Moral and social purpose of education Books
University of Toronto Press Taoism Teaching and Learning
Book SynopsisThe ancient Chinese philosophy of Taoism contains profound wisdom about the cosmos, nature, human life, and education. Taoism seeks to be in harmony with nature, and using it as a guide can help us live in a way that is healing to both ourselves and the planet. Taoism, Teaching, and Learning identifies key aspects of Taoist thought and highlights how these principles can promote a holistic approach to teaching and learning. In particular, this book offers educators guidelines and pedagogical examples for how to instil a perspective of interconnectedness into their classrooms. It sheds light on how philosophical Taoism articulates a vision of the universe and life that mirrors the actual realities of nature. Providing frameworks and methods for teaching and learning based on the interconnectedness of life, Taoism, Teaching, and Learning develops an inspiring vision for education and helps us to see our world in a deeply holistic and meaningful way.Table of ContentsForeword Preface 1. Exploring Taoist Educational Philosophies in a Classical Suzhou Garden 2. Bringing Education into Harmony with the Way Things Are 3. Self-Cultivation 4. Wu-Wei: Teaching with Ease and Grace 5. Balancing Yin and Yang 6. Taoism and Holistic Education 7. Yin and Yang: Play in Kindergarten and the Teachers’ Role 8. A New Vision for Education
£17.99
University of Toronto Press Ivan Illich Fifty Years Later
Book SynopsisIn 1971, priest, theologian, and philosopher Ivan Illich wrote Deschooling Society, a plea to liberate education from schooling and to separate schooling from the state. On the occasion of the fiftieth anniversary of its publication, Ivan Illich Fifty Years Later looks at the theological roots of Illich’s thought and the intellectual and ideological strands that contributed to his ideas. Guided by the central question of how Illich reached the point of writing Deschooling Society, the book sheds light on how Illich produced a critique of schooling that can be defined by its eclecticism. Bruno-Jofré and Igelmo Zaldívar explore how this controversial book was framed by Illich’s early neo-scholastic and anti-modern foundation, his discovery of St. Thomas through Jacques Maritain, and the existential turning points that influenced his public life and intellectual direction in moving from a critique of the Church as institution to a critique of sTable of ContentsForeword Introduction 1. Ivan Illich: From the Dalmatian Coast, through Vienna, to Rome (1926–1951) 2. Beyond a Unilinear Development of Illich’s Thinking: An Inquiry into Temporal Layers of Thought Forming His Critical View of the Church and the School 3. CIDOC as an Independent Intellectual Hub and the Conflict with the Church 4. Completing the Journey to Deschooling Society: A Radical Critique of Schooling 5. Going Back to Deschooling Society Index
£35.10
University of Toronto Press Social Justice Pedagogies
Book SynopsisThis collection aims to develop and provide new platforms and strategies for making social justice education more accessible.Table of ContentsList of Illustrations Acknowledgments Preface 1. Editor’s Introduction Katrina Sark 2. Resurgent Mobilizations and Decolonial Practices in Education Sage Lacerte 3. Social Justice Pedagogy: Memorial Work in Action Helga Thorson 4. It Takes a Village – New Pedagogical Approaches to Collaborative Inquiries with Holocaust Survivors and Their Descendants Charlotte Schallié 5. Historical Objects as Tools for Social Justice: How Holocaust Artefacts Can Bridge Social Justice and Human Rights Pedagogies Braden Russell 6. Fostering Justice in Learning Relationships among Social Work Students Sarah Todd 7. Paying Attention to Everyday Discourse: Critical Pedagogies for Disrupting Language and Power Beth Buyserie and Ashley S. Boyd 8. Writing Fictional Narratives to Promote Social Justice Education: Towards a Heuristic-Dialogic Model of Didactic Design Franco Passalacqua 9. Teaching Mental Illness through Film and Film through Mental Illness Tobias Dietrich 10. Future Perfect: Teaching the Power of Emancipatory Imagination Nina Belmonte 11. Experiencing Social (In-)Justice and Empathy through Drama Pedagogy: Lessons from a Student Theatre Production of G.E. Lessing’s Nathan the Wise Elena Pnevmonidou 12. Teaching Politically Relevant Authentic Texts: Integrating Social Justice Pedagogies and Literacy-Based Approaches in the Beginning Language Classroom Kathryn Sederberg and Magda Tarnawska Senel 13. Transnational Hip-Hop and Social Justice Pedagogy: Approaches to Race and Belonging in the Media Studies Classroom Didem Uca, Kate Zambon, and Maria Stehle 14. Podcast Pedagogy: Addressing Populism and Social Justice as Vocal Justice Peter Schweppe and Adrian Richard Wagner 15. The Integration of Social Justice Pedagogy through Virtual Exchange Diane Ceo-DiFrancesco 16. Intercultural Telecollaboration as Social Pedagogy Jennifer Ruth Hosek 17. Fashion and Social Justice – Teaching and Questioning Otto von Busch 18. Getting Beyond Alterity: Building a Just Post-Fashion Curriculum Sandra Niessen 19. Social Justice, Intersectionality, and Decoloniality Katrina Sark Contributors
£45.05
University of Toronto Press Rethinking Freire and Illich
Book SynopsisMarking the fiftieth anniversary of two of the most influential books in modern educational and social theory, Rethinking Freire and Illich introduces readers to the results of the symposium of Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society. The collection uniquely analyses Freire and Illich together, although not in a comparative way. It acknowledges that both Freire and Illich led in different ways to a new approach to perceiving and understanding the concept of liberation as a human condition, while also presenting current criticisms of their work from a gendered perspective and by Indigenous scholars in the US and Canada. Drawing on contributions from historians of education, theologians, digital experts, and philosophers of education, the book offers a historical analysis using extensive primary sources and an originality of topics. It introduces the ways in which the current generation reads the overall Table of ContentsIntroduction Rosa Bruno-Jofré, Michael Attridge, and Jon Igelmo Zaldivar Part I: Historical Framework 1. Pedagogy of the Oppressed and Deschooling Society in the Long 1960s: A Contextualization Rosa Bruno-Jofré and Jon Igelmo Part II: Theological Intersections in Freire’s Work and Their Impact on Catholicism 2. The Reception of Paulo Freire at the Second Episcopal Conference of Latin America (CELAM II) in 1968 Michael Attridge 3. Paulo Freire and the Jesuit Intellectual and Educational World in Chile (1964–1969): A Collateral and Indirect Relationship Cristobal Madero 4. Lonergan and Freire: An Initial Conversation Darren Dias 5. “The Wolf Shall Dwell with the Lamb”: Traces of Prophetic Judaism in the Concept of Love in Pedagogy of the Oppressed Gonzalo Jover and David Luque 6. Sisters of Our Lady of the Missions (RNDM) and Paulo Freire: Weaving a Web of Life Veronica Dunne Part III: Freire and Illich and Contemporary Critical Issues in Education 7. Ivan Illich, Gender, and Energy R.W. Sandwell 8. Building Convivial Educational Tools in the Twenty-First Century Ana Jofre, Kristina Boylan, and Ibrahim Yucel 9. In Support of Critical Thinking Education: Praxis and Dialogue in Digital Learning Ina Ghita 10. The Ideas of Ivan Illich in the History of the Homeschooling/Unschooling Movement and His Intellectual Relationship with John Holt Jon Igelmo Zaldívar and Patricia Quiroga Uceda 11. “The Time Has Come to Make the World Safe from Lifelong Education”: John Ohliger, Ivan Illich, and Mandatory Continuing Education Josh Cole Part IV: Freire and Illich and Indigeneity 12. From Nutrix Educat to Ju-jum dakim: A Possible Resolution for Ivan Illich’s Forsaken Ritual Chris Beeman 13. Reading Pedagogy of the Oppressed through the Lens of Indigenous Education: Reflections on Overlaps, Departures, and Social Developments Lindsay A. Morcom Part V: Freire in Attempts at Transformation in Asia in the Last Decades 14. An Historical Analysis of the Application of Paulo Freire’s Critical Literacy in the Design of the Rural Advancement Committee’s (BRAC) Functional Education Curriculum in Bangladesh from 1972 to 1981 Mohammad Fateh 15. The Influence and Legacy of Freire’s Ideas on Adult Literacy in Post-New War Timor-Leste Tom O’Donoghue Part VI Epilogue: From Theory to Practice and Back Again James Scott Johnston Artist’s Statement Alan Wilkinson
£44.10
University of Toronto Press Feeling Obligated
Book SynopsisFeeling Obligated illustrates and interrogates the experience of teaching in today's Canadian schools.Table of ContentsAcknowledgments Introduction: The “Miserable Conditions” of Teaching 1. Precarious Others: Valuing Singularity 2. Alienation and Exclusion: Appreciating Proximity 3. Shamed and Shaming: Honouring Students 4. Destitute and Dying: Preserving Dignity 5. Fears and Frustrations: Acknowledging Desire 6. Revitalizing Teaching as Vocation Index
£52.70
University of Toronto Press Feeling Obligated
Book SynopsisFeeling Obligated combines theoretical insights with the first-hand experiences of Canadian teachers to illustrate the impact of neoliberalism the installation of market norms into educational and social policies on teachers’ professional integrity. Anne M. Phelan and Melanie D. Janzen illustrate the miserable conditions in which teachers teach, their efforts to navigate and withstand those circumstances, and their struggle to respond ethically to students, especially those already marginalized economically and socially. Exploring how educational policies attempt to recast teachers as skilled clinicians, the book revitalizes a conversation about teaching as a vocation wherein the challenge of obligation is of central concern. Haunted by what has already happened and threatened by what may yet occur, Feeling Obligated foregrounds the challenge of ethical obligation in teaching and makes a strong case for the revitalization of teaching as a vocation, Table of ContentsAcknowledgments Introduction: The “Miserable Conditions” of Teaching 1. Precarious Others: Valuing Singularity 2. Alienation and Exclusion: Appreciating Proximity 3. Shamed and Shaming: Honouring Students 4. Destitute and Dying: Preserving Dignity 5. Fears and Frustrations: Acknowledging Desire 6. Revitalizing Teaching as Vocation Index
