills Chapter 14 The Teacher's Role in Supporting Student Mental Health and Well-being 146Helen Monkman Chapter 15 Towards Restorative Justice 157Victoria Harold Chapter 16 Faith and Educational Psychology: Empowering Islamic Perspectives of Muslim Parents 167Samana Saxton Chapter 17 Gender, Non-normativity and Young Women who Have Been Excluded 176Dawn Bradley Chapter 18 A Mindful Educational Psychology Practice 184Sahaja Davis Chapter 19 Some Reflections on Educational Psychology Practice 192Majid Khoshkhoo Chapter 20 Finding Attunement and Promoting Positive Attachments 200Kathryn Pomerantz Chapter 21 Social Theatre for Social Change: The Relevance of Performance Art in Educational Psychology 209Nick Hammond Chapter 22 'Being' Dyslexic in Higher Education: Reflections on Discourse and Identity 218Harriet Cameron Chapter 23 A Future? Why Educational Psychologists Should Engage with a Critical Neuroscience 226Tom Billington Further Reading and Resources 235 Index 237
£35.10
John Wiley & Sons Inc Emotionally Intelligent Leadership for Students
Book SynopsisThis set includes one copy each of the second editions of: Emotionally Intelligent Leadership for Students: Inventory Emotionally Intelligent Leadership for Students: Student Workbook Trade Review“Students, faculty, and campus professionals will discover that emotionally intelligent leadership is the missing piece in college student leadership development. Shankman and Allen have the courage to invite students into a journey of self-discovery that is more holistic than the field has ever seen.” —Donald G. DiPaolo, associate professor, University of Detroit Mercy
£15.99
John Wiley & Sons Inc Emotionally Intelligent Leadership for Students
Book SynopsisThis set includes one copy each of the second editions of: Emotionally Intelligent Leadership for Students: Inventory Emotionally Intelligent Leadership for Students: Student Workbook Emotionally Intelligent Leadership for Students: Facilitation and Activity Guide Trade Review“Students, faculty, and campus professionals will discover that emotionally intelligent leadership is the missing piece in college student leadership development. Shankman and Allen have the courage to invite students into a journey of self-discovery that is more holistic than the field has ever seen.” —Donald G. DiPaolo, associate professor, University of Detroit Mercy
£47.50
John Wiley & Sons Australia Ltd Growing with Gratitude
Book SynopsisAn essential toolkit to help teachers and parents foster wellbeing in kids and teens In this book, you'll find fun, practical activities and strategies to develop an attitude of gratitude: the positive mindset that kids and teens need to successfully weather ups and downs, successes and setbacks. Growing with Gratitude outlines simple steps that you can start to action immediately, whether in the classroom, the whole school or at home. Drawing on over two decades of experience and research on how practicing gratitude leads to a happier, healthier life, author Ash Manuel shares how mindfulness and positive habits can benefit kids and teens of all ages. Learn how to make time for wellbeing in an already busy day Understand the psychology behind positive habits Discover and share the five habits of happiness Engage kids with games, activities, and reflections Get tips to manage your own wellbeing
£13.05
WW Norton & Co Collaborative Problem Solving with Students
Book Synopsis
£13.26
WW Norton & Co Teacher SelfCare
Book Synopsis
£12.39
Springer-Verlag New York Inc. Reconsidering Conceptual Change Issues in Theory
Book SynopsisThis book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change.Trade Review"In summary, there is much in this book to inform the reader about how the field of conceptual change has moved beyond the issues identified in the simple illustration with which I began this review. In doing so, it provides more than enough to stimulate a considerable amount of productive discussion."(Peter Hewson, University of Wisconsin-Madison, USA (Science Education, 87:4)Table of ContentsContributors. Preface. Introduction; M. Limón, L. Mason. Part I: Theoretical Perspectives. The Processes and Challenges of Conceptual Change; M.T.H. Chi, R.D. Roscoe. Why `Conceptual Ecology' is a Good Idea; A.A. diSessa. On the Nature of Naïve Physics; S. Vosniadou. Map Reading Versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth; J. Ivarsson, et al. Understanding Conceptual Change: A Commentary; R.E. Mayer. Part II: Motivational, Social and Contextual Aspects. The Role of Motivational Beliefs in Conceptual Change; E.A. Linnenbrink, P.R. Pintrich. Situating the Question of Conceptual Change; O. Halldén, et al. Participative Learning and Conceptual Change; M. Gorodetsky, S. Keiny. Cognitive Variability in the Development of the Concept of Family: A Contextualist or a Gradualist View? M.J. Rodrigo, et al. Motivational, Social, and Contextual Aspects of Conceptual Change: A Commentary; G.M. Sinatra. Part III: Domain Specificity and Learning. The Role of Students' Epistemological Knowledge in the Process of Conceptual Change in Science; J. Leach, J. Lewis. Intuitive Rules: The Case of `More A - More B'; R. Stavy, et al. Conceptual Change in Mathematics: Understanding the Real Numbers; K. Merenluoto, E. Lehtinen. Conceptual Change in History; M. Limón. Content and Conceptual Change: A Commentary; R. White. Part IV: Instructional Practices to Promote Conceptual Change in Classroom. Developing Epistemological Thinking to Foster Conceptual Change in Different Domains; L. Mason. Science Learning Through Text: The Effect of Text Design and Text Comprehension Skills on Conceptual Change; M. Mikkilä-Erdmann. Computer-BasedInteractions for Conceptual Change in Science; M. Wiser, T.G. Amin. Knowledge Assessment and Conceptual Understanding; J. Alonso-Tapia. Change as a Process and a Disposition: A Commentary; P. Boscolo.
£116.99
Johns Hopkins University Press College Made Whole
Book SynopsisHow can universities shape creative, adaptive, integrated learners ready to confront the world? This book's clear-eyed optimism is a challenge to everyone in higher education. American higher education is being torn apart. Institutions, curricula, courses, and faculty roles are being unbundledbroken into constituent parts in the name of efficiency and cost savings. As a result, the college learning experience is fragmented and incoherent, leaving graduates less and less equipped to confront the dire social problems that cause those divisions in the first place. In College Made Whole, Chris W. Gallagher lays bare the dangers of the dis-integration of the college experience and shows how we can put higher education back together again. The successful colleges and universities of the future, Gallagher argues, will be integrated: coherently and cohesively designed to help students achieve a lifelong learning experience that is more than the sum of its parts. Pushing back against pernicioTable of ContentsPrefaceAcknowledgmentsIntroduction. The Future of Higher Education Is Integration1. The Many and the One: Integrating Higher Education as a Public Good and a Private Good2. Depth and Breadth: Integrating Specialized Expertise and Generalized Understanding3. Inside and Outside: Integrating Classroom Learning and Learning in Other Contexts4. A Life and a Living: Integrating Liberal Learning and Professional Learning5. Humans and Machines: Integrating Faculty Expertise and Learning Technologies 6. Now and Then: Integrating Degrees and Lifelong Learning Opportunities Conclusion. Educating EstherNotes Index
£23.85
Johns Hopkins University Press Learning Innovation and the Future of Higher
