Educational strategies and policy Books
University of Toronto Press Catholic Education in the Wake of Vatican II
Book SynopsisCatholic Education in the Wake of Vatican II is the first work dedicated to the effects of the Second Vatican Council on catholic education in various national and cultural contexts.Trade Review"There are two or three very good chapters on Catholic schools in Spain and France detailing and providing us with valuable historical expositions. The book also addresses some key issues challenging Catholic education and provides some interesting insights." -- James Arthur, University of Birmingham * The Catholic Historical Review vol. 104 no. 2, Spring 2018 *"The chapters of Catholic Education in the Wake of Vatican II are well researched, well written, and have the capacity to significantly augment one’s understanding of the permanent and dramatic change that took place in Catholic education in the twentieth century." -- K.M. Gemmell, University of British Columbia * Historical Studies *Table of ContentsIntroduction Rosa Bruno-Jofre and Jon Igelmo Zaldivar Emerging Issues and Approaches in the Analysis of Catholicism and Education: Fifty Years after Vatican II PART I. The Theological Framework: From Objectivity to Subjectivity and the Varied Strands Chapter 1 Michael Attridge From Objectivity to Subjectivity: Changes in the 19th and 20th Centuries and Their Impact on Post-Vatican II Theological Education PART II. The Relationship between Church and State Chapter 2 Bernard Hugonnier and Gemma Serrano Going to the Past: A Longue Duree Analysis of Catholic Education and the State in France Chapter 3 Carlos Martinez Valle Active Methods and Social Secularization in School Catechesis during the Franco Dictatorship (1939-1975): A Transfer in a Cultural System in Change Chapter 4 Pauli Davila and Luis M. Naya Garmendia Turning Need into a Virtue: The Adjustment to the Educational Demands of the Religious Congregations: The Case of De La Salle in the Basque Country, Spain Chapter 5 Rosa Bruno-Jofre The Sisters of the Infant Jesus in Bembibre, Leon, Spain, during the Second Stage of Francoism (1957-1975): The School with No Doors PART III. The Processes of Re-signification of Missions Chapter 6 Rosa Bruno-Jofre and Jon Igelmo Zaldivar Ivan Illich, the Critique of the Church as It: From a Vision of the Missioner to a Critique of Schooling Chapter 7 Elizabeth Smyth From Serving in the Missions at Home to Serving in Latin America: The Post-Vatican II Experience of Canadian Women Religious Chapter 8 Heidi MacDonald Women Religious, Vatican II, Education, and the State in Atlantic Canada Chapter 9 Rosa Bruno-Jofre The Sisters of Our Lady of the Missions (RNDM) in Canada, the Long 1960s, and Vatican II: From Carving Spaces in the Educational State to Living the Radicality of the Gospel PART IV. Changes in Curriculum and the Catholic Classroom after Vatican II Chapter 10 Joe Stafford The Conditions of Reception for the Declaration on Christian Education: Secularization and the Educational State of Ontario Chapter 11 Cristian Cox and Patricia Imbarack Catholic Elite Education in Chile: Worlds Apart PART V: Catholicism and Aboriginal Education in Canada Chapter 12 Lindsay Morcom Balancing the Spirit in Aboriginal Catholic Education in Ontario Chapter 13 Chris Beeman Indigenous Education as Failed Ontological Reconfiguration PART VI: Religious Renewal and Public Pedagogy Chapter 14 William Pinar "The Scandalous Revolutionary Force of the Past": On Pasolini's The Gospel According to Saint Matthew Conclusion Carlos Martinez Valle and Gemma Serrano Conclusion - Catholicism and Education: Points of Intersection, Opposition, and Configuration Contributors
£49.30
University of Toronto Press University Commons Divided
Book SynopsisInvestigating issues of university governance in Canada, University Commons Divided analyzes several major cases at the university level that have come to exemplify infringements on the freedom of expressionTrade Review"This book, [Mackinnon’s] second treatise on university governance, rings alarm bells about the direction of Canadian higher education…[it] is a worthwhile contribution, and the author deserves credit for writing frankly and provocatively.." -- Paul Axelrod * Albertaviews (online) August 21, 2018 *"Written in easily-digestible prose, University Commons Divided is an excellent resource for students of higher education, university governance, or Canadian law." -- Summer Cowley, University of Toronto * Canadian Journal of Higher Education, vol 48 2 2018 *Table of ContentsGovernance and Academic Freedom at UBC The Jennifer Berdahl Case Sexual Transgressions at Dalhousie Dentistry Students on Facebook Safe Space, Comfort and Freedom of Expression Stories from across Canada Academic Freedom and Governance: A Reprise Carleton's Blogging Board Member Freedom of Religion in the Commons A Law School for Trinity Western University? Making the World a Better Place The Social Responsibility of Canadian Universities Conclusion
£45.00
University of Toronto Press Reframed
Book SynopsisFor Stuart Shanker, the possibility of a truly just and free society begins with how that society sees and nurtures its children.Table of ContentsAcknowledgments Introduction 1 The Science of Self-Reg 2 Reframing Human Nature 3 Reframing Development 4 The Age of Reason(s) 5 Blue Brain versus Red Brain 6 Reframing IQ 7 The Joy and Pain of Maths 8 No Child Left Behind 9 Becoming Free: The Teen Years 10 Reframing Virtue 11 Creating a Just Society Conclusion Notes Index
£24.29
University of Toronto Press University Commons Divided
Book SynopsisIn recent years, a number of controversies have emerged from inside Canadian universities. While some of these controversies reflect debates occurring at a broader societal level, others are unique to the culture of universities and the way in which they are governed. In University Commons Divided, Peter MacKinnon provides close readings of a range of recent incidents with a view to exploring new challenges within universities and the extent to which the idea of the university as ‘commons,’ a site for open and contentious disagreement, may be under threat. Among the incidents addressed in this book are the Jennifer Berdahl case in which a UBC professor alleged a violation of her academic freedom when she was phoned by the university''s board chair to discuss her blog on which she speculated about the reasons for the university president''s departure from office; the case of Root Gorelick, a Carleton University biologist and member of the university’Trade Review"This book, [Mackinnon’s] second treatise on university governance, rings alarm bells about the direction of Canadian higher education…[it] is a worthwhile contribution, and the author deserves credit for writing frankly and provocatively.." -- Paul Axelrod * Albertaviews (online) August 21, 2018 *"Written in easily-digestible prose, University Commons Divided is an excellent resource for students of higher education, university governance, or Canadian law." -- Summer Cowley, University of Toronto * Canadian Journal of Higher Education, vol 48 2 2018 *Table of ContentsGovernance and Academic Freedom at UBC The Jennifer Berdahl Case Sexual Transgressions at Dalhousie Dentistry Students on Facebook Safe Space, Comfort and Freedom of Expression Stories from across Canada Academic Freedom and Governance: A Reprise Carleton's Blogging Board Member Freedom of Religion in the Commons A Law School for Trinity Western University? Making the World a Better Place The Social Responsibility of Canadian Universities Conclusion
£19.79
University of Toronto Press Curriculum Design and Praxis in Language Teaching
Book SynopsisThis edited collection bridges successful teaching and learning ideas across the fields of languages, literatures, and linguistics.Table of ContentsIntroduction Section I: Critical Approaches to Curriculum and Pedagogy in Language and Pre-Service Teacher Education 1. International by Default: Best Practices for Creating Globally Responsible Students in the Language Classroom Shobna Nijhawan 2. Socratic Circles, Critical Literacy, and Culturally Responsive Teacher Education Hyunjung Shin and Geraldine Balzer 3. Developing Future Language Educators’ Critical Language Awareness in Cross-College Discussions Anuradha Gopalakrishnan and Leah Shepard-Carey Section II: Inter-Artistic Approaches to Teaching and Learning Language 4. Inter-Artistic Approaches to Teaching Hispanic Culture: Literature and Music Victoria Wolff 5. The Dialogues between Literature and Music: Teaching and Learning Synesthetically Maria Figueredo 6. When Art and English Language Instructors Collaborate Tamara Warhol and Katherine Rhodes Fields Section III: Experiential Education in Language Teaching 7. Communicating and Understanding the Other through Experiential Education: Portuguese Language and Culture in Toronto Maria João Dodman, Inês Cardoso, and Vander Tavares 8. Using Experiential Learning Theory as a Framework for Undergraduate Academic Communication Development Maria Herke, Deanna Wong, and Susan Hoadley 9. Words at Play: Language Learning at Work Agustina Tocalli-Beller Section IV: Technology-Enhanced Teaching in Language Classrooms 10. Building Capacity for Twenty-First Century Digital Language Teaching Practices Geoff Lawrence 11. Digital Storytelling Using Computer-Based Technology in Second Language Learning Yujeong Choi and Na-Young Ryu 12. A Pedagogical Module for a Place-based and Multiliteracies-based Digital Storytelling Project for Language Learning Angela Lee-Smith 13. Using Facebook as a Resource for e-Tandem Language Learning in Higher Education Christine Schallmoser and Pia Resnik Section V: Online and Blended Language Learning 14. Student Reception of and Response to Fully Online Language Courses Mihyon Jeon and Ahrong Lee 15. Preparing Future Global Professionals: Technology-Enhanced Group PBL Pedagogy Monica Broido and Daniel Portman 16. A Guide to Synchronous Online Language Teaching Seung-Eun Chang Section VI: Designing Classroom Resources, Activities, and Assessment Tools for Student Engagement 17. Classroom-based Assessment Practices of College Korean Language Teachers: A Qualitative Study Hye-Sook Wang 18. Classroom Activities for Student Engagement: "5 Minutes" and Survey Project Myounghee Cho 19. Conceptualizing the Significance of Studying Translingual, Autobiographic Narratives in Postsecondary ESL Classrooms Fernanda Carra-Salsberg 20. Teaching with Case Studies Lynn Burley Conclusion Abstracts List of Contributors
£52.70
University of Toronto Press Saskatchewan
Book SynopsisThis volume tells the story of the University from its beginning to the end of its first and most formative period in 1919-20. At his death in 1945, Professor Arthur S. Morton left uncompleted a manuscript of a history of the University; and from his material Dr. Carlyle King has extracted and assembled this book. During the preparation of the manuscript, Professor Morton secured the collaboration of his long-time colleagues in furnishing memoranda about particular aspects of University history, and was in constant communication with Dr. Murray, who provided for his use letters and documents, gave him access to the proceedings of the Board of Governors, and drew upon his personal recollections.Professor Morton’s expressed intention in undertaking the history was to give “a clear exposition of the principles on which the University was founded and by which it has been governed.” As Dr. King points out, this intention is realized within the framework of the prese
£15.19
University of Toronto Press Authorization of Textbooks for the Schools of Ontario 18461950
Book SynopsisThe textbook has long been the most popular instrument of instruction in the hands of educators. Its wide-spread use has at the same time provided one of the most controversial issues in education, for it has been regarded both as the cause of educational problems, and as their solution.The purpose of this book is to investigate the changing policies which have affected the authorization of textbooks for elementary schools. Since Ontario sets precedents for the other provinces, it deals with tests in Ontario, from 1846 when the practice of authorization began, to 1950, when the system of authorizing a single text for each subject was terminated. It is concerned chiefly with the policies of the Ontario Department of Education which directed and controlled the selection, preparation, and authorization of textbooks. Between 1846 and 1950 texts for the elementary schools of the province were regulated by legislation which changed remarkably little. The purpose of this legislation
£17.99
University of Toronto Press The University and the New World
Book SynopsisThis is the first volume in the Invitation Lecture Series of York University and it is an auspicious beginning. Three leaders in higher education in the United States here present their thoughts on challenging questions of enrolment, curriculum, and standards which today confront the ever expanding universities of North America. Professor Jones describes "The Idea of a University Once More"; Professor Riesman outlines and comments on some significant recent "Experiments in Higher Education"; Professor Ulich discusses a theme which is vitally important for the effect of university education, "Creativity."