£19.79
Lexington Books Engaging Civic Engagement
Book SynopsisCivic education in higher education is housed in various types of institutions (i.e., community colleges, four year universities, public and private institutions), institutional offices, academic departments, and larger, cross-campus initiatives and organizations. Civic education programs promote numerous activities to foster student engagement both inside and outside the classroom. Many in higher education have embraced the civic education movement; however, as with other social movements, the civic education movement is still a contested area. Defining civic education (i.e., civic engagement, service learning, political engagement, community engagement, etc.) becomes problematic because there seems to be as many terms for civic education as there are civic education scholars. Engaging Civic Engagement: Framing the Civic Education Movement in Higher Education provides a comparative analysis of major approaches to civic education in the civic education moment, including implications foTrade ReviewScholars interested in the civic education movement in higher education have long struggled with efforts to reach consensus on a definition for civic engagement. In this book, Dr. Woolard exposes the lack of conceptual clarity and offers ground breaking analysis of many of the predominant perspectives in this debate. -- Stephen Hunt, Illinois State UniversityWith his very thorough Gramscian analysis, Woolard provides a virtual epistemology of each singular approach to civic education—its history, aims, pedagogy, even its scholarly literature and rhetoric…Woolard uses his analysis to develop a pedagogy that could make a collection of disparate approaches more unified in its intentions. His frames analysis offers hundreds of reasons why these singular programs are more compatible than we think, and how clear, common goals can be discovered. His practical lists of major scholars, sponsors and practitioners makes this book a uniquely valuable resource for champions of civic education. -- John W. Presley, Emeritus, Illinois State UniversityWith many institutions in higher education embracing civic engagement as a core value, experiences and best practices of civic engagement vary widely as universities prepare students for citizenship. Dr. Woolard’s comprehensive book contributes useful insights into concept articulation as well as strategies to help scholars and teachers deal with the changing landscape of this dynamic concept. -- Lance Lippert, Illinois State UniversityTable of ContentsContents Chapter 1: Civic Education in Higher Education Chapter 2: Conceptualizing Frames Analysis Chapter 3: Civic Education Frames Chapter 4: Developing a Civic Education Pedagogy Appendix A: Analysis Process Overview Appendix B: Civic Education Framing Matrix References About the Author
£68.40
Pan Macmillan I Heard What You Said
Book SynopsisAn Amazon Best Non-Fiction Book of 2022'Essential reading' - The Guardian'Sharp and witty with moments of startling candour' - The i'Makes a powerful case' - Rt Hon Lady Hale‘Revealing and beautifully written’ - David Harewood________Before Jeffrey Boakye was a black teacher, he was a black student. Which means he has spent a lifetime navigating places of learning that are white by default. Since training to teach, he has often been the only black teacher at school. At times seen as a role model, at others a source of curiosity, Boakye’s is a journey of exploration – from the outside looking in.In the groundbreaking I Heard What You Said, he recounts how it feels to be on the margins of the British education system. As a black, male teacher – an English teacher who has had to teach problematic texts – his very existence is a provocation to the status quo, giving him a unique perspective on the UK’s classrooms.Through a series of eye-opening encounters based on the often challenging and sometimes outrageous things people have said to him or about him, Boakye reflects on what he has found out about the habits, presumptions, silences and distortions that black students and teachers experience, and which underpin British education.Thought-provoking, witty and completely unafraid, I Heard What You Said is a timely exploration of how we can dismantle racism in the classroom and do better by all our students.________'Hugely important' - Baroness Lawrence'Deeply compelling, intellectually rigorous and essential' - Nels Abbey'Personal and political, profound and playful' - Darren Chetty'Written with passion, fury, knowledge and, in spite of the painful subject, wit' - Patrice LawrenceTrade ReviewEssential reading for teachers, those who run educational institutions, parents – but perhaps most of all for Black children . . . it could be a ray of hope. * The Guardian *Makes a powerful case: until we have rid our educational system of its dominant whiteness we cannot hope to give all our children the educational experience they need and deserve. * Rt Hon Lady Hale *Brave, brutally honest, funny and necessary. Jeffery captures the Black teaching experience in such a powerful and potent way. The book of the year. * Ben Lindsay, author of We Need To Talk About Race *Written with passion, fury, knowledge and, in spite of the painful subject, wit. * Patrice Lawrence MBE, prize-winning author of Orangeboy *Deeply compelling, intellectually rigorous and essential. * Nels Abbey, author of Think Like a White Man *Personal and political, profound and playful, Boakye's sharp analysis of the classroom and the staffroom is essential reading for anyone with a stake in education. * Darren Chetty, co-author of How to Disagree *I couldn't put it down . . . a must read. * Laura Henry-Allain MBE *An incredibly powerful, gripping book . . . energising, uplifting and optimistic and eye-opening and challenging. * Tom Sherrington (@teacherhead) *I found myself being educated, delighted, saddened, informed, surprised, shocked, touched and enlightened in turn . . . A must-read book. * Sue Cowley, author, presenter and teacher *A signature blend of endearing wit and engaging prose. * K. DeMi Ryans *Timely and thought provoking. * Leninna Ofori (@healingoverhandbags) *
£15.29
Pan Macmillan I Heard What You Said: A Black Teacher, A White
Book SynopsisShortlisted for the Bread & Roses AwardAn Amazon Best Non-Fiction Book of The Year‘Essential reading‘ – The Guardian‘Sharp and witty with moments of startling candour‘ – The i‘Revealing and beautifully written‘ – David Harewood_____A thought-provoking and fearless exploration of how we can dismantle racism in the classroom and do better by all our students.???????Before Jeffrey Boakye was a black teacher, he was a black student. Which means he has spent a lifetime navigating places of learning that are white by default. Since training to teach, he has often been the only black teacher at school. At times seen as a role model, at others a source of curiosity, Boakye’s is a journey of exploration – from the outside looking in.In the groundbreaking I Heard What You Said, he recounts how it feels to be on the margins of the British education system. As a black, male teacher – an English teacher who has had to teach problematic texts – his very existence is a provocation to the status quo, giving him a unique perspective on the UK’s classrooms.Told through a series of eye-opening encounters based on the often challenging and sometimes outrageous things people have said to him or about him – from ‘Can you rap?‘ and ‘Have you been in prison?‘ to ‘Stephen who?‘ – Boakye reflects with passion and wit on what he has found out about the presumptions, silences and distortions that underpin the experience of black students and teachers._____‘Hugely important‘ – Baroness Lawrence‘Deeply compelling, intellectually rigorous and essential‘ – Nels Abbey‘Makes a powerful case‘ – Rt Hon Lady HaleTrade ReviewEssential reading . . . perhaps most of all for those Black children who may be currently going through school not realising why they are made to feel small, out of step and unworthy. For them in particular, it could be a ray of hope. * The Guardian *I Heard What You Said makes a powerful case: until we have rid our educational system of its dominant whiteness we cannot hope to give all our children the educational experience they need and deserve. -- Rt Hon Lady HaleRevealing and beautifully written. -- David HarewoodWritten with passion, fury, knowledge and, in spite of the painful subject, wit. Do you want to break down entrenched structural racism in schools? Then read this. -- Patrice Lawrence MBE, prize-winning author of OrangeboySharp and witty with moments of startling candour. * The i *Deeply compelling, intellectually rigorous and essential . . . The more people read this book, the better our education system will be understood. -- Nels Abbey, author of Think Like a White ManA riveting account . . . Rich with entertaining anecdotes. * The Bookseller *Personal and political, profound and playful, Boakye's sharp analysis of the classroom and the staffroom is essential reading. -- Darren Chetty, co-author of How to DisagreeThe book I’ve been waiting for and the book every teacher should read. Brave, brutally honest, funny and necessary. -- Ben Lindsay, author of We Need To Talk About RaceI couldn't put it down . . . a must read. -- Laura Henry-Allain MBEAn incredibly powerful, gripping book . . . It's simultaneously energising, uplifting and optimistic and eye-opening and challenging. -- Tom Sherrington (@teacherhead)I found myself being educated, delighted, saddened, informed, surprised, shocked, touched and enlightened in turn . . . A must-read book. -- Sue Cowley, author, presenter, teacherA signature blend of endearing wit and engaging prose. -- K. DeMi RyansTimely and thought provoking. -- Leninna Ofori (@healingoverhandbags)An impassioned, articulate, and irresistible call to arms. * SchoolsWeek *