Book SynopsisGiving higher education professionals the language and tools they need to seize new opportunities in digital learning. A quiet revolution is sweeping across US colleges and universities. As schools rethink how students learn - both inside and outside the classroom - technology is changing not only what should be taught but how best to teach it. From active learning and inclusive pedagogy to online and hybrid courses, traditional institutions are leveraging their fundamental strengths while challenging long-standing assumptions about how teaching and learning happen. At this intersection of learning, technology, design, and organizational change lies the foundation of a new academic discipline of digital learning. Coalescing around this new field of study is a common critical language, along with a set of theoretical frameworks, methodological practices, and shared challenges and goals. In Learning Innovation and the Future of Higher Education, Joshua Kim and Edward Maloney explore thTrade ReviewJoshua Kim and Edward Maloney think that a new infrastructure to better support new learning initiatives is already taking shape—not just within this or that college—but across higher education—through the emergence of new learning professionals, new learning organizations, and (possibly) a new scholarly field.Their writing is lively, and the reader can sense the authors' enthusiasm and desire to convey to a wider audience what they see taking shape.—Change: The Magazine of Higher LearningTable of ContentsPrefaceAcknowledgmentsIntroduction: A Turn to Learning1 Foundations of the Learning Revolution2 Institutional Change3 Reclaiming Innovation from Disruption4 The Scholarship of Learning5 Leading the RevolutionEpilogue: The Future of Learning Innovation NotesIndex
£31.50
Johns Hopkins University Press Redesigning Liberal Education
Book SynopsisRedesigning liberal education requires both pragmatic approaches to discover what works and radical visions of what is possible. The future of liberal education in the United States, in its current form, is fraught but full of possibility. Today's institutions are struggling to maintain viability, sustain revenue, and assert value in the face of rising costs. But we should not abandon the model of pragmatic liberal learning that has made America's colleges and universities the envy of the world. Instead, Redesigning Liberal Education argues, we owe it to students to reform liberal education in ways that put broad and measurable student learning as the highest priority. Written by experts in higher education, the book is organized into two sections. The first section focuses on innovations at 13 institutions: Brown University, College of the Holy Cross, Connecticut College, Elon University, Florida International University, George Mason University, Georgetown University, Lasell CollegTable of ContentsForeword, by Michael S. RothAcknowledgmentsIntroduction. A Radical Vision for Redesigning Liberal EducationWilliam Moner, Phillip Motley, and Rebecca Pope-RuarkPart I. Case Studies Chapter 1. Problem-Focused Liberal Education in a First-Year Learning Community at the University of Wisconsin–Green Bay Denise S. Bartell, Alison K. Staudinger, and David J. VoelkerChapter 2. Attending to Local Context, Culture, and Language at Florida International UniversityIsis Artze-Vega, Phillip M. Carter, and Heather Russell Chapter 3. The Experiential Liberal Arts: An Integrative Model for Twenty-First-Century Education at Northeastern University Chris W. Gallagher and Uta G. PoigerChapter 4. Creating Connections: An Intentional, Integrated Liberal Education at Connecticut CollegeMichael Reder and Ann SchenkChapter 5. Building a Developmental, Interdisciplinary General Education Curriculum for the Future: Foundations in the Liberal Arts at Rollins CollegeEmily Russell, Susan Rundell Singer, and Toni Strollo HolbrookChapter 6. Exploring the Borderlands: Using Interdisciplinarity to Build Civic Literacy at the College of the Holy CrossLaurie Ann Britt-SmithChapter 7. Redesigning Learning through Multidisciplinary Teaching: Voices from a Sophomore Core Experience at Lasell UniversityMichael J. Daley, Dennis A. Frey Jr., and Catherine ZeekChapter 8. Intergenerational Partnerships to Support Liberal Learning Goals at Brown UniversityMary C. Wright, Maud S. Mandel, Jessica Metzler, and Christina SmithChapter 9. The Design Thinking Initiative at Smith CollegeBorjana MikicChapter 10. Immersive Learning in the Studio for Social Innovation at Elon UniversityRebecca Pope-Ruark, William Moner, and Phillip MotleyChapter 11. Failing Forward: Writing, Design, and Organic Curricular Change at Georgetown University Maggie Debelius, Sherry Lee Linkon, and Matthew PavesichChapter 12. Educating Business Leaders for a Better World at George Mason UniversityLisa Gring-Pemble, Anne M. Magro, and Jacquelyn Dively BrownChapter 13. Educating for Global Civic Participation and a Career: German Studies in the Twenty-First Century at Elon UniversityScott Windham, Andrea A. Sinn, Kristin Lange, Derek Lackaff, Anthony Hatcher, Evan A. Gatti, and Janelle Papay DecatoChapter 14. Pursuing Major Passions: Innovative Minors That Blend Professional Skills and Liberal Education Values for Civic Pursuits at Susquehanna UniversityJohn Bodinger de Uriarte and Betsy VerhoevenPart II. Visions for the Future of Liberal EducationChapter 15. The Future Has Gone Soft on Skills: Why Campuses Should Be Working Harder to Cement Personal and Social Development with LearningAshley FinleyChapter 16. Can We Liberate Liberal Education?Randy BassChapter 17. Aligning Liberal Education for an Age of InequalityWilliam M. SullivanChapter 18. Slow: Liberal Learning for and in a Fast-Paced WorldNancy L. Chick and Peter FeltenChapter 19. Shifting Paradigms: College Admissions as a Lever for Systemic Change in Liberal EducationKristína Moss Gudrún Gunnarsdóttir and Meredith TwomblyChapter 20. Scholartistry: Creativity and the Future of the Liberal ArtsMichael Shanks and Connie SvaboAfterword. The Age of ConnectednessLeo LambertAppendix 1Appendix 2ContributorsIndex
£35.10
Johns Hopkins University Press Teaching Change
Book SynopsisTable of ContentsIntroductionPart I. Change and Learning 1. Educating for Uncertainty 2. Your Brain-Closet 3. Aiming Your Flashlight 4. The Difficulty of Thinking for Yourself 5. The Difficulty of Thinking with Others (and Why Discussion Can Fail)Part II. A New 3Rs6. Relationships 7. Resilience 8. Reflection Part III. Learning to Change9. Driving Change10. Teaching Change 11. Designing Change AcknowledgmentsNotesReferencesIndex
£22.50
Johns Hopkins University Press Learning with Others
Book SynopsisHow can colleges and universities engage students in ways that prepare them to solve problems in our rapidly changing world?Most American colleges and universities assimilate students into highly competitive undergraduate experiences. By placing achievement for personal and material gain as the bedrock of a college education, these institutions fail to educate students to become collaborative learners: people who are committed and prepared to join with others in developing promising solutions to problems that they share with others. Drawing on a three-year study of student persistence and learning at Minority-Serving Institutions, Clifton Conrad and Todd Lundberg argue that student success in college should be redefined by focusing on the importance of collaborative learning over individual achievement. Engaging students in shared, real-world problem-solving, Conrad and Lundberg assert, will encourage them to embrace interdependence and to value and draw on diverse perspectives. LearniTable of ContentsAcknowledgmentsIntroduction. Undergraduate Education for Twenty-First-Century AmericaChapter One. Unsettling Individual Learning as the Cornerstone of a College EducationChapter Two: A Twenty-First-Century Imperative: Placing Collaborative Learning at the Forefront of Student SuccessChapter Three: Situating Collaborative Learning at the Center of the Undergraduate ExperienceChapter Four: Blending Roles and Responsibilities of Faculty, Staff, and StudentsChapter Five: Receiving and Giving FeedbackChapter Six: Anchoring the Curriculum in Shared Problem-SolvingAfterword: Beyond Predominantly White Undergraduate EducationReferencesIndex
£22.50
Johns Hopkins University Press The LearningCentered University
Book Synopsis
£24.75
American Psychological Association SchoolCentered Interventions