£12.34
University of Toronto Press Education
Book SynopsisEducation: Ontario's Preoccupation, a companion to the author's seven-volume series, ONTARIO'S EDUCATIVE SOCIETY, reviews the main highlights of educational development in Ontario, concentrating on interpretation rather than statistics. Written for everyone seriously interested in education, whether specialist or general reader, this volume provides an analysis and overview of the key issues that have arisen in education in the last decade and evaluates the prospects for formal education in the future.Among the topics Professor Fleming discusses in detail in this volume are the role of formal education, the expansion of the educational system, the quest for organizational efficiency, the relationship between the province and the universities, educational agencies outside the formal system, research and development, the financing of education, and the questions of religion and language.Education: Ontario's Preoccupation is indispensable as an introduct
£26.99
University of Toronto Press The Expansion of the Educational System
Book SynopsisThis volume contains a general introduction to the whole series, followed by seven chapters giving most of the quantitative information in compact form. The introduction discusses some current issues and problems in education: the economic value of education to the individual and to society, the effects of automation, the role of the school in social and emotional development, vocational training and physical development, and the relationship between education and social class. The main body of the text describes the quantitative growth of the educational system and is organized into seven topics: characteristics of the population, school enrollment, the proliferation of educational institutions, university enrolment, enrolment in other post-secondary institutions, and the financing of the system. It contains much specialized statistical material including 46 charts and 225 tables, and will be an excellent work of reference.
£29.70
University of Toronto Press The Administrative Structure
Book SynopsisThe development and functions of the Department of Education and local school systems, the financing of education, and the educational activities of provincial and federal governments are studied in this volume. The emphasis is on current issues and problems. Dr Fleming delves into the activities of the department since 1965, giving a thorough analysis of the consolidation of local administrative units in 1969. He describes in detail the financing of education, the budgetary practices of the department, and the system of federal and provincial grants. The last section gives a description of every type of educational activity of the provincial and federal governments.
£40.50
University of Toronto Press Schools Pupils and Teachers
Book SynopsisVolume III explores the basic units in the educational system: student, teacher, and school. It examines the aims of education, historically and philosophically, and describes the development of various types of schools. The book provides an analysis of the use of educational media, a description of school buildings and equipment, among many other topics. An important part of the volume is a description of the evolution of the curriculum from the nineteenth century, with a detailed analysis of the changes made in such areas as science, the social sciences, and French.
£45.90
University of Toronto Press Shock Tubes
Book SynopsisThis volume contains the proceedings of a symposium held at the University of Toronto in June 1969. The symposium consisted of six sessions; each containing an invited paper, followed by six contributed papers reporting on recent, relevant research and development. The topics are: a review of research problems in basic shock tube flows and the possibilities for the shock tube in the future; driving techniques; explosive drivers; theoretical and experimental research in electromagnetic shock tubes; chemical kinetics and spectroscopy; and a review of shock tube diagnostics, instrumentation and fundamental data as well as the measurement of physical quantities.
£57.80
Cornell University Press Nature Rx
Book SynopsisThe Nature Rx movement is changing campus life. Offering alternative ways to deal with the stress that students are under, these programs are redefining how to provide students with the best possible environment in which to be healthy, productive members of the academic community. In Nature Rx, Donald A. Rakow and Gregory T. Eells summarize the value of nature prescription programs designed to encourage college students to spend time in nature and to develop a greater appreciation for the natural world. Because these programs are relatively new, there are many lessons for practitioners to learn; but clinical studies demonstrate that students who regularly spend time in nature have reduced stress and anxiety levels and improved mood and outlook.In addition to the latest research, the authors present a step-by-step formula for constructing, sustaining, and evaluating Nature Rx programs, and they profile four such programs at American colleges. The practical guidanTrade ReviewThe writing style is engaging and the authors are well versed in their subject, providing ample evidence to support their arguments. The material in this slim book would be of benefit to student counseling center and student affairs staff, as well as to students of psychology. * Choice *
£16.14
Cornell University Press Building Collective Leadership for Culture Change
Book SynopsisBuilding Collective Leadership for Culture Change shows how five community engagement research projects in the greater Los Angeles area were able to create more collaborative and participatory cultures in their academic institutions and nonacademic settings by using community organizing, research in action, and narrative inquiry. These projects focused on incorporating civic engagement into the work of scholars, creating a civic engagement minor at California State University, Dominguez Hills, integrating community organizing practices within the Los Angeles Unified School District, and building a regional organizing network among civically engaged higher education institutions.As the case studies authored by Maria Avila and her collaborators show, these projects succeeded because they took place in collaborative spaces where participants were part of designing the purpose, goals, and specific actions to create culture change. Building Collective Leade
£18.99
Cornell University Press A Democracy If We Can Teach It
£8.11
Stanford University Press Just Violence: Torture and Human Rights in the
Book SynopsisPolice who engage in torture are condemned by human rights activists, the media, and people across the world who shudder at their brutality. Stark revelations about torture by American forces at places like Guantanamo Bay have stoked a fascination with torture and debates about human rights. Yet despite this interest, the public knows little about the officers who actually commit such violence. How do the police understand what they do? How do their beliefs inform their responses to education and activism against torture? Just Violence reveals the moral perspective of perpetrators and how they respond to human rights efforts. Through interviews with law enforcers in India, Rachel Wahl uncovers the beliefs that motivate officers who use and support torture, and how these beliefs shape their responses to international human rights norms. Although on the surface Indian officers' subversion of human rights may seem to be a case of "local culture" resisting global norms, officers see human rights as in keeping with their religious and cultural traditions—and view Western countries as the primary human rights violators. However, the police do not condemn the United States for violations; on the contrary, for Indian police, Guantanamo Bay justifies torture in New Delhi. This book follows the attempts of human rights workers to both persuade and coerce officers into compliance. As Wahl explains, current human rights strategies can undermine each other, leaving the movement with complex dilemmas regarding whether to work with or against perpetrators.Trade Review"In this compelling book, Rachel Wahl shows how Indian police with human rights training justify torture as a means to protect the rights of victims and the community. Just Violence will resonate widely with academics and practitioners who want to better understand how local cultures vernacularize ideas about human rights." -- Jack Snyder * Columbia University *"Why does human rights training fail to diminish the use of torture by police? Rachel Wahl's fascinating book argues that police torture is not simply the product of indifference or the legacy of colonial rule but also the moral compass of police themselves as they endeavor to produce security, justice, and order. Just Violence offers an alternative explanation of police violence and the misfit between local conceptions of justice and the general principles of the human rights system. This provocative book offers new insights into human rights education and the enduring tensions between rights and security." -- Sally Engle Merry * New York University *Table of ContentsContents and AbstractsIntroduction: Human Rights from the Other Side chapter abstractThe chapter opens by showing that police officers and human rights activists have different ideas not only about what is right, but also about what is true, and that these gaps create problems for research on human rights as well as for their actual protection. The chapter also outlines the case, fieldwork, and theories on which the book is based. Key concepts such as Charles Taylor's notion of social imaginaries are introduced, as well as how these ideas help illuminate the way police understand violence and respond to human rights messages. The chapter concludes with the book's arguments regarding officers' moral beliefs, the relationship of their beliefs to their working environment, and the implications of these beliefs for human rights activism and education. 1Human Rights Education and State Violence chapter abstractThis chapter reviews research on human rights education as well as studies of state-sanctioned violence and torture in particular. The views of human rights educators in India as well as the setting in which they work are discussed. The chapter also examines the nature of state violence in the country and the political and legal contexts in which the police operate. Finally it considers the book's applicability to contexts beyond India. 2Police Beliefs and the Moral Imaginary of Violence chapter abstractIf police upheld their conceptions of justice, they would still violate human rights. This chapter reveals why. Rejecting the ideal of universal equality, these police officers believe that there are different types of people deserving different types of treatment. Their aim is not to protect people from harm, therefore, but to harm the right people for the right reasons. For these police, the human rights principle of protecting all people's rights equally undermines justice. This perception challenges human rights educators and activists, who hope to change officers' behavior with education or an appeal to their consciences. 