£9.89
Vintage Publishing Sad Little Men: Inside the secretive world that
Book Synopsis'Read this book' Alastair Campbell'A really wonderful book' Nigella Lawson via TwitterIn 1975 Richard Beard was sent away to boarding school. So were Boris Johnson and David Cameron.He didn't enjoy it. But the first and most important lesson was not to let that show.A public school education has long been accepted in Britain as a preparation for leadership, but being separated from your parents at a young age is traumatic. What sort of adult does it mould? Tackling debates about privilege head-on, Sad Little Men reveals what happens when you put a succession of men from boarding schools into positions of influence, including at 10 Downing Street, and asks the question: is this really who we want in charge?'The most important book I've read this year' Adam RutherfordTrade ReviewRead this book * Alastair Campbell *Definitive and brilliantly expressed * Viv Groskop *Dazzling in its anger and the force of its argument * Times Literary Supplement *A sensitive and incisive analysis of the British class system...insanely readable * Tom Holland, author of Dominion *One of the finest polemics I have ever come across... Sad Little Men has been an eye-opener * Spectator *
£10.44
Bristol University Press Ethnic Segregation Between Schools: Is It
Book SynopsisThere is an enduring belief amongst some that segregation is worsening and undermining social cohesion, and that this is especially visible in the growing divides between the schools in which our children are educated. This book uses up-to-date evidence to interrogate some of the controversial claims made by the 2016 Casey Review, providing an analysis of contemporary patterns of ethnic, residential and social segregation, and looking at the ways that these changing geographies interact with each other.Table of ContentsEthnic Segregation in England: Discourse and Debate The Changing Ethnic Composition of the School- Age Population Measures of Segregation and Diversity Across Local Authorities How Concentrated Are Ethnic Groups in Schools? Does School Choice Add to Residential Ethnic Segregation? Do Socio- Economic Separations Add to Ethnic Segregation? Conclusion: Ethnic Segregation Is Not Increasing
£71.99
Bristol University Press Decolonizing Education for Sustainable Futures
Book SynopsisBringing together the perspectives of researchers, policy makers, activists, educators and practitioners, this book critically interrogates the Western-centric assumptions underpinning education and development agendas and the colonial legacies of violence they often uphold. The book considers the crucial connection between the idea of sustainable futures and the demand to decolonize education. Containing an innovative mixture of text, stories and poetry, it explores how decolonized futures can be conceived and enacted, offering theoretical and practical examples, including from practice in educational and cultural organizations. In doing so, the book highlights education’s potential role in facilitating processes of reparative justice that can contribute to decolonized futures.Table of ContentsIntroduction – Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly Part 1: Connecting Decolonial and Sustainable Futures in Education 1. Decolonizing Education for Sustainable Futures: Some Conceptual Starting Points – Leon Tikly 2. Learning To Become With the World: Education for Future Survival – Common Worlds Research Collective 3. Knowledge Production, Access and Governance: A Song From the South – Catherine A. Odora Hoppers Part 2: Decolonizing Education for Sustainable Futures: From Theory to Practice 4. Reimagining Education: Student Movements and the Possibility of a Critical Pedagogy and Feminist Praxis – Tania Saeed 5. British Council Dialogues on Decolonization – Yvette Hutchinson 6. Decolonizing the University: A Perspective From Bristol – Alvin Birdi 7. Decolonizing the Curriculum in English Secondary Schools: Lessons From Teacher-Led Initiatives in Bristol – Terra Glowach, Tanisha Hicks-Beresford and Rafael Mitchell 8. Little Voices: Embracing Difference in Bristol Schools Through Engaging Learner Voices – Ben Spence Part 3: Education’s ‘Reparative’ Possibilities: Responsibilities and Reckonings for Sustainable Futures 9. Indigenous Education and Activism: Dignity and Repair for Inclusive Futures – Tarcila Rivera Zea 10. Learning With the Past: Racism, Education and Reparative Futures – Arathi Sriprakash, David Nally, Kevin Myers and Pedro Ramos-Pinto 11. Decolonizing Citational and Quotational Practices as a Reparative Politics – Esther Priyadharshini 12. Reparative Pedagogies – Julia Paulson Conclusion – Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly Afterword – Robin Shields
£76.50
Nova Science Publishers Inc Moral Development and Behavior: New Research
Book SynopsisThe aim of this book is to discuss the concepts, challenges, and successes related to developing character and moral decision making in students of a variety of ages. This book is intended to reach an audience of teachers and teacher educators - partiality physical educators and youth coaches. Readers of this book will be enlightened to new practices and research methodologies to measure the moral climate of their learning environments and the moral and character trends in their classrooms and learning spaces. The editor''s hope is that readers use the information and suggestions shared in this book to improve their practice by emphasizing the elements which advances the moral decision making skills, social interaction skills, and intrapersonal development of students in their care. This book presents leading-edge research and discusses moral development concepts from the perspectives of both grade-school and university instruction. It considers the unique learning needs of elementary-age children and the diverse learning environments of college-aged students, providing approaches to both contexts. This book is authored by several expert university faculty members specializing in such disciplines as business, kinesiology, teacher education, and educational psychology. The main topics in-line with the theme of this book are: defining moral character; university business student moral expression trends; the systematic observation and quantification of positive moral behavior during sport and physical education; youth character development programs; pedagogical curriculum models; and moral development within inclusive physical education.
£58.39
Nova Science Publishers Inc A University AssistedCommunitySchools Approach to
Book SynopsisAs this book cogently states this is an eclectic examination of current social problems using the lenses of literature, whether fiction or non-fiction, to open doors to understanding the potential for new and creative interventions that have the potential for transformative change. The beginning quote from Toni Morrison bringing light to those who don't always find themselves true ownership to the land to which they are rooted in is a climate system for readers of this book. James Agee and Walker Evans provide a clear and yet complex vision of how they came to study three families in Hale County, Alabama. Their work gives excellent details on how to enter cultures different from their own. Hillbilly Elegy, Appalachian Reckoning and Nickel Boys all written in the past three years yield description and rhetoric that inform social scientists of the human condition. Appalachian Reckoning disputes much of what J.D. Vance wrote. Furious Hours is an excellent source for data collection and analysis. Literature is not new to social commentary but these are contemporary works that can help scholar activists and public researchers who are doing research and publishing for the public. This is a major goal of this book. Educational issues and their intersection with crime and mental issues are key topics of this cogent book. Opportunity gaps, school to prison pipeline, anxiety and many more issues are fodder for scholar activists that are adumbrated in this forceful book. The community school is proffered as a hub of services for those thorny issues. The school is the place to offer services because so many are fractured in this country today and very likely to become more so. Systemic thinking is a key part of the interventions applied currently. A plus on this topic is that systems thinking is presented in a demystifying way. Vignettes are a strength of this book in that they are what happened and they give readers insight into what worked and what didn't. If you are a bridge player, one peak is worth two finesses. The people in these vignettes are as alive today as they were when these events took place.Table of ContentsAcknowledgementsIntroduction: On the Relevancy of Toni MorrisonPrologueArt, Science, and Value: University Assisted Community SchoolsOn Making Let Us Now Praise Famous Men a Valuable Social Science Tool for Understanding Poor People and PovertyCommunity Schools: What Are They? Important Scholar Activists SpeakA Novel Way to Examine Social Science Questions: Casey Cep and Colson Whitehead, Following the Tradition of James Agee and Walker EvansThe Past, Present, and Future of the Goals of Education for All: Some Personal AsidesHistorical Antecedents: What Roles for Universities in Community ChangeAppendixEpilogueReferencesIndex.