Book SynopsisThis book presents a practical framework for delivering therapeutic and instructional interventions in schools. Readers will learn how to select evidence-based interventions and make appropriate adaptations for the school context.Trade Review“Simon has written a very convincing book and essential guide to evidence-based practices in school. He gives readers a thorough description and analysis of therapeutic approaches that are likely to work best with students. His opinions are fully informed by high quality research and empirical documentation.” —New England Psychologist “Overall, this is a nice compilation of a range of information about executive functioning from general descriptions of what EFs are and how they develop to in-depth discussion of assessment, neurobiological mechanisms and functions, family risk and treatment development.” —New England Psychologist “The text surpassed my highest expectations by proving to be a superior, comprehensive resource for a school-based practitioner seeking to utilize EBIs with my students and also in terms of its usefulness as a tool for an instructor of higher education.” —CommuniqueTable of ContentsSeries ForewordDavid ShribergAcknowledgmentsIntroductionI. Foundations of Mental Health Services in Schools Advantages of Mental Health Work in Schools Overview of Psychological Interventions for Children and Adolescents Case Conceptualization in the Context of Evidence-Based Interventions: Linking Assessment to Intervention to Outcome II. Therapeutic Interventions for Specific Child and Adolescent Psychological Disorders Attention-Deficit/Hyperactivity Disorder Disruptive Behavior Disorders Pediatric Bipolar Disorder Depression Anxiety and Related Disorders Autism Spectrum Disorder Afterword: Comprehensive Multitiered Services in SchoolsAppendix: Case Conceptualization Flow ChartReferencesIndexAbout the Author
£66.60
American Psychological Association HealthRelated Disorders in Children and
Book SynopsisThis book discusses how school professionals can be care team partners for the more than 15 million school-aged childrenexperiencing medical conditions.Table of ContentsSeries Foreword Julia Ogg Preface LeAdelle Phelps as transcribed by Melissa BrayPart I. Introduction Chapter 1: Introduction to the Second Edition Michelle M. Perfect, Cynthia A. Riccio & Melissa A. Bray Chapter 2: Importance of Coordinated Care in Meeting the Needs of Children and Families Susan G. Forman, Melissa C. Fleuhr, Sade S. Porter & Jeffrey D. ShahidullahPart II. Blood, Cardiovascular and Circulatory System Disorders Chapter 3: Overview of Circulatory System Disorders Jeff Bostwick, Clark R. Bray & Heather Kwolek Chapter 4: Cardiac Disorders Stewart W. Ehly & Noel Estrada-Hernandez Chapter 5: Childhood Leukemia Lea A. Theodore, Karen Cross, Lauren Gammie, Marlena Minkos, Danielle Stern & Alyssa Perri Elias Chapter 6: 22q11.2 Deletion Syndrome or DiGeorge Syndrome Priscilla H. Duong & Hiroko Tanaka Chapter 7: Hemophilia Mickey Randolph & Ethan J. Schilling Chapter 8: Human Immunodeficiency Virus Tiffany Chenneville & Kamesha Gabbidon Chapter 9: Noonan Syndrome Suzanne Margiano, Lorette McWilliams, Johana deLeyer-Tiarks & Carissa Scogin Chapter 10: Sickle Cell and other Anemias Linda W. Morse, Melanie C. Morse & Sarah E. BillsPart III. Central Nervous System Disorders Chapter 11: Overview of CNS Disorders Ivette Merced Chapter 12: Adrenoleukodystrophy Harvey Switzky, James P. Van Haneghan & Abigail Baxter Chapter 13: Agenesis of the Corpus Callosum Krystal T. Simmons, Bianca S. Watkins & Sherine Presley Chapter 14: Angelman Syndrome Sara S. Frye & Allison Fairchild Chapter 15: Autism Christine L. Cole & Alana Telesford Chapter 16: Cerebral Palsy Sai Sudha Aravala, Adeline Bray & Karen Cross Chapter 17: Cri-du-Chat Phyllis S. Ohr Chapter 18: Down Syndrome Nicholas W. Gelbar Chapter 19: Epilepsy Megan Aros-O'Malley, David L. Wodrich & Randa Jarrar Chapter 20: Hereditary Ataxia Taylor-Kristen Myers Chapter 21: Mitochondrial Disorders Cynthia K. Lang, Alyssa A. Gonzalez & Cynthia A. Riccio Chapter 22: PANDAS/PANS Kandace M. Hoppin & Patricia Rice Doran Chapter 23: Prader-Willi Syndrome Moira Wendel & Julia Ogg Chapter 24: Rett Syndrome Nicholas W. Gelbar Chapter 25: Spina Bifida Fay Roseman & Agnes Shine Chapter 26: Williams Syndrome Carly B. Gilson, Terry Monkaba, Maria Mello & Robin PeggPart IV. Digestive System Disorders Chapter 27: Overview of Digestive System Disorders Cheryl Maykel, Lauren Gammie & Johanna deLeyer-Tiarks Chapter 28: Celiac Disease Emily M. Jimenez, Daphne J. Hill & Anita Sohn McCormick Chapter 29: Hirschsprung's Disease Craig L. Frisby Chapter 30: Inflammatory Bowel Disease: Crohn's Disease and Ulcerative Colitis Stevie Puckett-Perez & Chelsea Vaughan Chapter 31: Phenylketonuria Julia Ogg & Daniel V. StrisselPart V. Endocrine & Reproductive System Disorders Chapter 32: Overview of Endocrine & Reproductive System Disorders Cindy Chin, Graciela E. Silva & Mark Wheeler Chapter 33: Conditions Associated with Growth David E. Sandberg & Kristina I. Suorsa Johnson Chapter 34: Congenital Adrenal Hyperplasia Allison Fairchild & Madison Preece Chapter 35: Klinefelter Syndrome Kristina I. Suorsa Johnson & David E. Sandberg Chapter 36: Thyroid Disorders Samantha Coyle & Brooke Stettler Chapter 37: Turner Syndrome Kristina I. Suorsa Johnson & David E. Sandberg Chapter 38: Type 1 Diabetes Natalie A. Larez & Michelle M. Perfect Chapter 39: Type 2 Diabetes Stihlyn Chamberlain & Savina Maria BelloPart VI. Respiratory System Disorders Chapter 40: Overview of Respiratory System Disorders Melissa A. Bray, Cheryl Maykel, Lea Theodore & Justina Petrullo Chapter 41: Asthma Cheryl Maykel, Melissa A. Bray, Meghan Long & Lauren Gammie Chapter 42: Cystic Fibrosis Jeanette Smith Phoenix & Keiko Aoyagi Chapter 43: Cytomegalovirus Maryann Santos Chapter 44: Sarcoidosis Adeline Bray, Sar Aravala & Craig SchrammPart VII. Musculoskeletal Disorders Chapter 45: Overview of Musculoskeletal Disorders Sai Aravala, Adeline Bray, Evagelia B. Lolis & Alyssa M. Bunyea Chapter 46: Achondroplasia Cynthia A. Riccio & Anita Sohn McCormick Chapter 47: Charcot Marie Tooth Disease Jennifer Tucker & Meghan Nickels Chapter 48: Juvenile Idiopathic Arthritis Rebecca J. Tipton & Eric L. Robinson Chapter 49: Marfan Syndrome Brittany A. Dale & David E. McIntosh Chapter 50: Muscular Dystrophies Jennifer Tucker & Megan Jeune Chapter 51: Osteogenesis Imperfecta Kelly N. Clark & Christine K. Malecki Chapter 52: Sotos Syndrome Kari A. Sassu, Aarti P. Bellara, Michelle Levine-Schmitt, Emily L. Winter, Katherine R. Nelson, Alyssa M. Bunyea, Cindy C. Labbe, Elena S. Volfinzon, & Adeline M. BrayPart VIII. Mixed/Multisystem Disorders Chapter 53: Overview of Multisystem Disorders Cynthia A. Riccio Chapter 54: CHARGE Syndrome Timothy S. Hartshorne & Lillian J. Slavin Chapter 55: Cornelia de Lange Syndrome Emily M. Jimenez & Cynthia A. Riccio Chapter 56: Fragile X Syndrome Lea A. Theodore, Adeline M. Bray, Lydia Rumpf, Sai S. Aravala & Justina Petrullo Chapter 57: Lysosomal Storage Disorders Allison Fairchild & Melina Islas Chapter 58: Mucopolysaccharide Disorders Carolyn Tureaud, Taylor Kristen-Myers & Michelle Perfect Chapter 59: Neurofibromatosis Elizabeth Perdue, Lindsey Carnes & Cynthia A. Riccio Chapter 60: Pediatric Cancer Lea A. Theodore, Melissa A. Bray, Lauren Gammie, Cassandra Odell, Larissa Hoefler, Kerrilyn Surdi, Lydia Rumpf, & Alyssa Perri Elias Chapter 61: Smith-Magenis Syndrome James P. Van Haneghan, Abigail Baxter & Harvey N. Switzky Chapter 62: Sturge-Weber Syndrome Emily M. Jimenez & George W. Hynd Chapter 63: Tuberous Sclerosis Complex Cynthia A. Riccio & Huilin Linda Sun Chapter 64: Conclusion: Looking Back and Forward Melissa A. Bray, Michelle M. Perfect & Cynthia A. Riccio Appendix: Checklist for Developing Plans for Students with Health-Related Conditions Index About the Editors
£72.90
Springer Us ParentChild Interaction Therapy Issues in
Book SynopsisParent-Child Interaction Therapy (PCIT) is used across the country and is rapidly gaining popularity elsewhere. This expanded book brings readers up to date on new practice developments, current treatment protocols, and the latest research findings.Table of ContentsFundamentals of Parent-Child Interaction Therapy.- Overview of Parent-Child Interaction Therapy.- Research on PCIT.- Intake Assessment and Therapy Orientation Session.- Teaching Child-Directed Interaction.- Coaching Child-Directed Interaction.- Teaching Parent-Directed Interaction.- Coaching Parent-Directed Interaction.- Progressing Through the Parent-Directed Interaction Sessions.- Adaptations of Parent-Child Interaction Therapy.- Younger Children.- Older Children.- Siblings.- Autism Spectrum Disorders.- Child Physical Abuse.- Anxiety Disorders.- Attention Deficit Hyperactivity Disorder.- Extremely Aggressive and Explosive Children.- Marital Conflict.- Parents with Major Life Stressors.- Ethnic Minority Children and Families.- Staff-Child Interaction Therapy.- Teacher–Child Interaction Therapy for Preschool Classrooms.- School Consultation.- Home-Based PCIT: From the Lab to the Living Room.- PCIT Around the World.- Training Issues.- Appendices.