3Justice in Context chapter abstractIn practice, police fail to uphold justice as even they conceive it. This chapter explains how they understand this failure. Police view political corruption, judicial inefficiency, and insufficient resources as problems requiring a far broader application of violence than even they believe is good. Attempting to solve systemic problems from within the system, the officers often act in ways that exacerbate the violence. This chapter displays the power that interpretation exerts in influencing police behavior and the challenge it presents for activists attempting to garner the acceptance of new norms. 4Police Respond to Human Rights Education chapter abstractIn spite of officers' objections to the human rights framework, they do not reject its language and logic. Instead, they use the language of rights to articulate their own conceptions of justice and even to defend torture. This chapter describes the microdynamics of resistance to international human rights norms, revealing how local and state officials redefine what it means to respect human rights. This redefinition allows police to endorse "rights" as well as torture since in their view these principles are not mutually exclusive. This stance makes it more difficult for activists to shame officers for their violations. 5Complications of the Local: Violence, Religion, and Culture chapter abstractIndian police see human rights as acknowledged and upheld within their local religious and cultural traditions. However, their identity as police sets them apart from local culture and leads them to endorse violence despite the conflict with both international and local norms. This chapter reveals how police negotiate competing moral imaginaries that operate at the local level, and how they ultimately reconcile violence with their moral identities. 6Complications of the Global: Competing International Norms chapter abstractLocal conceptions of policing and justice are not the only precepts that compete with the human rights framework. This chapter probes the normative competition between international discourses, and shows how police draw from other global norms to deflect the criticism of human rights activists and educators. Police reference the well-publicized violence committed by strong Western countries such as the United States to challenge global rights norms and to defend their own violence. 7Police Respond to Human Rights Activists chapter abstractDespite acquiring the language of human rights, police strongly reject the activists and educators who promote these norms. This chapter shows how police undermine human rights workers' legitimacy. Moreover, the chapter reveals why activism and education can undermine each other, and discusses the paradox this presents for human rights work. Conclusion: Dilemmas and Possibilities chapter abstractThe Conclusion addresses the ethical quandaries raised by the foregoing arguments. Human rights workers face multiple tensions. To what degree do they recognize the systemic causes of torture and to what degree do they hold individual perpetrators accountable? Will perpetrators respond better to education or to coercion through legal action? These tensions reflect a larger one between the aspirational ethics of the human rights movement and the tools of a justice system that leaves little room for the kind of relational work that might provide the best means to stop torture. The book concludes by suggesting a possible way forward in this terrain of complex and imperfect choices.
£21.59
Stanford University Press Shaping the Bar: The Future of Attorney Licensing
Book SynopsisThe comprehensive source on attorney licensing and how to reform it. In Shaping the Bar, Joan Howarth describes how the twin gatekeepers of the legal profession—law schools and licensers—are failing the public. Attorney licensing should be laser-focused on readiness to practice law with the minimum competence of a new attorney. According to Howarth, requirements today are both too difficult and too easy. Amid the crisis in unmet legal services, record numbers of law school graduates—disproportionately people of color—are failing bar exams that are not meaningful tests of competence to practice. At the same time, after seven years of higher education, hundreds of thousands of dollars of law school debt, two months of cramming legal rules, and success on a bar exam, a candidate can be licensed to practice law without ever having been in a law office or even seen a lawyer with a client. Howarth makes the case that the licensing rituals familiar to generations of lawyers—unfocused law degrees and obsolete bar exams—are protecting members of the profession more than the public. Beyond explaining the failures of the current system, this book presents the latest research on competent lawyering and examples of better approaches. This book presents the path forward by means of licensing changes to protect the public while building an inclusive, diverse, competent, ethical profession. Thoughtful and engaging, Shaping the Bar is both an authoritative account of attorney licensing and a pragmatic handbook for overdue equitable reform of a powerful profession. Trade Review"Howarth's vision is to establish a new approach that protects potential legal clients and promotes inclusion and diversity in the profession."—Trial MagazineTable of Contents1. The Crisis in Attorney Licensing 2. Becoming a Lawyer in the Young Nation 3. Shaping the Bar in the Twentieth Century 4. The 1970s Legacy of Activism, Psychometrics, and Good Faith 5. Pressure Points in Contemporary Licensing 6. Decades Lost Without Research 7. Doubling Down on the Errors of Legal Education 8. Finally, Research on Minimum Competence 9. Who Fits? 10. Fixing Character and Fitness 11. Twelve Guiding Principles 12. Clinical Residencies 13. Asking More of Law Schools 14. Escaping the Conceptual Traps of Today's Bar Exams 15. Bar Exams: Better, Best, and Other Fixes
£26.99
Stanford University Press The Kid Across the Hall: The Fight for
Book SynopsisGrowing up, Reid was confused and disturbed by the radically different opportunities his best friend received. After a childhood spent together, Jamie and Reid found themselves on opposite sides of a high school hallway that separated kids based on a misunderstanding of their supposed "potential." The gap between the two friends widened as Reid's classes enabled him to pursue an elite college degree across the country studying educational opportunity and teaching. Then, Reid became a teacher at an under-resourced South Carolina high school where efforts to serve the incredible students were stymied by internal segregation and administrative ambivalence. He was disabused of the Hollywood myth that a good teacher could simply save the day, when each false start with his students forced him to reckon with how much he didn't know. After Reid assigned students a project to create a positive change, they pushed him to figure out how he, too, could make a bigger difference. While an individual's efforts are no match against entrenched systems, Reid learned firsthand that a community of people powered by data can effect change. This lesson motivated him to found Equal Opportunity Schools (EOS), a nationwide nonprofit dedicated to finding the students who were overlooked, discouraged, or otherwise missing from higher-level classes. As EOS became more successful, partnering with major philanthropies, universities, and even the White House, Reid grappled with his role as a leader. Only through the efforts of, first, his students in South Carolina, and later his team at EOS, would he come to understand, and begin to overcome, the limitations of his vision. Informed by extensive new data on educational opportunity in America, The Kid Across the Hall is a powerful story of learning and unlearning; of leading and learning to follow.Trade Review"It's great to know that my father's work is continuing in classes all around the country. It's reflected in The Kid Across the Hall. I encourage you to read it." —Jaime Escalante, Jr."If you're concerned about the future of our schools and children, The Kid Across the Hall will be well worth your time. As an expert and a practitioner, Reid is an incredibly thoughtful educator who models learning, engaging difference, and collaborating through challenge." —John King, Jr., Tenth United States Secretary of Education"This is a masterful blend of scholarship, autobiography, policy, and passion. It's nearly impossible to write a serious book about a crucial topic—here it's America's fumbling treatment of schooling, opportunity, and equity—while vividly incorporating one's own remarkable saga. Reid poured himself into solving the problems that he agonizes over, made major contributions to their solution, and what he learned along the way is gripping. Keep an eye on him!" —Chester Finn, Fordham Institute; Former Assistant U.S. Secretary of Education"Reid's story made me think deeply about the best ways to address challenges in the education system. His book also made me reflect on how the social sector can better live out its espoused values of compassion and integrity. His narrative challenges all of us to see the best in others, and bring out the best in ourselves." —Shawon Jackson, Founder & CEO, Vocal Justice"There is a broadening awareness of how important a sense of belonging is to a person's education. But this book makes a special contribution. It brings this process to life as it exists on the ground, in the lives of real students and educators. It is a must-read for anyone dedicated to seeing our schools fulfill their democratic mission." —Claude Steele, author of Whistling Vivaldi"A brilliant and effective blending of personal memoir with educational reformation experience The Kid Across the Hall: The Fight for Opportunity in Our Schools by educator Reid Saaris will have immense value for readers with an interest in the educational ramification of income inequality and the role that nonprofit organizations and collective 'front line' leadership can accomplish."—Midwest Book Review
£21.59
John Wiley and Sons Ltd The Media Education Manifesto