£67.99
SAGE Publications Inc High School Mathematics Lessons to Explore,
Book SynopsisEmpower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world. Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content cross-referenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students’ unique passions and challenges Timelier than ever, teaching mathematics through the lens of social justice will connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future.Table of ContentsPreface by NCTM Past-President Robert Berry and NCSM Past-President John Staley Introduction Part I Chapter 1 Why is Social Justice and Why Does it Matter in Teaching Mathematics What Do We Mean by Social Justice? What is Teaching Mathematics for Social Justice Why Social Justice in Mathematics Education Reflection and Action Chapter 2 Getting Ready for Classroom Context Matters Context Matters When Matters How Matters Chapter 3 Instructional Tools for the Social Justice Mathematics Lesson Establishing Goals Assessign Purposefully Teaching Equitably Managing Discourse Conclusion Reflection and Action Chapter 4 Teaching the Social Justice Mathematics Lesson Social Justice Mathematics Framework Planning to Implement SJML Last Words Before You Go Teach Conclusion Reflection and action Part II Chapter 5 Number and Quantity 5.1 The Mathematics of Transformation Resistance by Mary Candance 5.2 Do Just Some Students Take Honors Course? By Basil Conway 5.3 LISTEN to GLSEN by Bryan Meyer and John W. Staley 5.4 Estimated Wealthy Distribution in USA and the World by Enrique Ortiz Chapter 6 Algebra and Functions 6.1 Children at the Border: Looking at the Numbers by Samantha Fletcher and Holly Anthony 6.2 Climate Change in Alaska by Basil Conway IV 6.3 Culturally Relevant Income Inequality by Andrew Reardon 6.4 Intersectionality and The Wage Gap by Stacy Jones, Carlos Gomez, HIlary Tanck, and Eric Siy 6.5 Literacy: What matters and why? By Frances Harper and Stephanie Orr 6.6 What′s a Fair Living Wage? By Frances Harper 6.7 What′s the Cost of Glbalization? By Allyson Hallman-Thrasher and Rachel Eriksen Brown Chapter 7 Statistics and Probability 7.1 A False Positive by Bryan Meyer 7.2 Are you a Citizen? 2020 Census by Travis Weiland and Lisa Poling 7.3 "BBQ, Becky," Policing, and racial Justice by Mary Raygoza 7.4 Do Postal Codes Predict Test Scores? by Allyson Lam 7.5 Humanizing the Immigration Debate by Aysenur Ozturk and Steve Lewis 7.6 Prison Population by Cristina Tyris 7.7 Sampling Disaster by Ginny Powell and America Powell Chapter 8 Geometry 8.1 Bringing Healthy Food Choices to Desert by Shakiyya Bland 8.2 Gerrymandering by Sven A. Carlsson 8.3 Making Mathematical Sense of Food Justice by Jessica Davidson, Dr. Steven Greenstein, Debasmita Bas, and Julia Davidson 8.4 Paralympics by Eric Siy, Stacy R. Jones, Carlos, Nicholas Gomez, and HIlary Tanck Part III Chatper 9 Voices from the Field Success Implementing SJMLs Planning for and Responding to Challenges Additional Advice to Colleagues Implementing SJMLs Conclusion Closing Thoughts from Our Contributors Chapter 10 Creating Social Justice Mathematics Lessons for your Own Classroom Setting a Framework for an Effective SJML Getting Started Final Words Appendix A Recommended readings & resources Appendix B Resources names in lessons Appendix C Mathematical Essential Concepts Appendix D Social Justice Standards & Topics Appendix E Lessons by Math Content, Social Justice Outcomes, and Social Justice Topics Appendix F SJML Planner
£34.95
Taylor & Francis Inc Most College Students Are Women: Implications for
Book Synopsis* Reveals continuing barriers to success for women students* Offers remedies that will benefit all studentsWhat are the realities behind recent press reports suggesting that women students have taken over higher education, both outnumbering males and academically outperforming them? Does women’s development during college diverge from the commonly accepted model of cognitive growth? Does pedagogy in higher education take into account their different ways of knowing? Are there still barriers to women’s educational achievement? In answering these questions, this book’s overarching message is that the application of research on women’s college experiences has enriched teaching and learning for all students. It describes the broad benefits of new pedagogical models, and how feminist education aligns with the new call for civic education for all students. The book also examines conditions and disciplines that remain barriers for women’s educational success, particularly in quantitative and scientific fields. It explores problems that arise at the intersection of race and gender and offers some transformative approaches. It considers the impact of the campus environment—such as the rise of binge drinking, sexual assault, and homophobic behaviors—on women students’ progress, and suggests means for improving the peer culture for all students. It concludes with an auto-narrative analysis of teaching women's studies to undergraduates that offers insights into the practicalities and joys of teaching. At a time when women constitute the majority of students on most campuses, this book offers insights for all teachers, male and female, into how to help them to excel; and at the same time how to engage all their students, in all their diversity, through the application of feminist pedagogy.Trade Review"Overall, Most College Students are Women is a good primer for those unfamiliar with scholarship about transformative pedagogy (including feminist pedagogy), adult learning and development, and the current status of women students in the academy. The text is well written and well organized... I applaud the editors' efforsts to include authors at a variety of points in their academic careers. Opportunities are rare for newer scholars to contribute to a volume of this nature, one that is likely to be used in diversity and social justice courses in higher education."The Review of Higher Education"One of the real strengths underlying most of the articles in this volume is the reliance on women’s reflections upon and perceptions of the learning environment. By providing women learners’ own perspectives on their classroom experiences within the context of educational research and theory, the contributors present a powerful look at the impact of pedagogical strategy with relation to multiple disciplines. As an educator and a learner, I appreciate the real-life experiences provided in this book. Practitioners in higher education have a great deal to learn about their students and their learning experiences. All things considered, this is a great collection for both feminists and those who don’t identify as such. I am excited to share this text with my co-workers in women’s studies and my fellow students and professors in adult education. I look forward to implementing some of the suggested practices next semester."Feminist Teacher"The thesis is a common one: we must design new systems that integrate in- and out-of-class learning and unite student- and academic-affairs professionals. Not a how-to guide by any means, the editors use this text to prescribe steps for advisors, advising administrators, and curriculum design committees interested in building more integrative coursework and academic support. Meanwhile, this volume’s rich value comes from exposing readers to the research, practice, and praxis in the education of women. An academic advisor would benefit from fluency with this text’s language (disciplinary and interdisciplinary, in and out of feminist studies), its perspectives, trends over time, and recommendations for future practice, since most college students are women."NACADA Journal"The edited collection Most College Students are Women take on an even more ambitious task, making the analysis of gender more complex by acknowledging the significance of multiple sites and sources of identity. Throughout the book, its contributors theorize from different standpoints, consistently challenging the reader to consider the myriad of challenges - and related opportunities - to improving students' overall learning."Academic Matters"Most College Students Are Women [is] filled with thought provoking perspectives on how we can do better for women students and, by extension, for all students with their diverse needs and learning styles. [It] offers a collection of essays by a variety of women, each bringing a different angle and voice. They invite readers to join a scintillating conversation among a dozen leading experts on student development and feminist pedagogy. For centuries higher education was designed around men, even when women are added. These chapters suggest that today, models of teaching and guidance designed around women can best serve the varied needs of all our students."Women in Higher Education"All I had to read was the introduction to know that I would gain a lot from this book...All in all, a fine collection for both feminists and non-feminists in academia."Feminist Review"Most College Students are Women's overarching message is that the application of research on women's college experiences has enriched teaching and learning for all students. The book describes the broad benefits of new pedagogical models, and how feminist education aligns with the new call for civic education for all students. The book provides a snapshot of the issues facing women students in higher educatio. At a time when women constitute the majority of students on most campuses, the book offers insights for all teachers, male and female, into how to help them excel; and at the same time how to engage all their students, in all their diversity, through the application of feminist pedagogy."SirReadALot.orgTable of ContentsAcknowledgements; Foreword—David Sadker; Introduction. Women Learners on Campus. What Do We Know and What Have We Done?—Jeanie K. Allen, Diane R. Dean and Susan J. Bracken; 1. Feminist and Civic Education. Bridging Parallel Approaches to Teaching and Learning—Becky Ropers-Huilman, Louisiana State University, and Betsy Palmer, Montana State University; 2. Learning Partnerships. A Gender-Inclusive Model for Undergraduate Teaching—Marcia B. Baxter Magolda, Miami University of Ohio; 3. Effective practices in fostering developmental growth in women learners. A view from neurophysiology—Kathleen Taylor, St. Mary’s of California, and Catherine Marienau, The New School, DePaul University; 4. Women in Technology Careers—Teri Sosa, St. Joseph’s University; 5. Helping Women Improve Statistics Learning Online through Authentic Learning and Emotional Intelligence—Marilyn K. Simon, Walden University; 6. Examining the Baggage. First Steps Towards Transforming Habits of Mind around Race in Higher Education—Crystal Gafford Muhammad, East Carolina University, and Adrienne Dixson, The Ohio State University; 7. Is Mona Lisa Still Smiling? Women and the out of class experience—Jeanie K. Allen, Drury University; 8. Submerged Feminism(s)? Perceptions of Adult Education Student Experiences with Women’s Studies Scholarship—Susan J. Bracken, North Carolina State University; Conclusion. Back(lash. to the Future—Jeanie K. Allen, Diane R. Dean and Susan J. Bracken; Index.