£132.99
University of Toronto Press Ruling by Schooling Quebec
Book SynopsisRuling by Schooling Quebec provides a rich and detailed account of colonial politics from 1760 to 1841 by following repeated attempts to school the people.Trade Review'This deep analysis of early nineteenth-century Quebec will fuel debate about the complex origins of public schooling not only in the St. Lawrence Valley but elsewhere in North America as well.' -- Chad Gaffield American Historical Review vol 119:01:2014Table of ContentsPreface Acknowledgements Introduction Chapter One. The Battle Between the Sword and the Mouth Chapter Two. The Eunuch in the Harem: School Politics, 1793-1829 Chapter Three. The Colonial 'Monitorial Moment' Chapter Four. Creating a 'Taste for Education' in the Countryside, 1829-36 Chapter Five. Schooling the People, 1829-36 Chapter Six. The Normal School Chapter Seven. Governmentality and the 'Social' Science Chapter Eight. Governing through Education Conclusion Appendices A: Legislation for Rural Elementary Schooling in Lower Canada B: Robert Armour Jr. (1806-45) C: Stephen Randal's 1838 Educational Proposals D: Christopher Dunkin's Draft School Ordinance of 1840
£31.50
University of Toronto Press A Class by Themselves
Book SynopsisIn A Class by Themselves?, Jason Ellis provides an erudite and balanced history of special needs education, an early twentieth century educational innovation that continues to polarize school communities across Canada, the United States, and beyond. Ellis situates the evolution of this educational innovation in its proper historical context to explore the rise of intelligence testing, the decline of child labour and rise of vocational guidance, emerging trends in mental hygiene and child psychology, and the implementation of a new progressive curriculum. At the core of this study are the students. This book is the first to draw deeply on rich archival sources, including 1000 pupil records of young people with learning difficulties, who attended public schools between 1918 and 1945. Ellis uses these records to retell individual stories that illuminate how disability filtered down through the school system’s many nooks and crannies to mark disabled studentTrade Review"A Class by Themselves tells a complicated story, but one that embraces the complexities and contradictions. Ellis is creative in including neighborhoods, teachers, students, and parents in a narrative that might easily have stayed at the levels of theory and policy. In the concluding chapter, Ellis points to the ways that this history set the stage for further developments and present-day concerns in education, connections that will already be apparent to many readers by the end of his book." -- Penny L. Richards * H Net Reviews *"Ellis’s work is not only empirically solid but also original, creative, and synthetic. His prose style is clear, his analytic structure solid, and his conclusions safely controlled (when he speculates, he says so). All these qualities put A Class by Themselves? in, well, a class by itself." -- Adam R. Nelson, University of Wisconsin-Madison * em>The Journal of the History of Childhood and Youth *Table of ContentsIntroduction 1 Eugenics Goes to School and Other Strange Legacies: Auxiliary Education's Entangled Reform Origins 2 "Inequalities of Children in Original Endowment": iq Testing Transforms Auxiliary Education, 1919-30 3 Avoiding "Blunders and Stupid Mistakes": Auxiliary Education for Adolescents, 1923-35 4 "A Mental Equality Where Physical Equality Has Been Denied": Sight-Saving, Speech and Hearing, and Orthopaedic Classes, 1920-45 5 The "Remarkable Case of Mabel Helen": Special-Subject Disabilities and Auxiliary Education, 1930-45 6 Changing Ideas in a Changing Environment: The Impact of Personality Adjustment and Child Guidance Conclusion Appendix A Pupil Record Cards Appendix B Auxiliary Program Enrolments
£24.29
University of Toronto Press Honorary Protestants
Book SynopsisWhen the Constitution Act of 1867 was enacted, section 93 guaranteed certain educational rights to Catholics and Protestants in Quebec, but not to any others. Over the course of the next century, the Jewish community in Montreal carved out an often tenuous arrangement for public schooling as “honorary Protestants,” based on complex negotiations with the Protestant and Catholic school boards, the provincial government, and individual municipalities. In the face of the constitution’s exclusionary language, all parties gave their compromise a legal form which was frankly unconstitutional, but unavoidable if Jewish children were to have access to public schools. Bargaining in the shadow of the law, they made their own constitution long before the formal constitutional amendment of 1997 finally put an end to the issue.In Honorary Protestants, David Fraser presents the first legal history of the Jewish school question in Montreal. Based on extensive archiTrade Review'With the appearance of Fraser's Honorary Protestants, I can refer to a full legal history of the topic that is exhaustive in its attention to detail. The book is extensively researched and forcefully argued.' -- Roderick MacLeod Canadian Jewish Studies vol 24:2016Table of ContentsChapter 1: Introduction: Constituting Law, Constituting Justice in the Jewish School Question Chapter 2: Invoking Equality, Invoking Legality: Jews Constituting Their Canadian Identity Chapter 3: Schools, Taxes, Jews, Catholics (and Protestants): The Origins of the Jewish School Question Chapter 4: Jews and Roman Catholics, School Taxes and Protestants: The First Jewish School Question Chapter 5: Taxes, the Rabbi and the Schoolboy: S 93 and the Pinsler Case Chapter 6: Promises, Promises: "Honorary Protestants" in Protestant Schools Chapter 7: Jews, Protestants, and Taxes (Again): The Jewish School Question in the 1920s Chapter 8: Jews, Protestants, Roman Catholics, and the Law: The Jewish School Question Goes to Court Chapter 9: Jews, Protestants, and Roman Catholics: Two Crises, and the Jewish School Question, 1928-31 Chapter 10: The Protestant Jews of Ste. Sophie and La Macaza: Constituting School and Community in Rural Quebec Chapter 11: Outremont and Beyond: The Jewish School Question Moves West Chapter 12: Hampstead and Beyond: From the Ghetto to Citizenship and Equality under Law's Shadow Chapter 13: TMR, St. Laurent, Cote Saint-Luc: Democracy, Law, and the End of the Jewish School Question Chapter 14: Constituting Canada and the Jewish School Question in Montreal
£59.50
University of Toronto Press Counting and Measuring
Book SynopsisThe teaching of numbers in the primary grades is seen in this book as the foundation of the beginnings of mathematical understanding. Mathematics is taken to be a language, and the aim of its teaching is to make the pupil, so to speak, bilingual, or so to increase his understanding that he is able to translate a concrete numerical problem into the symbolic language of calculation. For a child taught along these lines, how much easier, for example, would be the transition from arithmetic to algebra!Miss Churchill is fully conversant with the works of Piaget, Cuisenaire, Cassirer and other leading thinkers in educational philosophy, psychology, and linguistics. She has synthesized their concepts with her own experience and research at Leeds University, and, though written within the contexts of British education, her book should also have a marked influence on the teaching of young children in North America.