Book SynopsisIn the age of social media, fake news and data-driven capitalism, the need for critical understanding is more urgent than ever. Half-baked ideas about ‘media literacy’ will lead us nowhere: we need a comprehensive and coherent educational approach. We all need to think critically about how media work, how they represent the world, and how they are produced and used. In this manifesto, leading scholar David Buckingham makes a passionate case for media education. He outlines its key aims and principles, and explores how it can and should be updated to take account of the changing media environment. Concise, authoritative and forcefully argued, The Media Education Manifesto is essential reading for anyone involved in media and education, from scholars and practitioners to students and their parents.Trade Review‘With his characteristic clarity and wisdom, David Buckingham skilfully guides media teachers, students and researchers towards a critical media education suitable for digital times.’David Hesmondhalgh, University of Leeds ‘Buckingham positions media education as an expanded conceptualization of literacy and explains how it is essential for the ever-changing digital worlds we now inhabit.’Renee Hobbs, University of Rhode IslandTable of ContentsPreface Acknowledgements 1 A Changing Media Environment 2 Beyond Benefit and Risk 3 The Limits of Media Literacy 4 The Bigger Picture 5 Going Critical 6 Pedagogy: Pitfalls and Principles 7 Conceptualising Social Media 8 Media Education in Practice 9 Making it Happen Conclusion Notes
£33.25
University of Pennsylvania Press Desert Dreams: Mexican Arizona and the Politics
Book SynopsisDesert Dreams chronicles seventy-five years of Mexican American efforts to attain educational equality in Arizona, from its territorial period in the nineteenth century to the post–World War II era. Laura K. Muñoz reveals how Arizona Mexicans, or Arizonenses, embraced the United States expecting that they would be treated as American citizens. Instead, Anglo Arizonans wrote laws and designed schools to transform Mexicans from “unassimilable immigrants” into “American workers” by restricting their education to the acquisition of fluency in English and mastery of basic domestic and industrial skills. Arizonenses confronted these anti-Mexican attitudes by developing their own politics of educational equality. They founded public schools, served as school leaders, promoted Spanish and English bilingualism, and encouraged their children to pursue high school and college. From these efforts, a small cadre of Arizonenses obtained enough education to sustain a successful middle class, comprised of students, teachers, lawyers, and politicians who fought for Arizonense civil rights, especially the right to a good education. These efforts culminated in Romo v. Laird (1925), the earliest known school desegregation case filed in the state. Arizonenses also developed regional networks that brought them into conversation with Mexican Americans and allies in Southern California and across the borderlands. As the first comprehensive social history of Mexican Americans in Arizona before 1960, Desert Dreams demonstrates that Arizonenses across generations engaged in vital political, legal, and educational debates about civil rights and subsequently gave rise to a national Mexican American political consciousness.Trade Review"An elegant, deeply researched narrative that places Mexican American educators, families, and local leaders at the forefront of efforts challenging segregated schooling. Across generations, they sought civic integration through education, not just as individuals, but as Arizonenses. Desert Dreams is the first monograph to address the lives and legacies of Mexican American teachers whose classrooms ranged from one-room shacks to imposing brick structures. With nuance, respect, y corazón, Laura K. Muñoz has crafted a milestone contribution in the history of education, Chicano/a history, and the borderlands." * Vicki L. Ruiz, author of From Out of the Shadows: Mexican Women in Twentieth-Century America *
£34.00
University of Minnesota Press The Price of Nice: How Good Intentions Maintain
Book SynopsisHow being “nice” in school and university settings works to reinforce racialized, gendered, and (dis)ability-related inequities in education and society Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity. In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities. Grounded in data, personal narrative, and theory, the chapters show that Niceness, as a raced, gendered, and classed set of behaviors, functions both as a shield to save educators from having to do the hard work of dismantling inequity and as a disciplining agent for those who attempt or even consider disrupting structures and ideologies of dominance. Contributors: Sarah Abuwandi, Arizona State U; Colin Ben, U of Utah; Nicholas Bustamante, Arizona State U; Aidan/Amanda J. Charles, Northern Arizona U; Jeremiah Chin, Arizona State U; Sally Campbell Galman, U of Massachusetts; Frederick Gooding Jr., Texas Christian U; Deirdre Judge, Tufts U; Katie A. Lazdowski; Román Liera, U of Southern California; Sylvia Mac, U of La Verne; Lindsey Malcolm-Piqueux, California Institute of Technology; Giselle Martinez Negrette, U of Wisconsin–Madison; Amber Poleviyuma, Arizona State U; Alexus Richmond, Arizona State U; Frances J. Riemer, Northern Arizona U; Jessica Sierk, St. Lawrence U; Bailey B. Smolarek, U of Wisconsin–Madison; Jessica Solyom, Arizona State U; Megan Tom, Arizona State U; Sabina Vaught, U of Oklahoma; Cynthia Diana Villarreal, U of Southern California; Kristine T. Weatherston, Temple U; Joseph C. Wegwert, Northern Arizona U; Marguerite Anne Fillion Wilson, Binghamton U; Jia-Hui Stefanie Wong, Trinity College; Denise Gray Yull, Binghamton U.Trade Review"Niceness compels educators to focus on the dream, the possibility, and the effort of each individual student. Niceness deters educators from grappling with the red flags that consistently emerge in achievement, behavioral, and other data. Niceness, in other words, both enables avoidance and shields educators from doing the hard work of confronting inequity."—from the Introduction
£21.59
University of Minnesota Press Learning versus the Common Core
Book SynopsisAn open challenge to Common Core’s drive for uniformity Nicholas Tampio watched as his kindergartner’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.Forerunners: Ideas First Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead
£8.99
University of Minnesota Press Expelling Public Schools: How Antiracist Politics
Book SynopsisExploring the role of identitarian politics in the privatization of Newark’s public school system In Expelling Public Schools, John Arena explores the more than two-decade struggle to privatize public schools in Newark, New Jersey—a conflict that is raging in cities across the country—from the vantage point of elites advancing the pro-privatization agenda and their grassroots challengers.Analyzing the unsuccessful effort of Cory Booker—Newark’s leading pro-privatization activist and mayor—to generate popular support for the agenda, and Booker’s rival and ultimate successor Ras Baraka’s eventual galvanization of the charter movement, Arena argues that Baraka’s black radical politics cloaked a revanchist agenda of privatization.Expelling Public Schools reveals the political rise of Booker and Baraka, their one-time rivalry and subsequent alliance, and what this particular case study illuminates about contemporary post–civil rights Black politics. Ultimately, Expelling Public Schools is a critique of Black urban regime politics and the way in which antiracist messaging obscures real class divisions, interests, and ideological diversity.Trade Review "Expelling Public Schools offers a fascinating look into the racial politics of corporate school reform in Newark Public Schools. John Arena takes a long view—just over two decades—and examines the reform movements and countermovements in the district from the top down and the bottom up. In assessing corporate school reform efforts under mayors Cory Booker and Ras Baraka, this deeply researched book illuminates the mechanisms that maintain educational inequality."—Rand Quinn, author of Class Action: Desegregation and Diversity in San Francisco Schools "It is rare to encounter a work that treats actually existing Black life, an approach best articulated by Cedric Johnson, to critically address contemporary Black urban regimes. Thoughtful, careful, and incisive, Expelling Public Schools does just that. In this moment when antiracism (and surface critiques of antiracism) is rife, John Arena’s work provides a wonderful tonic."—Lester Spence, author of Stare in the Darkness: The Limits of Hip-hop and Black Politics
£86.40
University of Minnesota Press Expelling Public Schools: How Antiracist Politics
Book SynopsisExploring the role of identitarian politics in the privatization of Newark’s public school system In Expelling Public Schools, John Arena explores the more than two-decade struggle to privatize public schools in Newark, New Jersey—a conflict that is raging in cities across the country—from the vantage point of elites advancing the pro-privatization agenda and their grassroots challengers.Analyzing the unsuccessful effort of Cory Booker—Newark’s leading pro-privatization activist and mayor—to generate popular support for the agenda, and Booker’s rival and ultimate successor Ras Baraka’s eventual galvanization of the charter movement, Arena argues that Baraka’s black radical politics cloaked a revanchist agenda of privatization.Expelling Public Schools reveals the political rise of Booker and Baraka, their one-time rivalry and subsequent alliance, and what this particular case study illuminates about contemporary post–civil rights Black politics. Ultimately, Expelling Public Schools is a critique of Black urban regime politics and the way in which antiracist messaging obscures real class divisions, interests, and ideological diversity.Trade Review "Expelling Public Schools offers a fascinating look into the racial politics of corporate school reform in Newark Public Schools. John Arena takes a long view—just over two decades—and examines the reform movements and countermovements in the district from the top down and the bottom up. In assessing corporate school reform efforts under mayors Cory Booker and Ras Baraka, this deeply researched book illuminates the mechanisms that maintain educational inequality."—Rand Quinn, author of Class Action: Desegregation and Diversity in San Francisco Schools "It is rare to encounter a work that treats actually existing Black life, an approach best articulated by Cedric Johnson, to critically address contemporary Black urban regimes. Thoughtful, careful, and incisive, Expelling Public Schools does just that. In this moment when antiracism (and surface critiques of antiracism) is rife, John Arena’s work provides a wonderful tonic."—Lester Spence, author of Stare in the Darkness: The Limits of Hip-hop and Black Politics
£23.39
University of Minnesota Press Unsettling Choice: Race, Rights, and the