£35.04
Taylor & Francis Inc Encountering Faith in the Classroom: Turning
Book SynopsisWhen faculty unexpectedly encounter students’ religious ideologies in the classroom, they may respond with apprehension, frustration, dread, or concern. Instructors may view this exchange as a confrontation that threatens the very heart of empirical study, and worry that this will lead to a dead-end in the learning process.The purpose of this book is to explore what happens—and what can happen—in the higher education, and even secondary school, classroom when course content meets or collides with students' religious beliefs. It also considers the impact on learning in an environment where students may feel threatened, angry, misunderstood, or in which they feel their convictions are being discredited,This is a resource that offers ways of conceptualizing, engaging with, and responding to, student beliefs. This book is divided into three sections: student views on the role of religion in the classroom; general guidelines for responding to or actively engaging religious beliefs in courses (such as legal and diversity considerations); and specific examples from a number of disciplines (including the sciences, social sciences, humanities and professional education). Professors from public, private, and religious institutions share their findings and insights.The resounding lessons of this book are the importance of creating a learning space in which students can express their beliefs, dissonance, and emotions constructively, without fear of retribution; and of establishing ground rules of respectful discussion for this process to be valuable and productive. This is an inspirational and practical guide for faculty navigating the controversial, sensitive—yet illuminating—lessons that can be learned when religion takes a seat in the classroom.Trade Review"Among the many volumes now available on religion and spirituality in higher education, this one stands out for moving beyond basic description and broad prescription to a discussion of actual pedagogical practice... Encountering Faith in the Classroom is an important book for professors of theology and religious studies to read."Teaching Theology and Religionwww.unc.edu/ddi/blog/2008/07/faith-in-classroom.htmlClick on above link for review in Peter M. Wright's "Teaching for Inclusion" blog"Encountering Faith in the Classroom: Turning difficult discussions into constructive engagement presents a theoretical justification as well as practical tools for intentionally introducing and thoughtfully managing classroom exploration of religious and spiritual values that are an inherent part of the makeup of college and university students. In the foreword, Art Chickering stresses that it is in the classroom that challenges of religion and spiritual diversity must be addressed. Diamond’s book situates educators to better develop their awareness and integration of this important area of student development into the classroom. Though largely targeted for classroom settings, the ability of faculty as well as student affairs professionals to engage in difficult yet meaningful dialogue in the classroom as well as in mentoring and advisory roles is clearly relevant as an important component of holistic student development.Many who argue against inclusion of religion and spirituality in higher education do so from a concern that one religion is promoted over another. Clearly, as is noted above, this is not the case among educators included in this text. The value as addressed by all of the authors for integration of religion and spiritual concepts lies in goals of developing critical thinking skills, a stronger knowledge base of religions and belief systems held by our students, and a resulting improved ability to understand one another which can lead to a stronger, more inclusive democracy.In this book, religion and spirituality are not explored in terms of coercing or changing one’s belief system nor is this book an effort to espouse which, if any, religion is correct. Instead, it is about learning and better understanding one’s own religion or lack thereof, as well as the religious convictions of others. Further, it is about being able to have dialogue around these topics which are great influences on who we are."Education Review: A Journal of Book Reviews"Researchers in education and teachers in a number of disciplines suggest various approaches for de-problematizing issues relating to religion in secular classrooms. Their topics include faith in graduate education, using the CHANGE method to resolve cognitive dissonance, when faith and science collide, and law school."Book News Inc."Religion is a touchy subject -- one wrong word can imply a deep personal insult to someone merely intended to have an intellectual discussion with. Encountering Faith in the Classroom: Turning Difficult Discussion into Constructive Engagement is a deftly written look at how to handle discussions in a classroom -- a setting unlikely to have students who are all of one faith. Focusing on changing religion from a controversial matter to an elightening one for all involved Encountering Faith in the Classroom is a seminal pick for any educator who deals with religion on a common basis, and for cummunity library education collections."The Midwest Book Review - Education Shelf“I am not aware of another book that has put together a collection of penetrating and thoughtful writing from experienced teachers that tackles these bedrock complexities. It is clear that each contributor has a deep and personal investment in doing the very best he or she can to meet these difficult challenges.”from the Foreword by Art ChickeringTable of ContentsAcknowledgements Foreword—Art Chickering Introduction. Faith in Learning. An Overview—Miriam Rosalyn Diamond and Christina Copre PART ONE—SOCIETY, LEARNING, AND RELIGION 1. Faith and Reason. Higher Education’s Opportunities and Challenges—Nancy L. Thomas and Ann Marie B. Bahr Appendix. Wingspread Declaration on Religion and Public Life PART TWO—STUDENT AND FACULTY PERSPECTIVES 2. Undergraduate Perspectives About Religion in Higher Education—Lois Calian Trautvetter 3. Faith in Graduate Education. Perspectives of Students and Faculty in Student Affairs Preparation Programs—Judy L. Rogers and Patrick G. Love PART THREE—CONSIDERATIONS 4. Blinking in the Sunlight. Exploring the Fundamentalist Perspective. Peggy Catron 5. What I Think I Believe. Using the CHANGE Method to Resolve Cognitive Dissonance—Tamara H. Rosier 6. Bringing Faith and Spirituality into the Classroom. An African American Perspective—Mark S. Giles, Odelet Nance and Noelle Witherspoon 7. Religion in the Classroom. Legal Issues—Barbara A. Lee PART FOUR—DISCIPLINARY APPROACHES 8. Exploring Religion and Spirituality through Academic Service-Learning—Kent Koth 9. Philosophy and Religious Disagreements in the College Classroom—Dona Warren 10. When Faith and Science Collide—Mano Singham 11. Teaching Secular Bible Reading to Religiously Committed Students—Roger G. Baker 12. The Role of Religion and Spirituality in the Law School Classroom—David Hall 13. Teaching About Religious and Spiritual Pluralism in a Professional Education Course—Robert J. Nash and Sue M. Baskette Afterword—Miriam Rosalyn Diamond About the Authors Index
£32.57
Taylor & Francis Inc Empowering Women in Higher Education and Student
Book SynopsisCo-published with How do we interrupt the current paradigms of sexism in the academy? How do we construct a new and inclusive gender paradigm that resists the dominant values of the patriarchy? And why are these agendas important not just for women, but for higher education as a whole? These are the questions that these extensive and rich analyses of the historical and contemporary roles of women in higher education— as administrators, faculty, students, and student affairs professionals—seek constructively to answer. In doing so they address the intersection of gender and women’s other social identities, such as of race, ethnicity, sexual orientation, class, and ability. This book addresses the experiences and position of women students, from application to college through graduate school, and the barriers they encounter; the continuing inequalities in the rates of promotion and progression of women and other marginalized groups to positions of authority, and the gap in earnings between men and women; and pays particular attention to how race and other social markers impact such disparities, contextualizing them across all institutional types. Written collaboratively by an intergenerational group of women, men, and transgender people with different social identities, feminist perspectives, and professional identities— and who, in the process, built upon each other’s work—this volume constitutes a call to educators and scholars to work toward centering feminist and other marginalized perspectives in their practice and research in order to equitably address the evolving complexities of college and university life. Employing a wide range of theoretical lenses, examining a variety of models of practice, and giving voice to a diversity of personal experiences through narrative, this is a major contribution to the scholarship on women in higher education. This is a book for all women in the academy who want to better understand their experience, and to dismantle the remaining barriers of sexism and oppression—for themselves, and future generations of students. An ACPA PublicationTrade Review"After a foreword and preface, the collection is held together in four thematic sections. Each section opens with a pertinent quotation from a work the editors wish to acknowledge. After the four to six scholarly articles, each section concludes with a subset of three or four pieces appearing under the repeated heading "Narratives on Gender and Feminism." Editors placed these essays at the end of the sections 'to highlight how theoretical frameworks, research questions, methodological approaches, policies, and procedures remain political and have direct implications on people's daily lives.' Anyone interested in the experiences of women in the world of academia will learn from consulting this collection."Alison Downie, Indiana University of PennsylvaniaTeaching Theology & Religion"The authors and editors have done a remarkable job conveying the multivocal, multilayered, and complex nature of feminist inquiry... Overall, the theory, practice and research contributions were most impressive... The narratives, in turn, were extraordinary."Journal of College Student Development"Pasque and Nicholson’s Empowering Women in Higher Education and Student Affair’s best feature is the experiences shared by the women featured in the book. From student affairs professional’s mentorship early in her career, to experiences of immigrant Italian American’s, the book expands cultural awareness and competence. It provides a rich history of women administrators in higher education and provides insight to how the feminist movement aided in where we are today. It offers practical wisdom for those experiencing barriers in their own career progression and those who may wish to serve as a mentor... This book would be an excellent recommendation for young professionals seeking insight for professional development or perhaps even women graduate students. It would serve as an excellent common book for a women’s studies or higher education leadership course, or even for a circle of colleagues on your campus."NACADA Journal - National Academic Advising Assocation"The volume takes an interactive approach, with many writers referring to the works of others who contributed to the book. The book thus follows a guiding thread that might otherwise be absent in a collection of such variety. Research on topics like work–life balance both confirms previous findings and makes important points in its own right. Meanwhile, personal essays lend depth and texture that is difficult to evoke even in the most nuanced qualitative studies. The editors share a vision for higher education that is clearly worth considering, and their book is one step toward making that vision a reality."On Campus with Women"Documents the persistence of gender inequalities"The Chronicle of Higher EdTable of ContentsForeword. Linda J. Sax Preface—Penny A. Pasque and Shelley Errington Nicholson Section I. Setting the Context. A Contemporary (Re)Examination of Women in Higher Education and Student Affairs 1. An Introduction to Feminism and Feminist Perspectives in Higher Education– Shelley Errington Nicholson and Penny A. Pasque 2. Reflections From "Professional Feminists" in Higher Education. Women’s and Gender Centers at the Start of the Twenty-First Century—Susan Marine 3. "Each Generation of Women had to Start Anew":A Historical Analysis of Title IX Policy and Women Leaders in the Cocurriculum—Jennifer LeeHoffman 4. The Powerful Collaborations Between Deans of Women