£24.29
New York University Press Youth Activism in an Era of Education Inequality
Book SynopsisWinner, 2016 Best Authored Book presented by the Society for Research on AdolescenceDiverse case studies on how youth build political power during an era of racial and educational inequality in AmericaThis is what democracy looks like: Youth organizers in Colorado negotiate new school discipline policies to end the school to jail track. Latino and African American students march to district headquarters to protest high school closure. Young immigration rights activists persuade state legislators to pass a bill to make in-state tuition available to undocumented state residents. Students in an ESL class collect survey data revealing the prevalence of racism and xenophobia. These examples, based on ten years of research by youth development scholar Ben Kirshner, show young people building political power during an era of racial inequality, diminished educational opportunity, and an atrophied public square. The book's case studies analyze what thesTrade ReviewKirshner provides a well-organized, thought provoking analysis of the effects of sociopolitical development on youth in a time of inequality. The purpose of his book is to provide the reader with insight as to how youth development effects societal change. Kirshner expresses the dire need to provide youth with a voice and how this voice becomes a catalyst for change. The text provides narratives of students who participated in youth led organizations that began to make societal changes in their schools. In addition to these narratives, the reader gets the privilege of learning about many different youth led campaigns that came about from the inability of youth to have a voice. The book particularly examines ways in which fostering sociopolitical development in youth brings about societal change. This text delivers exactly what it is supposed to. -- Journal of Youth and Adolescence[A]ll facets of youth activism are meticulously studied, analyzed, and interpreted using qualitative psychology research, with its case studies intertwined throughout...[I]ts solid research base seems essential for those seeking current analyses and data regarding student activism before beginning similar programs. * VOYA *[M]any of the ideas are worth reiterating to a new generation of teachers and researchers. Educating youth to be active participants in social change and proactively engaging them in exploring and defining their own values are inherently valuable regardless of the era or the political climate. * PsycCRITIQUES *Persuades us that schools would improve and societies benefit if we heard the voices of youth, who are typically left out of public conversations. Listen closely as they explain why they are organizing for equal education.- -- Connie Flanagan,University of Wisconsin-MadisonProvides a powerfully rich analysis of youth activism, and youth participatory research across a variety of settings. Kirshners brilliant analysis sheds light into the dark and complicated corners of youth engagement and political action. This book is a must read for researchers and practitioners searching for fresh analysis and innovative insights into youth civic activism and engagement. -- Shawn A. Ginwright,San Francisco State UniversityTable of ContentsContents Acknowledgments ix Introduction 1 Part I. How Activism Contributes to Human Development and Democratic Renewal 1. Critique and Collective Agency in Youth Development 23 2. Millennial Youth and the Fight for Opportunity 53 3. "Not Down with the Shut Down": Student Activism against School Closure 83 Part II. learning ecologies of youth activism 4. Teaching without Teaching 107 5. Schools as Sites of Struggle: Critical Civic Inquiry 134 Conclusion: Activism, Dignity, and Human Development 163 Methodological Appendix 185 Notes 201 Bibliography 213 Index 233 About the Author 237
£22.79
University of Toronto Press Residential Schools and Reconciliation
Book SynopsisResidential Schools and Reconciliation is a unique, timely, and provocative work that tackles and explains the institutional responses to Canada's residential school legacy.Trade Review"Professor Jim Miller of the University of Saskatchewan pulls back the curtain on the historical blame game. Residential Schools and Reconciliation documents Ottawa’s handling of Aboriginal issues. This is not ancient history. It just happened." -- Holly Doan * Blacklock’s Reporter *"As colonial nations around the world seek pathways to post-conflict reconciliation, J.R. Miller’s timely work is an important reminder of both the potential obstacles and the healing possibilities of such initiatives." -- Leigh Anne Williams * Publishers Weekly *‘For those who want to understand Canadian reconciliation attempts and their historical context specifically pertaining to residential schools, Residential Schools and Reconciliation is where they should turn.’ -- Cory Kapeller * Saskatchewan Law Review *"Miller’s study does not examine the history of residential schools or draw upon horrors recounted by survivors; rather, it looks at what churches, courts, and the state itself have done in reaction, sometimes haltingly. Here his scholarship breaks new ground: few scholars have traced the nitty-gritty of how reconciliation was and is negotiated or set it so firmly in a historical context." -- Susan Neylan, Wilfrid Laurier University * The Canadian Historical Review *"In this book, Miller provides Canadians with an invaluable, insightful, and accessible resource on reconciliation in Canada." -- Joanna Dawson * Canada’s History *Table of ContentsIntroduction: 'We did not hear you' Part One: Exposing the Problem Chapter 1: The Churches Apologize Chapter 2: The State Investigates Chapter 3: The Government Responds Part Two: Finding a Solution Chapter 4: The Bench Adjudicates Chapter 5: The Parties Negotiate Chapter 6: The Parties Implement the Settlement Agreement Part Three: Redress and Reconciliaiton Chapter 7: Truth, and Reconciliation Chapter 8: The Truth and Reconciliation Commission Chapter 9: Conclusion Bibliography Illustrations
£30.60
University of Toronto Press Love and Compassion
Book SynopsisIn Love and Compassion, John P. Miller explores different forms of love, including self-love, the love of others, compassion, the love of learning, as well as nonviolence, and how they have the potential to improve education.Trade Review"Miller’s text should inspire educators at all levels to consider the role of love and compassion in their work." -- J. F. Heberle * Choice Vol 55:12: August 2018 *Table of ContentsAcknowledgments Foreword by Thomas Moore Love: An Introduction Self-Love Personal Love Impartial Love: Compassion Love of Learning Love of Beauty Love as Nonviolence The Gift of Presence Eros Love and Education
£45.90
University of Toronto Press Love and Compassion
Book SynopsisAcademics often speak about love for their subject, mathematicians discuss their love for figures and numbers, and elementary school teachers speak about their love of children. As multidimensional as love is, it is often a taboo subject relative to teachers and students. In Love and Compassion, John P. Miller explores different forms of love, including self-love, the love of others, compassion, the love of learning, and cosmic love, and how these dimensions of love have the potential to improve education. Love and Compassion is both a practical and conceptual work, and will interest those involved in the study and practise of holistic and contemplative education. In addition to the seven dimensions of love, Miller’s evaluation includes nonviolent action, the love of beauty, and how they are crucial to the practise of teaching. Trade Review"Miller’s text should inspire educators at all levels to consider the role of love and compassion in their work." -- J. F. Heberle * Choice Vol 55:12: August 2018 *Table of ContentsAcknowledgments Foreword by Thomas Moore Love: An Introduction Self-Love Personal Love Impartial Love: Compassion Love of Learning Love of Beauty Love as Nonviolence The Gift of Presence Eros Love and Education
£19.79
University of Toronto Press Shakespeares Guide to Hope Life and Learning