Book SynopsisHow the Great Recession revealed a system of school choice built on crisis, precarity, and exclusion What do universal rights to public goods like education mean when codified as individual, private choices? Is the “problem” of school choice actually not about better choices for all but, rather, about the competition and exclusion that choice engenders—guaranteeing a system of winners and losers? Unsettling Choice addresses such questions through a compelling ethnography that illuminates how one path of neoliberal restructuring in the United States emerged in tandem with, and in response to, the Civil Rights movement. Drawing on ethnographic research in one New York City school district, Unsettling Choice traces the contestations that surfaced when, in the wake of the 2007–2009 Great Recession, public schools navigated austerity by expanding choice-based programs. Ujju Aggarwal argues that this strategy, positioned as “saving public schools,” mobilized mechanisms rooted in market logics to recruit families with economic capital on their side, thereby solidifying a public sphere that increasingly resembled the private—where contingency was anticipated and rights for some were marked by intensified precarity for poor and working-class Black and Latinx families. As Unsettling Choice shows, these struggles over public schools—one of the last remaining universal public goods in the United States—were entrapped within neoliberal regimes that exceeded privatization and ensured exclusion even as they were couched in language of equity, diversity, care, and rights. And yet this richly detailed and engaging book also tracks an architecture of expansive rights, care, and belonging built among poor and working-class parents at a Head Start center, whose critique of choice helps us understand how we might struggle for—and reimagine—justice, and a public that remains to be won. Retail e-book files for this title are screen-reader friendly with images accompanied by short alt text and/or extended descriptions.Trade Review "Brilliant in her artistry, Ujju Aggarwal carries us across narrative maps of an extraordinary set of relations. Her geographic analysis compels us into tense and complex terrains of partition and possibility: neighborhood, community, and school. Unsettling Choice exquisitely collides scale to consider vast histories and conditions of publics, choice, gentrification, abandonment, and more while simultaneously centering the profoundly intimate, local story of a group of women practicing radical care. Read this book, and be moved and transformed."—Sabina Vaught, coauthor of The School-Prison Trust "Unsettling Choice combines ethnographic encounters with race theory emanating from Black studies and critical geography to present a nuanced understanding of how education and housing are structurally formed by race, class, and gender. Ujju Aggarwal's book is a must-read to understand the racialized violence inherent within one of the most fundamental aspects of education in the United States: the logic of choice."—Damien M. Sojoyner, author of First Strike: Educational Enclosures in Black Los Angeles
£19.79
Bristol University Press Who are Universities For?: Re-making Higher
Book SynopsisThe university system is no longer fit for purpose. UK higher education was designed for much smaller numbers of students and a very different labour market. Students display worrying levels of mental health issues, exacerbated by unprecedented levels of debt, and the dubious privilege of competing for poorly-paid graduate internships. Meanwhile who goes to university is still too often determined by place of birth, gender, class or ethnicity. Who are universities for? argues for a large-scale shake up of how we organise higher education, how we combine it with work, and how it fits into our lives. It includes radical proposals for reform of the curriculum and how we admit students to higher education, with part-time study (currently in crisis in England) becoming the norm. A short, polemical but also deeply practical book, Who are universities for? offers concrete solutions to the problems facing UK higher education and a way forward for universities to become more inclusive and more responsive to local and global challenges.Trade Review"A groundbreaking plan for overhauling the universities system... [a] radical blueprint—making even the dreaming spires of Oxbridge [into] Open Universities", The Social Review"An important book that brims with ideas for transforming HE for a diverse, inclusive, post-disciplinary world. Refreshingly radical." Tim Blackman, VC, Middlesex University"A groundbreaking plan for overhauling the universities system… [a] radical blueprint—making even the dreaming spires of Oxbridge [into] Open Universities." Social Review"Urgent, radical and prescriptive, this polemic provides a radical manifesto for Higher Education in the era of the millennials. In the wake of student debt, a lack of social mobility and excess at the top, it breaks open the sterile complacency that has for too long gone unchallenged." David Lammy, MP"This powerful, accessible and passionate book highlights the way current HE excludes and disadvantages, and proposes an inclusive system design fit for part-time as well as full-time study. Fascinating and persuasive." Professor Sir Alan Tuckett, University of WolverhamptonTable of ContentsIntroduction: Who are universities for? Towards a university for everyone: some proposals Invisible crises: the state of universities in the UK ‘It’s not for me’: outsiders in the system Education and the shape of a life False negatives: on admissions The women in Plato’s Academy Where do the questions come from? Conclusion: The university-without-walls
£12.99
Bristol University Press Bridging Neoliberalism and Hindu Nationalism: The
Book SynopsisIndia will soon be the world’s most populated country and its political development will shape the world of the 21st century. Yet Hindu nationalism – at the helm of contemporary Indian politics – is not well understood outside of India, and its links to the global neoliberal trajectory have not been explored. Covering 30 years of Indian politics, this book shows for the first time the importance of education in propagating the acceptance of Hindu nationalism within a neolberal system, including the reframing of the concept of Indian citizenship. The first five years of Modi rule failed to bring about the development that had been promised and have seen India’s rapid change from a largely inclusive society to one where religious minorities are denied their basic rights.Table of ContentsIntroduction 1. The Role of Post-Colonial Politics In re-Theorizing India’s National Identity Part 1: Education and Ideology 2. Hindu Nationalism Versus Secularism and the Social Realities of Discrimination 3. India’s Neoliberal Schools: The Hindu Nationalist and Neoliberal Agenda in School Education Part 2: The Effects of Neoliberalism on Teachers and Higher Education 4. Teachers’ Voices: Neoliberal and Hindu Nationalist Agendas in School Education in Delhi, Mumbai, Chandigarh, Bengaluru, Jaipur and Assam 5. Higher Education, Neoliberalism and Hindu Nationalism Part 3: Whither India? 6. The Effects of the Indian Political Choice Model on Citizenship Under the BJP Modi Government Epilogue: India at 75
£76.50
Bristol University Press Democratizing Science: The Political Roots of the
Book SynopsisPublic trust in the scientific community is under extraordinary pressure. Crucial areas of human activity and public policy, such as education, universities, climate and health care are influenced by populist political strategies rather than evidence-based solutions. Moreover, data-driven methods are becoming increasingly subject to delegitimization. This book examines potential remedies for improving public trust and the legitimacy of science. It reviews different policy approaches adopted by governments to incentivize the empowerment of stakeholders through co-production arrangements, participatory mechanisms, public engagement and interaction between citizens and researchers. Offering an original analysis of the political roots of the governmental impact and engagement agenda, this book sheds much-needed light on the wider connections to democracy.Table of ContentsChapter 1 - Introduction: Science and Democracy A crisis of public trust in science Knowledge systems in a populist era Overview of the book Chapter 2 - Public Engagement: Concept, Practice and Rhetoric Public engagement: a slippery concept Conclusions Chapter 3 - The Entrepreneurial State The New Public Management A critique of New Public Management The case of the adoption of New Public Management in the 1990s in Italy Citizens' Charter of Education Conclusions Chapter 4 - The Engaged State: Bringing Citizens In Citizen science Collaborative governance in the new millennium and citizens as co-producers The ecological citizen Youth public engagement with sustainability Conclusions Chapter 5 - Working with Schools and the Case of Ecological Citizenship Education for sustainable development in Italy Adoption of mandatory civic education in schools Operational concerns from the street level Discussion and analysis Conclusions Chapter 6 - Universities and Civic Engagement The 'old' universities and their social embeddedness The 'new' entrepreneurial university Higher education landscape reforms: the marketization agenda The 'engaged' university Public universities at a crossroads Conclusions Chapter 7 - Rethinking the Public Scientist Citizen science Public engagement: the concept Public engagement: the contradictions Public engagement: the benign rhetoric
£43.19
Bristol University Press Assembling Comparison: Understanding Education
Book SynopsisThis book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted. These approaches challenge taken-for granted and universalizing concepts in policy research and policy work in CIE – such as the nation-state, policy making/policy enactment, global/local, Global North/Global South – and highlight how policy is contingent on emerging through complex relations between people and places. Using illustrative cases drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.Table of Contents1. Why Policy, Why Comparison? 2. Policy Mobilities and Assemblage Theory: Key Concepts 3. Policy Mobilities and Assemblage Theory: A Conjoined Approach 4. Where (and When) Is Policy? 5. What Is Policy? 6. Why Is Policy? 7. How to Research Policy? 8. (Re)assembling Comparison
£40.50
Fordham University Press Pedagogy of a Beloved Commons: Pursuing