and Directors of Physical Education. Syracuse University’s Contributions to the History of Student Affairs, 1930s–1950s—Thalia Mulvihill Narratives on Gender and Feminism From Disembodied to Whole:Carving Out Space for My Race and Gender Identities—Rosemary J. Perez She’s Just a Girl—Cindy Clark Storied Institutions. The Complexity of Catholic Women’s Colleges—Kelly T. Winters Section II. Considering Experiences of Women throughout the Academy. An Exploration of Undergraduates, Graduate Students and Administrators 5. Female Graduate Students Work-Life Balance and the Student Affairs Professional—Rachael L. Simpson and Kim L. Filer 6. High-Achieving Women. Navigating Multiple Roles and Environments in Academic and Student Affairs—Monica Marcelis Fochtman 7. Toward Self-Investment. Using Feminist and Critical Race Lenses to Analyze Motivation, Self-Esteem, and Empowerment of Women’s College Students—Annemarie Vaccaro 8. The Influence of Gender. A Conceptual Model From Women Doctoral Students in Computer Science—Jennifer Sader Narratives onGender and Feminism The Story of One YAO Woman—Dorothy B.Nkhata Growing Up at Douglass—Jennifer Dudeck-Lenis Intercultural Contexts When Traveling Abroad—Kristie Atkinson Inconsistency as Constant:One’s Story of Reclaiming Gender—Robbie Section III. Exploring Identity Contexts. The Intersections of Class, Gender, Race, and Sexual Orientation for Faculty, Administrators, and Students 9. How Race Matters. Race as an Instrument for Institutional Transformations. A Study of Tenured Black Female Faculty—Venice Thandi Sulé 10. Life Stories From the Daughter of First-Generation Italian Immigrants. Gender, Ethnicity, Culture, and Class Intertwine to Form an Italian American Feminist—Florence Guido-DiBrito 11. Economically Disadvantaged Women in Higher Education. Hearing Their Stories and Striving for Social Justice—Penny J. Rice 12. Sister Circles. A Dialogue on the Intersections of Gender, Race, and Student Affairs—Mariama Boney; Linda Contreras Bullock; Cie Cochran; Irene Kao; and Amanda Suniti Niskode-Dossett 13. Using Queer Theory to Explore Lesbian College Students’ Multiple Dimensions of Identity—Elisa Abes, and David Kasch 14. Identity Development in College Women—Amy Stalzer Sengupta and Yvette Loury Upton Narratives onGender and Feminism The Story of Maya—XyantheNeider Intersection of Identities:One Woman’s Journey—Kimberley Fernandes Is Your Profundity aTrammel or aTreasure? Lessons inAbility and Identity—Rachel Wagner Section IV. Advancing the Future. Strategies for Changing Dominant Paradigms 15. The Campus Women’s Center as Classroom. A Model for Thinking and Action—Jennifer R. Wies 16. In (Re)Search of Women in Student Affairs Administration—Tamara Yakaboski and Saran Donahoo 17. Campus-Based Sexual Assault Prevention. Perspectives and Recommendations From Program Facilitators—Lindsay M. Orchowski, Eric Zimak, Troy Robison, Justin Reeder, Ryan Rhoades, Christine A. Gidycz and Alan Berkowitz 18. Learning and Leading Together. A Cohort-Based Model for Women’s Advancement—Lee S. Hawthorne Calizo Narratives on Gender and Feminism Testimonial and Future Thinking—Kelly E.Maxwell On Love, and Its Place in the Academy—CaydenMak Change a Life —Vanidy Bailey Section V. Envisioning and Acting on a Feminist Future 20. Envisioning A New Future With Feminist Voices. esearch and Practice From Feminist Perspectives—Amanda Suniti Niskode-Dossett, Shelley Errington Nicholson, and Penny A. Pasque
£54.55
Taylor & Francis Inc From Diplomas to Doctorates: The Success of Black
Book SynopsisThis volume is designed to illuminate the educational experiences of Black women, from the time they earn their high school diplomas through graduate study, with a particular focus on their doctoral studies, by exploring the commonalities and the uniqueness of their individual paths and challenges. The chapters of this volume newly identify key factors and experiences that shape Black women’s engagement or disengagement with higher education.The original research presented here – using an array of theoretical lenses, as well as qualitative and quantitative methods – not only deepens our understanding of the experiences of African American women in the academy, but also seeks to strengthen the academic pipeline, not only for the benefit of those who may have felt disenfranchised in the past, but for all students.The contributors eschew the deficit-focused approach – that implies a lack of social and cultural capital based on prior educational experiences – adopted by many studies of non-dominant groups in education, and instead focus on the strengths and experiences of their subjects. Among their findings is the identification of the social capital that Black women are given and actively acquire in their pre-collegiate years that enable them to gain greater returns on their educational investments than their male peers. The book further describes the assistance and the interference African American women receive from their peers during their transition to college, and how peer interactions shape their early college experiences, and influence subsequent persistence decisions.Whether studying how Black women in the social and natural sciences navigate through this often rocky terrain, or uncovering the extent to which African American women doctoral students access postsecondary education through community colleges, and their special needs for more mentoring and advising support, this book provides researchers and graduate students with rich information on how to successfully engage and succeed in the doctoral process.It also demonstrates to women faculty and administrators how they can become better navigators, guides, and advocates for the African American women who come after them.Trade Review"Black women fare well in higher education, relative to Black men. This book argues, however, that the women face significant challenges at every step of the journey. The authors offer original research on some of the educational dilemmas, barriers and breakthroughs Black women experience."Diverse: Issues in Higher Education"The collection is particularly effective in illustrating the lived experiences that contribute to or undermine black women's success, and it illuminates where changes in higher education’s culture might be beneficial."On Campus with WomenTable of ContentsForeword—Kassie Freeman Introduction—Crystal Renée Chambers, V. Barbara Bush and MaryBeth Walpole PART 1. THE PRE-COLLEGIATE AND TRANSITIONAL EXPERIENCE 1. College Predisposition and the Dilemma of Being Black and Female in High School—Adrienne Dixson and Crystal Renée Chambers 2. “Making a Dollar out of Fifteen Cents”. The Early Educational Investments of Young Black Women— Crystal Renée Chambers PART 2. THE UNDERGRADUATE EXPERIENCE 3. An Asset or an Obstacle? The Power of Peers in African American Women’s College Transitions—Rachelle Winkle-Wagner 4. African American Female Students at Historically Black Colleges. Historical and Contemporary Consideration—Marybeth Gasman 5. African American Women at Highly Selective Colleges. How African American Campus Communities Shape Experiences—MaryBeth Walpole PART 3. THE GRADUATE EXPERIENCE 6. Professional Socialization, Politicized Raced And Gendered Experience, and Black Female Graduate Students. A Road Map for Structural Transformation—V. Thandi Sulé 7. Does Where They Start Matter? A Comparative Analysis of African American Women Doctoral Recipients Who Started in a Two-Year Versus a Four-Year Institution—Carolyn Buck 8. A Look Back and a Look Ahead. How to Navigate the Doctoral Degree Process—Benita J. Barnes Afterword—Wynetta Y. Lee Editors and Contributors Appendix
£23.74
Taylor & Francis Inc Breaking In: Women's Accounts of How Choices
Book SynopsisWhy is it that, while women in the United States have generally made great strides in establishing parity with their male counterparts in educational attainment, they remain substantially underrepresented in the fields of science, technology, engineering, and mathematics (STEM)? Why is it that, in proportion to the PhDs they obtain in STEM, they attain fewer administrative and managerial positions in academia and industry than their numbers warrant and, moreover, are more likely leave the field once started in their careers? In the culture and context of women’s advancement and satisfaction with careers in STEM, the data show that many challenges and obstacles remain.By showcasing the stories of eight women scientists who have achieved successful careers in the academy, industry and government, Breaking In offers vivid insights into the challenges and barriers that women face in entering STEM while also describing these women’s motivations, the choices they made along their paths, and the intellectual satisfactions and excitement of scientific discovery they derive from their work.Breaking In underscores issues aspiring women scientists will encounter on their journeys and what they can do to forestall potential obstacles, advocate for change, and fulfill their ambitions. And it speaks to the question: What can be done to encourage more women to specialize in science, mathematics, and engineering? In doctoral granting institutions, where women must start if they hope to earn advanced degrees, Breaking In can serve both as a student text and as guide for department chairs and deans who are concerned about organizational climate and culture and their impact on retention in STEM fields. At a broader level, this book offers advice and inspiration to women contemplating entering STEM fields, as well to the teachers, researchers, and administrators responsible for nurturing these women, growing enrollments in their disciplines, and developing creative and intellectual capital that the nation needs to compete in the global marketplace.Trade Review“Today, in the culture and context of women’s advancement and satisfaction with careers in STEM, the data show that many challenges and obstacles remain.The women profiled here describe how they developed essential conflict handling skills, understanding of the organizational cultures, customs, and structures in which they work(ed), and how their own beliefs, attitudes, and values influenced their decision making. Each chose her battles carefully, was tolerant of her own missteps, kept her sense of humor, practiced good stress management techniques, and let her own deeply felt principles guide her choices. They are saying to every reader of this book ‘You can do it too!'"Donna J. Dean, Executive Consultant, Association for Women in Science; Career Consultant, American Chemical SocietyNational President, Association for Women in Science, 2006-2007; and Senior Federal Executive (retired), National Institutes of HealthTable of ContentsPreface Acknowledgments 1. The Realities of Breaking In 2. Fascination, Fun, and Flexibility—Cynthia Barnhart 3. A Curious Mind—Linda S. Birnbaum 4. The Consummate Professor—Susan Blessing 5. Academia. A Good Fit—Teresa D. Golden 6. A Life Full of Serendipitous Options—Sharon Hays 7. Enjoying a Life That Fits—Angela Hessler 8. An Ardent Adventurer—Bonnie F. Jacobs 9. Just Happened To Be In the Right Place at the Right Time, and Incredibly Bright—Radia Perlman 10. The Realities of Choice 11. Is the Past the Present? 12. Hidden Choices 13. Choices. Is The Past the Future? Appendix. Web-Based STEM-Related Resources for Girls and Women Index
£31.35
The New Press Hold Fast to Dreams
Book Synopsis
£18.99
Michigan State University Press Learning in the Plural: Essays on the Humanities
Book SynopsisCan civic engagement rescue the humanities from a prolonged identity crisis? How can the practices and methods, the conventions and innovations of humanities teaching and scholarship yield knowledge that contributes to the public good? These are just two of the vexing questions David D. Cooper tackles in his essays on the humanities, literacy, and public life. As insightful as they are provocative, these essays address important issues head-on and raise questions about the relevance and roles of humanities teaching and scholarship, the moral footings and public purposes of the humanities, engaged teaching practices, institutional and disciplinary reform, academic professionalism, and public scholarship in a democracy. Destined to stir discussion about the purposes of the humanities and the problems we face during an era of declining institutional support, public alienation and misunderstanding, student ambivalence, and diminishing resources, the questions Cooper raises in this book are uncomfortable and, in his view, necessary for reflection, renewal, and reform. With frank, deft assessments, Cooper reports on active learning initiatives that reenergised his own teaching life while reshaping the teaching mission of the humanities, including service learning, collaborative learning, the learning community movement, and student-centred and deliberative pedagogy.