Book Synopsis"What is the most wonderful thing about teaching this play in our classrooms?" Using this question as a starting point, Shakespeare’s Guide to Hope, Life, and Learning presents a conversation between four of Shakespeare’s most popular plays and our modern experience, and between teachers and learners.The book analyzes King Lear, As You Like It, Henry V, and Hamlet, revealing how they help us to appreciate and responsibly interrogate the perspectives of others. Award-winning teachers Lisa Dickson, Shannon Murray, and Jessica Riddell explore a diversity of genres – tragedy, history, and comedy – with distinct perspectives from their own lived experiences. They carry on lively conversations in the margins of each essay, mirroring the kind of open, ongoing, and collaborative thinking that Shakespeare inspires.The book is informed by ideas of social justice and transformation, articulated by such thinkers as Paulo Freire, ParTable of ContentsList of Illustrations Acknowledgments Prologue: Shakespeare, the Classroom, and Critical Hope Part One: King Lear Keep Falling, Alice: Rabbit Holes, Monkey Wrenches, and Critical Love in King Lear Jessica Riddell Impossible Choices and Unbreakable Bonds in King Lear: Close Reading, Negative Capability, and Critical Empathy Shannon Murray “Bless Thy Sweet Eyes, They Bleed”: The Ethics of Pedagogy and My Fear of Lear Lisa Dickson Part Two: As You Like It Learning as an Act of Becoming in As You Like It Jessica Riddell “Sweet Are the Uses of Adversity”: Duke Senior’s Arden as a Hopeful Creation Shannon Murray Something Wicked: Verse and Bodies in As You Like It 5.2 Lisa Dickson Part Three: Henry V Henry V: Prophecy, Hope-Speak, and Future-Speak Shannon Murray Orators of Hope or Rhetors Gone Rogue? The Ambiguities of Persuasion in Henry V Jessica Riddell “We Should Just F**k around with Some Text”: Henry V and the White Box Classroom Lisa Dickson Part Four: Hamlet Chasing Roosters on the Ramparts: Three Ways of Doing in Hamlet Lisa Dickson Acknowledging the Complexity of Unknowing as an Act of Critical Hope in Hamlet Jessica Riddell Wonder and Dust in a Hopeful Hamlet Shannon Murray Epilogue: The Value of the Edges Works Cited Index
£19.79
University of Toronto Press Shakespeares Guide to Hope Life and Learning
Book Synopsis"What is the most wonderful thing about teaching this play in our classrooms?" Using this question as a starting point, Shakespeare’s Guide to Hope, Life, and Learning presents a conversation between four of Shakespeare’s most popular plays and our modern experience, and between teachers and learners.The book analyzes King Lear, As You Like It, Henry V, and Hamlet, revealing how they help us to appreciate and responsibly interrogate the perspectives of others. Award-winning teachers Lisa Dickson, Shannon Murray, and Jessica Riddell explore a diversity of genres – tragedy, history, and comedy – with distinct perspectives from their own lived experiences. They carry on lively conversations in the margins of each essay, mirroring the kind of open, ongoing, and collaborative thinking that Shakespeare inspires.The book is informed by ideas of social justice and transformation, articulated by such thinkers as Paulo Freire, ParTable of ContentsList of Illustrations Acknowledgments Prologue: Shakespeare, the Classroom, and Critical Hope Part One: King Lear Keep Falling, Alice: Rabbit Holes, Monkey Wrenches, and Critical Love in King Lear Jessica Riddell Impossible Choices and Unbreakable Bonds in King Lear: Close Reading, Negative Capability, and Critical Empathy Shannon Murray “Bless Thy Sweet Eyes, They Bleed”: The Ethics of Pedagogy and My Fear of Lear Lisa Dickson Part Two: As You Like It Learning as an Act of Becoming in As You Like It Jessica Riddell “Sweet Are the Uses of Adversity”: Duke Senior’s Arden as a Hopeful Creation Shannon Murray Something Wicked: Verse and Bodies in As You Like It 5.2 Lisa Dickson Part Three: Henry V Henry V: Prophecy, Hope-Speak, and Future-Speak Shannon Murray Orators of Hope or Rhetors Gone Rogue? The Ambiguities of Persuasion in Henry V Jessica Riddell “We Should Just F**k around with Some Text”: Henry V and the White Box Classroom Lisa Dickson Part Four: Hamlet Chasing Roosters on the Ramparts: Three Ways of Doing in Hamlet Lisa Dickson Acknowledging the Complexity of Unknowing as an Act of Critical Hope in Hamlet Jessica Riddell Wonder and Dust in a Hopeful Hamlet Shannon Murray Epilogue: The Value of the Edges Works Cited Index
£43.35
Brookes Publishing Co CSBS™ Record Forms and Caregiver Questionnaires:
Book SynopsisThe CSBS™ Record Forms and Caregiver Questionnaires, sold in packages for easy re-ordering, are assessment forms for the Communication and Symbolic Behavior Scales (CSBS™), one of the best measures of early communication in children 8–24 months (or up to 72 months if developmental delays are present).The norm-referenced, standardized CSBS™ uses parent interviews and naturalistic sampling procedures to collect crucial information — not just on language skills but also on often-overlooked communicative behaviors like communicative functions, gestures, rate of communicating, positive affect, and gaze shifts. CSBS™ takes just 50–75 minutes for child assessment and 60–75 minutes for in-depth scoring. Backed by technical data, CSBS™ is compatible with most developmental curricula in use today.A package of CSBS™ Record Forms and Caregiver Quesionnaires includes:25 Caregiver Questionnaires: Caregivers complete this 15-minute qualitative questionnaire to provide background information. Their responses provide a baseline that helps professionals evaluate a child's performance.25 Behavior Sample Record Forms: Data from the CSBS™ behavior sample is tallied on this form and converted to scores on 22 five-point scales.2 Outline Cards: These reference cards outline sampling procedures step by step and give directions for scoring.Available separately or as part of the CSBS™ Complete Kit are the other materials required to conduct a CSBS™ assessment. These forms are part of CSBS™, a norm-referenced, standardized tool that uses parent interview and direct observation to assess infants, toddlers, and preschoolers at risk for communication delays and impairments. With 22 rating scales that accurately survey children's language skills and symbolic development, CSBS is backed by technical data and compatible with most developmental curricula in use today.This product is sold in a package of 25.
£64.60
University of South Carolina Press A History of the College of Charleston, 1936–2008
Book Synopsis
£24.65
Information Age Publishing The Emperor Has No Clothes: Teaching about Race
Book Synopsis
£44.96
Information Age Publishing The Bilingual School in the United States: A Documentary History
Book SynopsisThis much-needed volume is an edited collection of primary sources that document the history of bilingual education in U.S. public schools during the nineteenth and twentieth centuries. Part I of the volume examines the development of dual-language programs for immigrants, colonized Mexicans, and Native Americans during the nineteenth century. Part II considers the attacks on bilingual education during the Progressive-era drive for an English-only curriculum and during the First World War. Part III explores the resurgence of bilingual activities, particularly among Spanish speakers and Native Americans, during the interwar period and details the rise of the federal government’s involvement in bilingual instruction during the post-WWII decades. Part IV of the volume examines the recent campaigns against bilingual education and explores dual-language practices in today’s classrooms. A compilation of school reports, letters, government documents, and other primary sources, this volume provides rich insights into the history of this very contentious educational policy and practice and will be of great interest to historians and language scholars, as well as to educational practitioners and policymakers.
£44.96
Information Age Publishing Images of Time: The Role of an Historical
Book SynopsisWhat makes history difficult to learn is the fact that one has to travel in time. Studying events and circumstances from a time perspective different from our own is something that doesn’t come naturally to people. It is an ability that has to be acquired.This book discusses teaching and learning history from the perspective of passage of time. Time experiences exist in different shapes and dimensions, one of which is historical time. The specific characteristics of the kind of time are defined in this study, based on philosophical and psychological insights, as well as on theory of history. The differences with other kinds of time, such as daily time and social time, are outlined. Six key concepts of historical time are then defined: chronology, periodisation, relics, anachronism, contingency, and generations – meaning a specific way of dealing with the generations of our predecessors. The main issues for teaching historical thinking are described using these six categories. An inventory is made of what is known about them from existing research and what questions still need further investigation. An empirical study is reported about the means students preferably use to orient in historical time: timelines and numbered years attached to events, or imaginative-associative contexts? It is demonstrated that `images of time’ are the optimum means for historical orientation. An historical consciousness of time is essential to an open democratic society. The one-dimensional perspective of the present is broken up, it is shown that alternatives are possible, that the present is only the coincidental result of a contingent development and might have been totally different, and that the views held by people have changed, may change now and certainly will change in the future. All of this can enhance tolerance, open-mindedness and promote a healthy societal debate. This study provides insights into the kind of history teaching that might be helpful in developing this.