Book SynopsisA rare and powerful illustration of what it takes to become a sustainable, community-embedded organization that continually grows the next generation of compassionate leaders. This essential, timely book meets us at our current moment of crisis to offer hope that American democracy’s stalled trajectory toward its founding creed to embrace all, and not just some, can indeed be re-invigorated. Pedagogy of a Beloved Commons is about low-income youth of color working within justice-oriented, community-based organizations to improve the social and spatial conditions in their surroundings. It draws from hundreds of pages of data, some collected over a decade ago by graduate research assistants at three universities and some collected recently by a graduate research assistant at a fourth university, to present verbatim quotes from interviews with constituents of three youth-serving organizations. The book posits that the disinvested neighborhoods where youth experience abandonment and marginality in fact can serve as a call to action, given appropriate organizational support. Pedagogy of a Beloved Commons envisions a place-based critical pedagogy that can provide young people with the practical skills and deep values to engage with today’s economic, racial, and ecological crises. It offers a welcome antidote to a neoliberal education system that has not only veered away from its public mandate to advance democratic citizenship but that has also reinforced today’s insidious economic inequality, rendering illusive the idea that rich and poor can work together toward a common good. Between these pages resonates a passionate call for an approach to cultivating citizens who have the critical skills to challenge injustice, the courage to hold the rich and powerful accountable, and the empathy to advance not just their own self-interest but also the health and well-being of their communities and the planet. The author proposes that such citizens develop by exercising collective agency in “the commons,” a political and psychic space whose values are mapped out in physical space. Through the expert use of an architect’s lens, this groundbreaking book argues that the three-dimensional concreteness of the nation’s disinvested neighborhoods provides a virtual stage where disenfranchised youth can experiment with collective life, become more discerning about the forces that have shaped their communities, and practice working toward just and inclusive futures. Merging Paolo Freire’s seminal theory of critical pedagogy with Grace Lee Boggs’s belief that hands-on community-building can disrupt the ever more destructive forces of neoliberal capitalism, Pedagogy of a Beloved Commons refines an aspirational framework for a pathway forward through a careful analysis of three exemplar organizations. It offers rich, unique portraits of young people transforming their communities in southwest Detroit, Wai’anae, and Harlem, respectively illustrating place-based activism through theater, organic farming, and critical inquiry. Here activism is framed as the hands-on engagement of youth in addressing inequities in the commons of their neighborhoods through small but persistent interventions that also help them learn the language of solidarity and collectivity that a sustainable democracy needs. Pedagogy of a Beloved Commons is a must-read for our times and for our future.Table of ContentsPrologue | vii Introduction: The Need for a Place-Based Approach | 1 PART I: SOUTHWEST DETROIT, MICHIGAN: ACTIVISM THROUGH THEATRE | 29 Historical Context | 31 2004–2005 Narrative | 39 2020–2021 Context and Narrative | 54 Theorizing the Narratives | 60 PART II: WAI’ANAE, HAWAI’I: ACTIVISM THROUGH ORGANIC FARMING | 77 Historical Context | 81 2004–2005 Narrative | 88 2020–2021 Narrative | 100 Theorizing the Narratives | 114 PART III: HARLEM, NEW YORK: ACTIVISM THROUGH CRITICAL INQUIRY | 127 Historical Context | 129 2004–2005 Narrative | 136 2020–2021 Narrative | 148 Theorizing the Narratives | 163 Conclusions: Pedagogy of a Beloved Community | 177 Epilogue | 207 Bibliography | 217 Index | 229
£91.80
Fordham University Press Pedagogy of a Beloved Commons: Pursuing
Book SynopsisA rare and powerful illustration of what it takes to become a sustainable, community-embedded organization that continually grows the next generation of compassionate leaders. This essential, timely book meets us at our current moment of crisis to offer hope that American democracy’s stalled trajectory toward its founding creed to embrace all, and not just some, can indeed be re-invigorated. Pedagogy of a Beloved Commons is about low-income youth of color working within justice-oriented, community-based organizations to improve the social and spatial conditions in their surroundings. It draws from hundreds of pages of data, some collected over a decade ago by graduate research assistants at three universities and some collected recently by a graduate research assistant at a fourth university, to present verbatim quotes from interviews with constituents of three youth-serving organizations. The book posits that the disinvested neighborhoods where youth experience abandonment and marginality in fact can serve as a call to action, given appropriate organizational support. Pedagogy of a Beloved Commons envisions a place-based critical pedagogy that can provide young people with the practical skills and deep values to engage with today’s economic, racial, and ecological crises. It offers a welcome antidote to a neoliberal education system that has not only veered away from its public mandate to advance democratic citizenship but that has also reinforced today’s insidious economic inequality, rendering illusive the idea that rich and poor can work together toward a common good. Between these pages resonates a passionate call for an approach to cultivating citizens who have the critical skills to challenge injustice, the courage to hold the rich and powerful accountable, and the empathy to advance not just their own self-interest but also the health and well-being of their communities and the planet. The author proposes that such citizens develop by exercising collective agency in “the commons,” a political and psychic space whose values are mapped out in physical space. Through the expert use of an architect’s lens, this groundbreaking book argues that the three-dimensional concreteness of the nation’s disinvested neighborhoods provides a virtual stage where disenfranchised youth can experiment with collective life, become more discerning about the forces that have shaped their communities, and practice working toward just and inclusive futures. Merging Paolo Freire’s seminal theory of critical pedagogy with Grace Lee Boggs’s belief that hands-on community-building can disrupt the ever more destructive forces of neoliberal capitalism, Pedagogy of a Beloved Commons refines an aspirational framework for a pathway forward through a careful analysis of three exemplar organizations. It offers rich, unique portraits of young people transforming their communities in southwest Detroit, Wai’anae, and Harlem, respectively illustrating place-based activism through theater, organic farming, and critical inquiry. Here activism is framed as the hands-on engagement of youth in addressing inequities in the commons of their neighborhoods through small but persistent interventions that also help them learn the language of solidarity and collectivity that a sustainable democracy needs. Pedagogy of a Beloved Commons is a must-read for our times and for our future.Table of ContentsPrologue | vii Introduction: The Need for a Place-Based Approach | 1 PART I: SOUTHWEST DETROIT, MICHIGAN: ACTIVISM THROUGH THEATRE | 29 Historical Context | 31 2004–2005 Narrative | 39 2020–2021 Context and Narrative | 54 Theorizing the Narratives | 60 PART II: WAI’ANAE, HAWAI’I: ACTIVISM THROUGH ORGANIC FARMING | 77 Historical Context | 81 2004–2005 Narrative | 88 2020–2021 Narrative | 100 Theorizing the Narratives | 114 PART III: HARLEM, NEW YORK: ACTIVISM THROUGH CRITICAL INQUIRY | 127 Historical Context | 129 2004–2005 Narrative | 136 2020–2021 Narrative | 148 Theorizing the Narratives | 163 Conclusions: Pedagogy of a Beloved Community | 177 Epilogue | 207 Bibliography | 217 Index | 229
£23.39
Neal-Schuman Publishers Inc Developing 21st Century Literacies: A K-12 School
Book SynopsisHere is a guide that shows you how to help student’s develop the critical thinking and learning skills necessary for effective and engaged citizens in the 21st Century. It provides tools and strategies to deliver a cutting-edge school library curriculum.
£62.25
Gallaudet University Press,U.S. Change and Promise: Bilingual Deaf Education and
Book SynopsisWithin the past few decades, there has been great progress in deaf education in Latin America and growth in the empowerment of their Deaf communities. However, there is little awareness outside that region of these successes. For the first time, this book provides access, in English, to scholarly research in these areas. Written by Latin American Deaf and hearing contributors, Change and Promise provides a counter argument to external, deficit views of the Latin American Deaf community by sharing research and accounts of success in establishing and expanding bilingual deaf education, Deaf activism, Deaf culture, and wider access for deaf children and adults. Change and Promise describes the historical, cultural, and political contexts for providing bilingual deaf education in Latin America. Bilingual deaf education uses students' sign language, while simultaneously giving them access to and teaching them the majority spoken/written language. This book describes current bilingual deaf education programs in the region that have increased society's understandings of Deaf culture and sign languages. This cause, as well as others, have been championed by successful social movements including the push for official recognition of Libras, the sign language of Brazil. Change and Promise covers this expanding empowerment of Deaf communities as they fight for bilingual deaf education, sign language rights, and deaf civil rights. Despite the vast political and cultural differences throughout Latin America, an epistemological shift has occurred regarding how Deaf people are treated and their stories narrated, from labeling "deaf as handicapped" to being recognized as a linguistic minority. This panoramic study of these challenges and triumphs will provide an invaluable resource for improving outcomes in deaf education and help to secure the rights of Deaf children and adults in all societies.
£53.20
St Augustine's Press Wonderlust – Ruminations On Liberal Education
Book Synopsis
£19.95
NewSouth, Incorporated Overturning Brown: The Segregationist Legacy of
Book SynopsisSchool choice, largely touted as a system that would ensure underprivileged youth have an equal opportunity in education, has grown in popularity in the past fifteen years. The rhetoric of school choice, however, resembles that of segregationists following Brown v. Board, who closed public schools and funded private institutions to block African American students from integrating with their white peers. In Overturning Brown, Steve Suitts examines the parallels between de facto segregationist policies and the modern school choice movement to expose the dangers lying behind the so-called civil rights policies of Betsy DeVos and the education privatization lobbies. Economic and educational disparity has expanded exponentially in the years following Brown v. Board, and post-Jim Crow discriminatory policies drive inequality and poverty today. It is only through recognizing the smoke and mirrors that Suitts deftly exposes in Overturning Brown that we understand the risk America’s underprivileged youth face with school voucher programs and as public funds are funneled into charter schools and predominately white and wealthy private schools.