£19.76
Peter Lang Publishing Inc Leading with a Critical Spirit: New Strategies
Book SynopsisThis book offers educational leaders another tool that, if they are courageous enough to use, transcends the tried-and-true processes and procedures that have typically grounded the educational leader’s performance. This book offers educational leaders the opportunity to use critical spirituality as a practice to wage war against the miseducation of so many of the nation’s children and youth. The book demands attention be paid to the societal issues that impact what happens in schools and argues that the intellectual work in the schoolhouse must prepare students to create strategies to combat these issues and challenges. The book can be used in advanced courses in educational leadership from multiple perspectives, including contemporary issues, social foundations, social justice, spirituality, and ethicsTrade Review"In these times of overwhelming uncertainty, Leading with a Critical Spirit urges educational leaders to move away from technical managerial approaches to leadership and begin to bring their whole selves into the work of leading the field. Now we see mind, body, and spirit as essential elements of educational innovation, reform, and leadership." Gloria Ladson-Billings, Emerita, FBA Immediate Past President, National Academy of Education Fellow, The British Academy Fellow, American Academy of Arts and Sciences Fellow, American Educational Research AssociationTable of ContentsForeward for Leading With A Critical Spirit: New Strategies for Educational Leaders – Acknowledgments – Rationalizing A Critical Definition of Educational Leadership – The Call to Critical Educational Leadership: Anchoring, A Future Orientation, and Purpose – Aligning The Elements of Critical African American Spirituality with the Leadership Project – Critical Reflection and the Educational Leader’s Unfinishedness – Indicting Antediluvian Leadership – The Conclusion of the Matter – References – Index.
£26.60
Peter Lang Publishing Inc Hizmet Movement, A Lived Experience, and
Book SynopsisThis book is first in its category to reflect a lived experience from a phenomenological viewpoint within the Hizmet Movement (HM). Through the author’s lens, you will read about the transformation of HM along with his own over a span of three decades. Moreover, the book does not shy away from sensitive subjects such as LGBTQA+ topics in this Turkey-based, Muslim educational movement. This book took more than five years to complete and includes a brief history of the Turkish Republic and the HM, details from Gülen’s life, his and other HM participants’ overlapping philosophies on education and language, and the arduous interview process to put this book together. A full copy of the interview with Mr. Fethullah Gülen on education and language is available at the end of the book. This would be an excellent source for educational psychology departments, teacher training programs, political science, and theology majors.Table of ContentsIntroduction – The Lived Experience – The History – The Philosophy – The Pedagogy and The Interviews – Appendix A – References.
£26.60
Peter Lang Publishing Inc Awakenings to the Calling of Nonviolence in
Book SynopsisIn curriculum studies, we pay critical attention to violence in various forms; why not to nonviolence? This original and inspirational book foregrounds nonviolence as a positive force in education through multidimensional, complex, and interdisciplinary lenses. Starlight for shifting relational dynamics in a time of darkness and crises to co-create mutual-flourishing pathways, nonviolence not only has an inherent capacity to treat the roots of violence but is also built on a deeply shared sense of interconnectedness that fosters individual and communal integration. "Nonviolence or nonexistence" is an urgent call. This book (with writings that span a decade) conceptualizes nonviolence education through multilayered, evolving, and cross-disciplinary perspectives, centering on nonviolent relationality that engages with differences within the self and with the other (including the non-human other) to bridge inner work and outer work, transcend dualism and divisions, and transform pedagogy and curriculum dynamics. Drawing upon international and indigenous wisdom, Gandhi-King philosophies of nonviolent social change, theories of the human psyche and currere, post-structural theories, and feminism, this book explicates nonviolence as curriculum and educational renewal in an ongoing process, infused by attuned, improvised, creative, and integrative energy that holds tensions, cultivates compassion, and inspires awakenings. Scholars, students, and practitioners in the fields of curriculum studies, nonviolence studies, peace education, teaching and learning, educational foundations, philosophy of education, international education, East/West inquiry, and community based education will welcome this book.Trade ReviewHongyu Wang’s remarkable Awakenings to the Calling of Nonviolence in Curriculum Studies both assembles and expands upon her decades-long, boundless examinations of complexities and potentialities of nonviolence as an “everyday practice of education.” Analyzing complex entanglings of divergent theoretical, cultural, historical and social perspectives, Wang consistently incorporates iterations of difference within the ongoing processes of creating, re-forming and renewing nonviolent relationships with self, other, the earth. Acknowledging nonviolence as a personal calling, one that daily illuminates her cross-cultural pathways, Wang invites her readers to co-travel, to “dream forward” with her as means of enlivening the always-relational, interconnected nature of nonviolence. Via that very invitation, she also enacts the very dynamics of curriculum as lived experience. Writing movingly through both joy and loss in her conceptualizings as well as livings of nonviolence, Hongyu Wang has made a profound contribution to the field of curriculum studies, in particular, and to education, writ large. Janet L. Miller Professor Emerita, Teachers College, Columbia University‘Starlight is everywhere’, Hongyu Wang exclaims—That starlight is nonviolence, lighting the way in dark times; but we must awaken to it, as the call of this moment, and as a call that is educational. Advancing nonviolence as an everyday practice of education, rooted in a sense of our interconnectedness, she proposes a positive force for the cultivation of flourishing personhood and planet, a promising response to the challenges of division and difference, and a transformational path for creatively restoring and sustaining human happiness and community. She invites us, as well, to imbue our understandings of curriculum as lived with such energy and intention, by which violence and its normalization may not only be denounced, and systems of domination and dualism deconstructed, but also dynamic, nonviolent relationality nurtured within and among us respecting self, others, and the world. A truly beautiful and phenomenal achievement, this seminal and systematic treatment of nonviolence in education and curriculum studies is at once: intellectually productive—illumining the limitations of as well as lines of affiliation with current literature in the field advancing democracy, equity and social justice; theoretically sophisticated—deftly integrating international/indigenous wisdom traditions, nonviolence and peace studies & movements, as well as diverse theoretical perspectives (e.g., critical, poststructural, psychoanalytic, feminist); and emotionally stirring—infused with the experiential insight and autobiographical heart of this foremost scholar on the subject. If King reminds us that the arc of the moral universe bends toward justice, Hongyu Wang convinces us that it bends toward nonviolence too. Molly Quinn, PhD St. Bernard Chapter of the LSU Alumni Association Endowed Professor Director, LSU Curriculum Theory Project Louisiana State UniversityTable of ContentsAcknowledgments – Awakenings: An Autobiographical, Intellectual, and Pedagogical Journey – Ethics of Nonviolence as a Curriculum Vision (2010) – A Nonviolent Approach to Social Justice Education (2013) – Confucian Self-cultivation and Daoist Personhood: Implications for Peace Education (2013) – A Nonviolent Perspective on Internationalizing Curriculum Studies (2014) –Unteachable Moments and Pedagogical Relationships (2016) – An Integrative Psychic life, Nonviolent Relations, and Curriculum Dynamics in Teacher Education (2019) – Nonviolence as Teacher Education: A Qualitative Study in Challenges and Possibilities (2018) – Curriculum as Mindfully Lived in Relationship (2023) (Hannah Hunter- Lynch, Denise Kimblern, Danny Sexton, and Hongyu Wang) – "Think Back through Our Mothers:" A Curriculum of Organic Relationality (2021) –Feminist Approaches to Nonviolence and Curriculum Theory – Currere of Nonviolence: Starlight, a Ringing Bell, and Dream Work – Index.