£87.40
Information Age Publishing American Educational History Journal: Volume 39,
Book SynopsisThe official journal of the Organization of Educational Historians VOLUME 39, NUMBER 1, 2012Editor's Introduction, Paul J. Ramsey. ARTICLES. NCLB-The Educational Accountability Paradigm in Historical Perspective, Mark Groen. Using Microbiography to Understand the Occupational Careers of American Teachers, 1900-1950, Robert J. Gough. Flannery O'Conner and Progressive Education: Experiences and Impressions of an American Author, John A. Beineke. The Idea of Infancy and Nineteenth-Century American Education, Joseph Watras. The Great Depression and Elementary School Teachers as Reported in Grade Teacher Magazine, Sherry L. Field and Elizabeth Bellows. Called to Teach: Percy and Anna Pennybacker's Contributions to Education in Texas, 1880-1899, Kelley M. King. A Southern Progressive: M. A. Cassidy and the Lexington Schools, 1886-1928, Richard E. Day and Lindsey N. DeVries. History's Purpose in Antebellum Textbooks, Edward Cromwell McInnis. Texas's Decision to Have Twelve Grades, Kathy Watlington. The Rise and Demise of the SAT: The University of California Generates Change for College Admissions, Susan J. Berger. Imagining Harvard: Changing Visions of Harvard in Fiction, 1890-1940, Christian K. Anderson and Daniel A. Clark. God and Man at Yale and Beyond: The Thoughts of William F. Buckley, Jr. on Higher Education, 1949-1955, James Green. Paul Ricoeur, Memory, and the Historical Gaze: Implications for Education Histories,Sherri Rae Colby. Indefinite Foundings and Awkward Transitions: The Grange's Troubled Formation into an Educational Institution, Glenn P. Lauzon. BOOK REVIEWS. Loss, C. P., Between Citizens and the State: The Politics of American Higher Education in the 20th Century, Princeton, NJ: Princeton University Press, 2011, 344 pp., and Urban, W. J., More Than Science and Sputnik: The National Defense Education Act of 1958. Tuscaloosa, AL: The University of Alabama Press, 2010, 264 pp. Reviewed by T. Gregory Barrett. Hendry, P., Engendering Curriculum History. New York: Routledge. 2011, 258 pp. Reviewed by Daniel M. Ryan. D. E. Mitchell, , R. L. Crowson, and D. Shipps, eds., Shaping Education Policy: Power and Process. New York: Routledge. 2011, 312 pp. Reviewed by Sherri Rae Colby. Gasman, M., The History of U.S. Higher Education: Methods for Understanding the Past. New York: Routledge, 2010, 240 pp. Reviewed by John A. Beineke.VOLUME 39, NUMBER 2, 2012 Editor's Introduction, Paul J. Ramsey. ARTICLES. ""Whosoever Will, Let Him Come"": Evangelical Millennialism and the Development of American Public Education, John Wakefield. ""Good Fences Make Strange Neighbors"": Released Time Programs and the McCollum v. Board of Education Decision of 1948, David P. Setran. Evolution and South Carolina Schools, 1859-2009, Benjamin J. Bindewald and Mindy Spearman. Reverend John Witherspoon's Pedagogy of Leadership, Christie L. Maloyed and J. Kelton Williams.Transatlantic Dialogue: Pestalozzian Influences on Women's Education in the Early Nineteenth Century America,Maria A. Laubach and Joan K. Smith. Is Liberal Arts Education for Women Liberating?: From Cold War Debate to Modern Gender Gaps, Andrea Walton. Coercion, If Coercion Be Necessary: The Educational Function of the New York House of Refuge, 1824-1874, Josie Madison. Shaping Freedom's Course: Charles Hamilton Houston, Howard University, and Legal Instruction on U.S. Civil Rights, Robert K. Poch. Theodore Sizer and the Development of the Mathematics and Science for Minority Students Program at Phillips Academy Andover,Jerrell K. Beckham. Disproportionate Burden: Consolidation and Educational Equity in the City Schools of Warren, Ohio, 1978-2011, Leah J. Daugherty Schmidt and Thomas G. Welsh. The Power of Boarding Schools: A Historiographical Review, Abigail Gundlach Graham. Challenge and Conflict to Educate: The Brazos Agency Indian School, Brandon Moore, Karon N. LeCompte, and Larry J. Kelly. ""Incommensurable Standards"": Academics' Responses to Classical Arrangements of Native American Songs, Jacob Hardesty. A Century of Using Secondary Education to Extend an American Hegemony over Hawaii, Kalani Beyer. BOOK REVIEWS:Titus, J. O., Brown's Battleground: Students, Segregation, & the Struggle for Justice in Prince Edward County, Virginia, Chapel Hill: University of North Carolina Press, 2011, 279 pp. Reviewed by Dionne Danns. Horsford, S. D., Learning in a Burning House: Educational Inequality, Ideology, and (Dis) integration. New York: Teachers College Press. 2011, 129 pp. Reviewed by Melanie Adams. James, R., Jr., Root and Branch: Charles Hamilton Houston, Thurgood Marshall, and the Struggle to End Segregation. New York: Bloomsbury Press. 2010, 276 pp.Reviewed by Robert K. Poch. Burkholder, Z., Color in the Classroom: How American Schools Taught Race, 1900-1954. New York: Oxford University Press, 2011, 264 pp. Reviewed by Amy A. Hunter and Matthew D. Davis. Rury, J. L. and S. A. Hill., The African American Struggle for Secondary Schooling, 1940-1980: Closing the Graduation Gap. New York: Teachers College Press, 2012, 261 pp. Reviewed by Claude Weathersby.Frankenberg E., and E. DeBay, eds., Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation. Chapel Hill, NC: University of North Carolina Press. 368 pp. Reviewed by Joseph Watras.
£58.12
Information Age Publishing American Educational History Journal: Volume 39,
Book SynopsisThe official journal of the Organization of Educational Historians VOLUME 39, NUMBER 1, 2012Editor's Introduction, Paul J. Ramsey. ARTICLES. NCLB-The Educational Accountability Paradigm in Historical Perspective, Mark Groen. Using Microbiography to Understand the Occupational Careers of American Teachers, 1900-1950, Robert J. Gough. Flannery O'Conner and Progressive Education: Experiences and Impressions of an American Author, John A. Beineke. The Idea of Infancy and Nineteenth-Century American Education, Joseph Watras. The Great Depression and Elementary School Teachers as Reported in Grade Teacher Magazine, Sherry L. Field and Elizabeth Bellows. Called to Teach: Percy and Anna Pennybacker's Contributions to Education in Texas, 1880-1899, Kelley M. King. A Southern Progressive: M. A. Cassidy and the Lexington Schools, 1886-1928, Richard E. Day and Lindsey N. DeVries. History's Purpose in Antebellum Textbooks, Edward Cromwell McInnis. Texas's Decision to Have Twelve Grades, Kathy Watlington. The Rise and Demise of the SAT: The University of California Generates Change for College Admissions, Susan J. Berger. Imagining Harvard: Changing Visions of Harvard in Fiction, 1890-1940, Christian K. Anderson and Daniel A. Clark. God and Man at Yale and Beyond: The Thoughts of William F. Buckley, Jr. on Higher Education, 1949-1955, James Green. Paul Ricoeur, Memory, and the Historical Gaze: Implications for Education Histories,Sherri Rae Colby. Indefinite Foundings and Awkward Transitions: The Grange's Troubled Formation into an Educational Institution, Glenn P. Lauzon. BOOK REVIEWS. Loss, C. P., Between Citizens and the State: The Politics of American Higher Education in the 20th Century, Princeton, NJ: Princeton University Press, 2011, 344 pp., and Urban, W. J., More Than Science and Sputnik: The National Defense Education Act of 1958. Tuscaloosa, AL: The University of Alabama Press, 2010, 264 pp. Reviewed by T. Gregory Barrett. Hendry, P., Engendering Curriculum History. New York: Routledge. 2011, 258 pp. Reviewed by Daniel M. Ryan. D. E. Mitchell, , R. L. Crowson, and D. Shipps, eds., Shaping Education Policy: Power and Process. New York: Routledge. 2011, 312 pp. Reviewed by Sherri Rae Colby. Gasman, M., The History of U.S. Higher Education: Methods for Understanding the Past. New York: Routledge, 2010, 240 pp. Reviewed by John A. Beineke.VOLUME 39, NUMBER 2, 2012 Editor's Introduction, Paul J. Ramsey. ARTICLES. ""Whosoever Will, Let Him Come"": Evangelical Millennialism and the Development of American Public Education, John Wakefield. ""Good Fences Make Strange Neighbors"": Released Time Programs and the McCollum v. Board of Education Decision of 1948, David P. Setran. Evolution and South Carolina Schools, 1859-2009, Benjamin J. Bindewald and Mindy Spearman. Reverend John Witherspoon's Pedagogy of Leadership, Christie L. Maloyed and J. Kelton Williams.Transatlantic Dialogue: Pestalozzian Influences on Women's Education in the Early Nineteenth Century America,Maria A. Laubach and Joan K. Smith. Is Liberal Arts Education for Women Liberating?: From Cold War Debate to Modern Gender Gaps, Andrea Walton. Coercion, If Coercion Be Necessary: The Educational Function of the New York House of Refuge, 1824-1874, Josie Madison. Shaping Freedom's Course: Charles Hamilton Houston, Howard University, and Legal Instruction on U.S. Civil Rights, Robert K. Poch. Theodore Sizer and the Development of the Mathematics and Science for Minority Students Program at Phillips Academy Andover,Jerrell K. Beckham. Disproportionate Burden: Consolidation and Educational Equity in the City Schools of Warren, Ohio, 1978-2011, Leah J. Daugherty Schmidt and Thomas G. Welsh. The Power of Boarding Schools: A Historiographical Review, Abigail Gundlach Graham. Challenge and Conflict to Educate: The Brazos Agency Indian School, Brandon Moore, Karon N. LeCompte, and Larry J. Kelly. ""Incommensurable Standards"": Academics' Responses to Classical Arrangements of Native American Songs, Jacob Hardesty. A Century of Using Secondary Education to Extend an American Hegemony over Hawaii, Kalani Beyer. BOOK REVIEWS:Titus, J. O., Brown's Battleground: Students, Segregation, & the Struggle for Justice in Prince Edward County, Virginia, Chapel Hill: University of North Carolina Press, 2011, 279 pp. Reviewed by Dionne Danns. Horsford, S. D., Learning in a Burning House: Educational Inequality, Ideology, and (Dis) integration. New York: Teachers College Press. 