£999.99
Temple University Press,U.S. Mayors and Schools: Minority Voices and Democratic Tensions in Urban Education
Book SynopsisAnalyzes the trend toward increased mayoral control of urban schools, using Chicago and Cleveland as case studiesTrade Review"I believe that Chambers' book will make a tremendous contribution to the current and future debates about urban school reform. The focus on two important US cities will make it a must read for those interested in urban politics. The focus on minority incorporation will draw readers interested in race and American politics. Finally, Chambers' focus on urban school reform will make this book of interest to those who care about the state of America's urban school systems." Marion Orr, Department of Political Science, Brown University "Timely and nuanced...Chambers' book is notable for its attention to historical context and its balanced presentation of competing evidence." Urban Affairs ReviewTable of ContentsPart I. Introduction1. School Reform in Two American CitiesPart II. The Politics of School Reform and Minority Political Empowerment2. Big-City Mayors and the Politics of School Reform; 3. Innovation and Reaction in the Politics of School Reform: Chicago; 4. The Politics of School Reform in the "Comeback City": ClevelandPart III. Measuring Success in Education Reform5. Responsiveness and Community Incorporation; 6. Administrative Accountability to Minority Issues; 7. Reform and Measuring Student ImprovementPart IV. Mayoral Control in Perspective8. Mayoral Control in Perspective
£23.39
Temple University Press,U.S. Comprehending Columbine
Book SynopsisOn April 20, 1999, two Colorado teenagers went on a shooting rampage at Columbine High School. That day, Eric Harris and Dylan Klebold killed twelve fellow students and a teacher, as well as wounding twenty-four other people, before they killed themselves. Although there have been other books written about the tragedy, this is the first serious, impartial investigation into the cultural, environmental, and psychological causes of the massacre.Based on first-hand interviews and a thorough reading of the relevant literature, Ralph Larkin examines the complex of factors that led the two young men to plan and carry out their deed. For Harris and Klebold, Larkin concludes, the carnage was an act of revenge against the "jocks" who had harassed and humiliated them, retribution against evangelical students who acted as if they were morally superior, an acting out of the mythology of right-wing paramilitary organization members to "die in a blaze of glory," and a deep desire for notoriety.Rather than simply looking at Columbine as a crucible for all school violence, Larkin places the tragedy in its proper context, and in doing so, examines its causes and meaning.Trade Review"Larkin creates a powerful lens to examine the complexities of the forces which contributed to the Columbine tragedy. The introductory narrative of the rampage is so vivid that both the casual and studied reader will be instantly engaged... Drawing on his skill as an interviewer and researcher, Larkin is able to give the reader a glimpse of the cultural and everyday social reality of Columbine High School [and he] does an excellent job of situating school shootings in the larger cultural landscape of violence in America. Larkin's book is destined to be the definitive work on the Columbine shootings."-Raymond Calluori, New Jersey Institute of Technology "This book is not just about Harris and Klebold's motivations... It is about the influence of social structure on those labeled as outsiders, ... about structurally entrenched sources of gendered violence and degradation."-Peter Freund, Montclair State UniversityTable of ContentsTABLE OF CONTENTS 1. list of tables iv 2. LIST OF FIGURES v 3. ARMAGEDDON (WELL, ALMOST) 1 Aftermath 11 4. GOD'S COUNTRY 23 Columbine High School, April 19, 1999 38 Sports at Columbine 54 The High School and the Community 56 5. CULTURE WARS AT COLUMBINE 60 Christians in the Cross Hairs 61 The Evangelicals Take over the Memorial Service 63 Rachel Scott and Cassie Bernall: From Victims to Christian Martyrs 66 The Strange Journey of the Crosses 74 Christians versus Christians 80 Moral Elitism 88 6. THE PEER STRUCTURE OF COLUMBINE HIGH 89 The In Crowd 94 The Inbetweeners 104 The Outcaste Students 109 7. THE OTHER COLUMBINE 114 Bullying 117 The Visibility of Bullying 127 The Role of Adults in Harassment 133 A Toxic Environment 140 Religious Intolerance 141 Injustice 144 Appearances and Reality 153 Mr. DeAngelis 156 Drugs 159 Conclusion 160 8. ERIC AND DYLAN 163 Eric Harris, Instigator and Theorist 163 Dylan Klebold, Willing Follower 186 The Boys Together 196 The Depressive and the Psychopath? 202 Conclusion 206 9. FROM OKLAHOMA CITY TO COLUMBINE 210 Eric Harris and Nazi Skinheads 211 Youth and History 219 The Revolt of the Angry White Male, 1992-1996 224 Angry White Teenagers 227 Rambo Goes to School 234 10. DEAD CELEBRITIES 238 Postmodern Culture and the Cult of Celebrity 241 Youth in a Cold New World 247 Who's Going to Make My Movie? The Killers and Celebrity Status 264 11. GIVE PEACE A CHANCE 268 Good and Evil at Columbine High School 271 Football and Toxic High School Environments 280 Columbine Retrospective 289 Peace Education 298 Peace 313 12. References 318 13. Methodological Appendix
£24.29
Temple University Press,U.S. Multiethnic Moments: The Politics of Urban
Book SynopsisIs anyone listening to minority voices in reforming schools?Trade Review"I like this book very much. The authors come to grips with the impact that the multi-racial character of America's cities will have on a critical aspect of urban politics. Multiethnic Moments is pitched at a level of sophistication that will engage specialists in the field yet written clearly enough to be accessible to undergraduate students." Benjamin Marquez, University of Wisconsin-Madison "Political scientists Susan E. Clarke, Rodney E. Hero, Mara S. Sidney, Luis R. Fraga, and Bari A. Erlichson have done an admirable job in giving readers a road map for understanding how historical trends, power relations, and racial and ethnic demographic changes have influenced the trajectory of urban education reform in four cities: Denver, Los Angeles, San Francisco, and Boston." Teachers College Record "The authors of this timely and provocative work have thoroughly examined the politics of race and education reform in four highly multiracial/multiethnic cities...It is essential reading for reformers of the future who are willing to read it carefully and learn its lessons well." Multicultural Review "While acknowledging the historical importance of biracial politics, the authors move beyond a black versus white racial paradigm to explain the complex reasons for the limited representation and influence Latinos and Asians have experienced...Figures of theoretical models and data tables are a valuable component." Choice "The book is well written and clearly organized...The book would be most appropriate for a graduate course in social policy analysis. Faculty teaching change graduate student courses in social change, social stratification, race and ethnicity, or sociology of education may find this book a useful supplemental text...Parts of this book may be quite useful in an undergraduate course." Teaching Sociology "The rich detail of the case studies (often organized in summary tables in a nicely comparable way) provides much fodder for scholars of urban education seeking other explanations for urban politics...The authors have examined four interesting cases of urban education politics...Multiethnic Moments provides a rich set of hypotheses that could be tested with larger samples and different data sets. That is a valuable contribution to scholars and well worth reading. A second major contribution that needs to be recognized is the utility of the book for classroom usage. The cases are engaging and the analysis is accessible." Perspectives on Politics "This book is an important contribution to our understanding of urban politics...Multiethnic Moments is a 'must-read' for scholars and practitioners in the field of urban education. It provides a useful analytical perspective that helps us to understand better the changing nature of urban education. This book is at the forefront of those studies helping to analyze and explain the growing multiethnic and multiracial of U.S. cities." Urban Affairs Review "Multiethnic Moments is a well-written, historical exploration of urban school reform...[it] deserves recognition for presenting an extensive investigation into the forgotten voices of Latinos and Asians whose calls for educational reforms remain to be addressed within the contemporary U.S. education system." The American Journal of Education, November 2008Table of ContentsIntroduction - Clarence N. Stone 1: Interests, Ideas and Institutions: The Politics of School Reform in Multi-ethnic Cities 2: Race, Ethnicity and Education 3: Local School Reform Agendas: Changing the Rules of the Game 4: The Politics of School Reform in Multi-Ethnic Cities: An Interest Based Perspective 5: Ideas and Education Reform in Multi-Ethnic Cities 6: Institutions and Education Reform in Multi-Ethnic Cities 7: A Developmental Perspective on Education Reform in Multi-Ethnic Cities
£57.60
Temple University Press,U.S. Dewey's Dream: Universities and Democracies in an
Book SynopsisDiscusses how to realize DeweyTrade Review"Dewey's Dreamis intellectually refreshing, provocative, persuasive, jargon free and downright practical. The authors organized the text to model for readers how to intertwine theory and practice to reveal ways that schools can promote participatory democracy. And John Dewey would be proud." -The Journal of Educational ResearchTable of ContentsPreface Introduction: Dewey's Lifelong Crusade for Participatory Democracy Chapter One Michigan Beginnings, 1884-1888 1. 1. Dewey's First Attempt to Combine Theory and Practice Chapter Two Dewey at Chicago, 1894-1904 2.1. President Harper and Chicago's Department of Pedagogy 2.2. Plato's "Republic" and Dewey's "Philosophy of Education" 2.3. Participatory Democratic Societies and Participatory Democratic Schooling Systems 2.4. Dewey's Laboratory School 2.5. Wilhelm Wundt's Psychological Laboratory and Dewey's Scientistic Laboratory School 2.6. Jane Addams, Hull House, and Dewey's Prophetic Essay, "The School as Social Centre" 2.7. The Schooling System as the Strategic Subsystem of Modern Societies Chapter Three Dewey Leaves Chicago for Columbia 3.1. Dewey Abandons Any Attempt To Integrate Schooling Theory and Schooling Practice 3.2. Dewey vs. Lippmann: Participatory Democracy and Face-to Face Neighborly Communities 3.3. Democratic Theory and the Construction of Democratic Cosmopolitan Neighborly Communities Chapter Four Elsie Clapp's Contributions To Community Schools 4.1. Maurice Seay and Community Schools 4.2. The Rise and Decline of the Community School Movement After 1945 Chapter Five Penn and the Third Revolution In American Higher Education 5.1. Increasing Penn's Engagement With Local Public Schools As a Practical Example of Democratic Devolution Revolution 5.2. An Innovative Strategy To Achieve A Democratic Devolution Revolution 5.3. Penn and West Philadelphia Public Schools: Learning By Reflective Doing Chapter Six The Center for Community Partnerships 6.1. Changing Penn's Undergraduate Curriculum To Help Change West Philadelphia Public Schools 6.2. Community Healthcare As A Complex Strategic Problem To "Do Good" And Help Bring About "One University" 6.3. Democratic Partnerships and Communal Participatory Action Research 6.4. President Rodin's Inspiring Vision of Penn and West Philadelphia As Constituting A "Beloved Community" 6.5. President Gutmann Proclaims a "Penn Compact" To "Serve Humanity And Society" Chapter Seven The University Civic Responsibility Idea Becomes An International Movement 7.1. An International Academic Consortium for the Advancement of Democracy Chapter Eight John Dewey, the Coalition for Community Schools, and Developing a Participatory Democratic American Society Notes Acknowledgements
£19.79
Temple University Press,U.S. The Teacher's Attention: Why Our Kids Must and
Book SynopsisReframes the goals of school reformTrade Review"Delavan makes his case well and he handles the overall issues on class size very well. This is a unique book. No one has brought together this large body of literature and work on class size. The references are solid, thorough, and impressive."—Jerome Rabow, Professor Emeritus, University of California, Los Angeles, and Lecturer, California State University, NorthridgeTable of ContentsIntroduction 1. First and Foremost 2. Getting the Crisis Right 3. The Racial Relationship Gap 4. Defiing the Harm: Adult Attention Deficit 5. The Four-Piece Relationship Load Solution 6. The Core of the Relationship Load Effect 7. The Counterarguments 8. The Costs and Savings 9. Implementation at the School and District Levels 10. Implementation at the State and Federal Levels 11. Help from the Private Sector 12. Implementation at Kid Level Conclusion Appendices Notes References Index
£23.39
Temple University Press,U.S. Objectifying Measures: The Dominance of
Book SynopsisExamining the political economy of high-stakes educational testingTrade Review"The novelty of Objectifying Measures is the clarity with which an analysis of statistical discourse is mapped out to show its complex relationship to inequality. Johnson offers a reader-friendly ethnography that demands attention... Her analysis of assumptions and biases which frame and inform standardized testing as a method of defining and measuring failure/progress is timely and important. Highly recommended!"—Katya Gibel Mevorach, Associate Professor, Anthropology Department & American Studies Concentration at Grinnell CollegeTable of ContentsAcknowledgments 1. Introduction 2. Contextualizing Education within the Racial Politics of Texas 3. Statistical Objectification, Governmentality, and Race in High- Stakes Testing 4. Commodification, Privatization, and Political Economy of Statistical Discourse 5. Statistical Objectification, Truth, and Hegemony 6. Between Women and the State of Texas: Representation and the Politics of Experience 7. Conclusion Chronology: Timeline of Testing in Texas, 1970– 2003 Notes Bibliography Index
£25.19
PennWell Books Step Up and Lead
Book SynopsisIn his new book Step Up and Lead, Frank Viscuso—author, speaker, and career deputy chief—shares the secrets of effective fire service leadership, introduces the traits and skills essential for successful fire service leaders, and discusses the importance of customer service. Designed to help you reach the top of your profession, this new book is considered must-read material for anyone who is ready to step up and lead!Contents: Foreword by Vincent Dunn; Acknowledgments; A leader of one; Leadership traits; Leadership skills; Customer service; Call to action; Index.Features and Benefits: Utilise the talents, skills & abilities of others Effectively delegate tasks Deal with subordinate problems Critique others Prevent freelancing Create a mentorship programme Improve workplace morale Provide praise and recognition Conduct effective meetings Tackle administrative tasks Create programmes Communicate and present Lead on the fireground Set and achieve goals Provide exceptional customer service Make high pressure decisions Gain a competitive advantage with promotions
£53.25
PennWell Books 25 to Survive: Reducing Residential Injury and
Book SynopsisTwo seasoned fire officers take an in-depth look into the causes of line of duty deaths in residential building fires, and offer incident recommendations. This book is designed to provide firefighters and fire officers “street proven” tips, techniques, and company-level drills that address and overcome the 25 most common errors that occur at residential building fires.