2011, 129 pp. Reviewed by Melanie Adams. James, R., Jr., Root and Branch: Charles Hamilton Houston, Thurgood Marshall, and the Struggle to End Segregation. New York: Bloomsbury Press. 2010, 276 pp.Reviewed by Robert K. Poch. Burkholder, Z., Color in the Classroom: How American Schools Taught Race, 1900-1954. New York: Oxford University Press, 2011, 264 pp. Reviewed by Amy A. Hunter and Matthew D. Davis. Rury, J. L. and S. A. Hill., The African American Struggle for Secondary Schooling, 1940-1980: Closing the Graduation Gap. New York: Teachers College Press, 2012, 261 pp. Reviewed by Claude Weathersby.Frankenberg E., and E. DeBay, eds., Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation. Chapel Hill, NC: University of North Carolina Press. 368 pp. Reviewed by Joseph Watras.
£87.40
Information Age Publishing Girls and Women in STEM: A Never Ending Story
Book SynopsisEncouraging the participation of girls and women in science, technology, engineering and mathematics (STEM) remains as vital today as it was in the 1970s. ... hence, the sub-title: “A Never Ending Story.” This volume is about ongoing advocacy on behalf of the future workforce in fields that lie on the cutting edge of society’s future. Acknowledging that deeply embedded beliefs about social and academic entitlement take generations to overcome, the editors of this volume forge forward in the knowledge that these chapters will resonate with readers and that those in positions of access will learn more about how to provide opportunities for girls and women that propel them into STEM fields. This volume will give the reader insight into what works and what does not work for providing the message to girls and women that indeed STEM fields are for them in this second decade of the 21st century. Contributions to this volume will connect to readers at all levels of STEM education and workforce participation. Courses that address teaching and learning in STEM fields as well as courses in women’s studies and the sociology of education will be enhanced by accessing this volume. Further, students and scholars in STEM fields will identify with the success stories related in some of these chapters and find inspiration in the ways their own journeys are reflected by this volume.
£47.45
Information Age Publishing Girls and Women in STEM: A Never Ending Story
Book SynopsisEncouraging the participation of girls and women in science, technology, engineering and mathematics (STEM) remains as vital today as it was in the 1970s. ... hence, the sub-title: “A Never Ending Story.” This volume is about ongoing advocacy on behalf of the future workforce in fields that lie on the cutting edge of society’s future. Acknowledging that deeply embedded beliefs about social and academic entitlement take generations to overcome, the editors of this volume forge forward in the knowledge that these chapters will resonate with readers and that those in positions of access will learn more about how to provide opportunities for girls and women that propel them into STEM fields. This volume will give the reader insight into what works and what does not work for providing the message to girls and women that indeed STEM fields are for them in this second decade of the 21st century. Contributions to this volume will connect to readers at all levels of STEM education and workforce participation. Courses that address teaching and learning in STEM fields as well as courses in women’s studies and the sociology of education will be enhanced by accessing this volume. Further, students and scholars in STEM fields will identify with the success stories related in some of these chapters and find inspiration in the ways their own journeys are reflected by this volume.
£87.40
Information Age Publishing Dynamics of Social Class, Race, and Place in
Book Synopsis
£47.29
Information Age Publishing Continuing to Disrupt the Status Quo?: New and
Book SynopsisContinuing to Disrupt the Status Quo? Young and New Women Professors of Educational Leadership was conceptualized as a follow-up to Breaking Into the All-Male Club: Female Professors of Educational Administration (Mertz, 2009), a book about and by many women who were the first women faculty admitted into departments of educational administration primarily in the 1970's and 1980's. This book offers narratives of those women new to the field of educational leadership and makes comparisons to those stories shared by the veteran women in the field to highlight both similarities and differences. Continuing to Disrupt the Status Quo? Young and New Women Professors of Educational Leadership is a literary way to preserve and continue the tradition of the sharing/addition of voices to the field of educational leadership that was begun with Breaking Into the All-Male Club. It begs the question, ""If the women from Breaking Into the All-Male Club are ""firsts,"" ""pioneers,"" and ""groundbreakers,"" then who are we, the young and new women of the field? If the entrance of women into the field of educational leadership was threatening enough for the veteran women (and still is for many of the young and new women), then the addition of age and ethnicity as confounding factors has likely created a cacophony of dissonance forty years later! Continuing to Disrupt the Status Quo? represents a decade of stories (2002-2012) from young and new women to the field of educational leadership.
£44.96
Information Age Publishing Continuing to Disrupt the Status Quo?: New and
Book SynopsisContinuing to Disrupt the Status Quo? Young and New Women Professors of Educational Leadership was conceptualized as a follow-up to Breaking Into the All-Male Club: Female Professors of Educational Administration (Mertz, 2009), a book about and by many women who were the first women faculty admitted into departments of educational administration primarily in the 1970's and 1980's. This book offers narratives of those women new to the field of educational leadership and makes comparisons to those stories shared by the veteran women in the field to highlight both similarities and differences. Continuing to Disrupt the Status Quo? Young and New Women Professors of Educational Leadership is a literary way to preserve and continue the tradition of the sharing/addition of voices to the field of educational leadership that was begun with Breaking Into the All-Male Club. It begs the question, ""If the women from Breaking Into the All-Male Club are ""firsts,"" ""pioneers,"" and ""groundbreakers,"" then who are we, the young and new women of the field? If the entrance of women into the field of educational leadership was threatening enough for the veteran women (and still is for many of the young and new women), then the addition of age and ethnicity as confounding factors has likely created a cacophony of dissonance forty years later! Continuing to Disrupt the Status Quo? represents a decade of stories (2002-2012) from young and new women to the field of educational leadership.
£82.80
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1970s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editor revisit and interpret several of the most important works of the 1970s by Norman Overly, Michael Apple, Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James MacDonald, and Joseph Schwab. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£47.45
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1970s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editor revisit and interpret several of the most important works of the 1970s by Norman Overly, Michael Apple, Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James MacDonald, and Joseph Schwab. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£87.40
Information Age Publishing Pedagogy of Vulnerability
Book SynopsisThe purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, “Pedagogy of vulnerability: Definitions, assumptions, and application,” he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings.Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world?A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work. The book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that “holds space.”
£47.45
Information Age Publishing Pedagogy of Vulnerability
Book SynopsisThe purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, “Pedagogy of vulnerability: Definitions, assumptions, and application,” he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings.Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world?A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work. The book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that “holds space.”
£87.40