£75.20
Brookes Publishing Co Leadership Strategies for Successful Schoolwide Inclusion: The STAR Approach
Book SynopsisEffective, integrated care across clinical, classroom, and home settings: that's what every student with ADHD needs to achieve academic and social success. Now professionals have one complete, highly accessible guide to delivering this kind of coordinated treatment for children in Grades 1-8. Aligned with the AAP's new guidelines for ADHD management, this essential resource is the key to developing a comprehensive treatment program-one that combines the expertise of school psychologists, educators, primary care providers, and the child's family. Professionals will get practical, research-based guidelines that help with every stage of ADHD management, including: Conducting universal and individual screening for ADHD and comorbid disorders; accurately diagnosing ADHD using in-depth information from parents and the other professionals who work with the child; using today's most effective interventions for ADHD, with detailed discussion of both psychotropic medications and behavioral strategies in home and school settings; developing successful classroom-based strategies that combine the contributions of teachers, parents, peers, and the child himself; managing the functional impairments associated with ADHD; including difficulties with academic performance and relationships with peers and authority figures; adopting a family-centered approach, so parents are true partners in the diagnosis and management of ADHD maintaining open, coordinated communication between the family, primary care provider, educators, mental health clinicians, and other professionals. To support the whole team as they work toward a solid plan for ADHD management, this guidebook also includes annotated lists of research articles, websites, and books that address the needs of every team member-including teachers, health professionals, and families. And because the book is reader friendly and free of field-specific jargon, it's the one ADHD resource that helps a wide range of professionals understand each other's roles and work together effectively. An ideal professional development resource for clinicians and educators, this book will help every adult in a child's life contribute to coordinated ADHD care that really improves outcomes. Effective, integrated care across clinical, classroom, and home settings: that's what every student with ADHD needs to achieve academic and social success. Now professionals have one complete, highly accessible guide to delivering this kind of coordinated treatment for children in Grades 1-8. Aligned with the AAP's new guidelines for ADHD management, this essential resource is the key to developing a comprehensive treatment program-one that combines the expertise of school psychologists, educators, primary care providers, and the child's family. Professionals will get practical, research-based guidelines that help with every stage of ADHD management, including: Conducting universal and individual screening for ADHD and comorbid disorders; accurately diagnosing ADHD using in-depth information from parents and the other professionals who work with the child; using today's most effective interventions for ADHD, with detailed discussion of both psychotropic medications and behavioral strategies in home and school settings; developing successful classroom-based strategies that combine the contributions of teachers, parents, peers, and the child himself; managing the functional impairments associated with ADHD; including difficulties with academic performance and relationships with peers and authority figures; adopting a family-centered approach, so parents are true partners in the diagnosis and management of ADHD maintaining open, coordinated communication between the family, primary care provider, educators, mental health clinicians, and other professionals. To support the whole team as they work toward a solid plan for ADHD management, this guidebook also includes annotated lists of research articles, websites, and books that address the needs of every team member-including teachers, health professionals, and families. And because the book is reader friendly and free of field-specific jargon, it's the one ADHD resource that helps a wide range of professionals understand each other's roles and work together effectively. An ideal professional development resource for clinicians and educators, this book will help every adult in a child's life contribute to coordinated ADHD care that really improves outcomes.
£29.71
Brookes Publishing Co Developing Cross-Cultural Competence: A Guide for
Book SynopsisAs the US population grows more and more diverse, how can professionals who work with young children and families deliver the best services while honouring different customs, beliefs, and values? The answers are in the fourth edition of this bestselling textbook, fully revised to reflect nearly a decade of population changes and best practices in culturally competent service delivery. The gold-standard text on cross-cultural competence, this book has been widely adopted by college faculty and trusted as a reference by in-service practitioners for almost 20 years. For this timely NEW edition, the highly regarded authors have carefully updated and expanded every chapter while retaining the basic approach and structure that made the previous editions so popular. New to this edition is a revised chapter on African American roots; thoroughly updated and expanded chapters; expanded coverage of disabilities; more on spiritual and religious diversity; and strategies for helping families make decisions about language use (English-only vs. preservation of native language).Equally valuable as a textbook and a reference for practicing professionals, this comprehensive book will prepare early interventionists and other professionals to work effectively with families whose customs, beliefs, and values may differ from their own.
£46.75
Brookes Publishing Co Strategic Co-Teaching in Your School: Using the
Book SynopsisAs a school leader, you probably know about the benefits of co-teaching in inclusive classrooms and maybe your school already puts it into practice. Now there’s a book that helps your school take collaborative teaching and learning to the next level, so educators benefit from each other’s expertise and all students succeed and meet their goals.This book gives you a detailed, step-by-step guide to the research-based Co-Design Model, an innovative, schoolwide approach used in districts nationwide to strengthen collaboration and inclusion. Going far beyond typical co-teaching models focused only on instruction, the proven Co-Design Model works because it targets nine areas essential to inclusive, collaborative education creates a powerful network of support for teachers and administrators improves all students access to the general curriculum and highly qualified teachers ensures appropriate instruction in the least restrictive environment makes the most of each educator s background knowledge and skill sets promotes trust, open dialogue, and parity between teaching partners improves classroom management and creates a sense of community increases student engagement and reduces off-task behaviour With the in-depth guidance, real-life success stories, and helpful forms and checklists in this book, you’ll have what you need to implement the Co-Design Model. You’ll also get dedicated chapters on four proven pathways that support the model: co-teaching, differentiated instruction, technology and scaffolding. Each chapter examines one pathway in detail and gives you strategies for promoting collaborative practices across grade levels and content areas. Start putting the Co-Design Model to work in your school, and you’ll see the benefits of truly inclusive, collaborative education: enhanced teacher performance and higher achievement for all students.
£33.96
Brookes Publishing Co Understanding RTI in Mathematics: Proven Methods
Book SynopsisWhat do we know about RTI in math, why does it work, and how should K-12 teachers use it to ensure high-quality instruction and better outcomes? Find out in this definitive research-based text from more than 25 of today's top experts.Response to intervention - it's already improving reading outcomes in classrooms across the country, and this approach can be equally effective for K-12 mathematics instruction. This is the definitive volume on RTI in math: what we know about it, why it works, and how to use it to ensure high-quality math instruction and higher student achievement.Edited by National Math Panel veteran Russell Gersten with contributions by all of the country's leading researchers on RTI and math, this cutting-edge text blends the existing evidence base with practical guidelines for RTI implementation. Current and future RTI coordinators, curriculum developers, math specialists, and department heads will get the best, most up-to-date guidance on key facets of RTI in math: • conducting valid and reliable universal screening in mathematics • using evidence-based practices to provide a strong general education curriculum for effective Tier 1 instruction •• implementing explicit, research-based teaching practices for students who need Tier 2 and 3 instruction •• monitoring students' progress with high-quality tools and measures •• motivating and engaging struggling students receiving Tier 2 and 3 instruction •• teaching students to use an array of visual representations to help them solve math problems •• tailoring RTI for every grade level, from kindergarten through high school •• using RTI to target specific mathematical proficiencies and concepts, such as number sense, word problems, algebra, and ratios and proportionsFilled with vignettes, accessible summaries of the most recent studies, and best-practice guidelines for making the most of RTI, this comprehensive research volume is ideal for use as a textbook or as a key resource to guide decision makers. Readers will have the knowledge base they need to strengthen mathematics instruction with proven RTI practices - and help ensure better math outcomes for students at every grade level.
£33.96