£30.40
Peter Lang Publishing Inc Awakenings to the Calling of Nonviolence in
Book SynopsisIn curriculum studies, we pay critical attention to violence in various forms; why not to nonviolence? This original and inspirational book foregrounds nonviolence as a positive force in education through multidimensional, complex, and interdisciplinary lenses. Starlight for shifting relational dynamics in a time of darkness and crises to co-create mutual-flourishing pathways, nonviolence not only has an inherent capacity to treat the roots of violence but is also built on a deeply shared sense of interconnectedness that fosters individual and communal integration. "Nonviolence or nonexistence" is an urgent call. This book (with writings that span a decade) conceptualizes nonviolence education through multilayered, evolving, and cross-disciplinary perspectives, centering on nonviolent relationality that engages with differences within the self and with the other (including the non-human other) to bridge inner work and outer work, transcend dualism and divisions, and transform pedagogy and curriculum dynamics. Drawing upon international and indigenous wisdom, Gandhi-King philosophies of nonviolent social change, theories of the human psyche and currere, post-structural theories, and feminism, this book explicates nonviolence as curriculum and educational renewal in an ongoing process, infused by attuned, improvised, creative, and integrative energy that holds tensions, cultivates compassion, and inspires awakenings. Scholars, students, and practitioners in the fields of curriculum studies, nonviolence studies, peace education, teaching and learning, educational foundations, philosophy of education, international education, East/West inquiry, and community based education will welcome this book.Trade ReviewHongyu Wang’s remarkable Awakenings to the Calling of Nonviolence in Curriculum Studies both assembles and expands upon her decades-long, boundless examinations of complexities and potentialities of nonviolence as an “everyday practice of education.” Analyzing complex entanglings of divergent theoretical, cultural, historical and social perspectives, Wang consistently incorporates iterations of difference within the ongoing processes of creating, re-forming and renewing nonviolent relationships with self, other, the earth. Acknowledging nonviolence as a personal calling, one that daily illuminates her cross-cultural pathways, Wang invites her readers to co-travel, to “dream forward” with her as means of enlivening the always-relational, interconnected nature of nonviolence. Via that very invitation, she also enacts the very dynamics of curriculum as lived experience. Writing movingly through both joy and loss in her conceptualizings as well as livings of nonviolence, Hongyu Wang has made a profound contribution to the field of curriculum studies, in particular, and to education, writ large. Janet L. Miller Professor Emerita, Teachers College, Columbia University‘Starlight is everywhere’, Hongyu Wang exclaims—That starlight is nonviolence, lighting the way in dark times; but we must awaken to it, as the call of this moment, and as a call that is educational. Advancing nonviolence as an everyday practice of education, rooted in a sense of our interconnectedness, she proposes a positive force for the cultivation of flourishing personhood and planet, a promising response to the challenges of division and difference, and a transformational path for creatively restoring and sustaining human happiness and community. She invites us, as well, to imbue our understandings of curriculum as lived with such energy and intention, by which violence and its normalization may not only be denounced, and systems of domination and dualism deconstructed, but also dynamic, nonviolent relationality nurtured within and among us respecting self, others, and the world. A truly beautiful and phenomenal achievement, this seminal and systematic treatment of nonviolence in education and curriculum studies is at once: intellectually productive—illumining the limitations of as well as lines of affiliation with current literature in the field advancing democracy, equity and social justice; theoretically sophisticated—deftly integrating international/indigenous wisdom traditions, nonviolence and peace studies & movements, as well as diverse theoretical perspectives (e.g., critical, poststructural, psychoanalytic, feminist); and emotionally stirring—infused with the experiential insight and autobiographical heart of this foremost scholar on the subject. If King reminds us that the arc of the moral universe bends toward justice, Hongyu Wang convinces us that it bends toward nonviolence too. Molly Quinn, PhD St. Bernard Chapter of the LSU Alumni Association Endowed Professor Director, LSU Curriculum Theory Project Louisiana State UniversityTable of ContentsAcknowledgments – Awakenings: An Autobiographical, Intellectual, and Pedagogical Journey – Ethics of Nonviolence as a Curriculum Vision (2010) – A Nonviolent Approach to Social Justice Education (2013) – Confucian Self-cultivation and Daoist Personhood: Implications for Peace Education (2013) – A Nonviolent Perspective on Internationalizing Curriculum Studies (2014) –Unteachable Moments and Pedagogical Relationships (2016) – An Integrative Psychic life, Nonviolent Relations, and Curriculum Dynamics in Teacher Education (2019) – Nonviolence as Teacher Education: A Qualitative Study in Challenges and Possibilities (2018) – Curriculum as Mindfully Lived in Relationship (2023) (Hannah Hunter- Lynch, Denise Kimblern, Danny Sexton, and Hongyu Wang) – "Think Back through Our Mothers:" A Curriculum of Organic Relationality (2021) –Feminist Approaches to Nonviolence and Curriculum Theory – Currere of Nonviolence: Starlight, a Ringing Bell, and Dream Work – Index.
£75.60
Peter Lang Inc., International Academic Publishers Confronting Toxic Rhetoric
Book SynopsisConfronting Toxic Rhetoric contributes to the extant scholarship on toxic rhetoric, specifically the negative and extreme political discourse surrounding the Trump years of campaigning, rallying, tweeting, holding office, and the ongoing culture war in the US (Duffy, 2020). Toxic rhetoric challenged the foundational purposes of teaching writing and rhetoric, such as ethical argumentation and critical thinking. Teachers' narratives, case studies, and reflections bring to light the ruptures, resistance, and resilience of teaching amid the extreme polarization of partisan politics, distrust of science, and increased hate speech, among other issues associated with toxic rhetoric. Readers will learn from teachers who were challenged to cope with toxic rhetoric, using both rhetorical and extra-disciplinary lenses. Their experiences present a vulnerable yet resolved expression of coping, activism, and belief in the future of rhetoric and democracy."Toxic rhetoric is the proverbial fly in the soup of our political and public discourse, poisoning our politics, and by extension, our classrooms. Confronting Toxic Rhetoric takes up the arduous task of treating the contamination in our classrooms while encouraging us to advance the work of decontamination in our broader rhetorical ecosystems."Ryan Skinnell, Editor of Faking the News: What Rhetoric Can Teach Us About Donald J. Trump
£57.60
Information Age Publishing Social and Emotional Learning in Out-Of-School
Book SynopsisThis volume focuses on social and emotional learning (SEL) from a variety of perspectives. The goal of the volume is to offer a clear framing of SEL in relation to other related out-of-school time concepts and initiatives. SEL has gained popularity as a concept in recent years and there remains confusion as well as great interest in the meaning and implementation of SEL in OST. Policymakers, researchers, and practitioners are pursuing work related to SEL in OST and this volume offers an opportunity to share that work by: Defining and explaining SEL in a variety of out of school contexts and highlighting opportunities for integration and alignment with other fields (e.g., formal education) Clarifying the language and framework confusion and honoring the field’s foundation in thinking about social and emotional development through high quality youth development practice Sharing information about current trends and new developments and how that work is shaping the field across the developmental continuum Making the research to practice connection by including in each chapter foundational research on the topic, evidence of effective efforts, and practical implications Offering recommendations for researchers, practitioners, and policymakers related to SEL in OST settings Trade ReviewThe social and emotional development of our nation's youth is a common, essential concern of those working in school and out of school. This volume will be the catalyst for long overdue conversation, collaboration, and synergy. It is essential reading for practitioners, researchers, and policy makers in both contexts who are concerned with preparing children for the tests of life, and not a life of tests."" —Maurice J. Elias, Ph.D. Rutgers University, Co-director Academy for Social-Emotional Learning in Schools and After School Settings.""Having spent all of my adult life working with, and advocating for, high-quality youth programming, I understand the critical role out-of-school-time (OST) programs play in the social and emotional development of young people. As the Executive Director of the New York State Network for Youth Success, I am thrilled to see such a comprehensive view of current best practices and research on social-emotional learning (SEL) in OST programs. It is exciting and encouraging to see so much documented progress with SEL in OST condensed into one comprehensive book that furthers understanding of both research-informed practices and systems building around policy. This book, edited by two leading researchers in the field, Elizabeth Devaney and Deborah Moroney, should be required reading for any practitioners, policy makers, and educators in the field. Both the editors' and contributors' emphasis on making SEL an ""intentional practice"" is the exact conversation we all should be having right now."" —Kelly Malone Sturgis Executive Director, New York State Network for Youth Success.""Social Emotional Learning and Out-Of-School-Time: Foundations and Futures is an extremely important and timely publication. The scope and depth of this work makes it a must read for any serious out-of-school-time or K-12 educator. In 2014 California identified social emotional learning as the most promising bridge to bring coherence between expanded learning programs and the school day. (A Vision for Expanded Learning in California – Strategic Plan 2014-2016) I have found this to be the exact case. All across California, school day and out-of-school-time professionals are having deep and authentic conversations about youth centered collaborative efforts. We also know that providing social emotional development opportunities is a corner stone for any high quality out-of-school-time program. I plan to share this publication widely with K-12 educators, policy makers, parents and so many others."" —Michael Funk, Director, Expanded Learning Division, California Department of Education.Table of Contents Foreword: Social and Emotional Learning In and Out of School Benefits Young People, Joseph l. Mahoney and Roger P. Weissberg. Section I: Sel In Ost: Background And Frameworks. Focusing and Framing SEL in OST: An Introduction to the Volume, Elizabeth Devaney and Deborah Moroney. The Challenges of Blending Youth Development and Social and Emotional Learning: Getting More Intentional About How Competencies Are Both Caught and Taught in Out-of-School Time, Dale A. Blyth. Section II: Research-Informed Sel Practice. From Quality to SEL: A Community in Motion, Christina Dandino, Luiz A. Perez, and Carla Stough Huffman. Social and Emotional Learning in Elementary School, Bridget Durkan Laird, Jolie Logan, and Elizabeth Mester. A Combined Approach to Summer, SEL, and STEM in Boston and Providence, Hillary Salmons and Chris Smith. Supporting Social and Emotional Learning Among Teens Through Instructor Practice, Mary Ellen Caron and Jill Young. Social and Emotional Learning and Connections to the School Day, Katie Brohawn and Saskia Traill. How Out-of-School Time Can Support College and Career Readiness Through Social and Emotional Learning, Jennifer Brown Lerner and Carinne Deeds. Section III: Sel Systems And Policy. Building a System of SEL: A Pathway to Change, Leona Hess, Denice Williams, J. Tyler McCormick, and Jessica Jackson. The Role of Statewide After-School Networks in Social and Emotional Learning Systems Building, Ken Anthony. Building Capacity for Social and Emotional Learning at the District and State Level, Katie Brackenridge. Social and Emotional Learning in Out-of-School Time: Public Opinion and Policy Landscape, Jodi Grant and Dan Gilbert. SEL: Fertile Ground for Philanthropy, Rebecca Goldberg, Haviland Rummel Sharvit, and Polly Singh. Section IV: Sel Research, Measurement, And Assessment. The Measurement of Youth Social and Emotional Competencies in OST Settings, Gil G. Noam, Patricia J. Allen, and Bailey Triggs. Describing and Measuring Adult Instructional Practice in OST Settings for Middle and High School Youth, Kiley Bednar, Karen Pittman, Joseph Bertoletti, Poonam Borah, Stephen C. Peck, and Charles Smith. Measuring Social and Emotional Skills in OST Settings: Opportunities and Challenges, Neil Naftzger and Sarah Terry. Closing Commentary, Karen Pittman.
£47.45
Information Age Publishing Social and Emotional Learning in Out-Of-School
Book SynopsisThis volume focuses on social and emotional learning (SEL) from a variety of perspectives. The goal of the volume is to offer a clear framing of SEL in relation to other related out-of-school time concepts and initiatives. SEL has gained popularity as a concept in recent years and there remains confusion as well as great interest in the meaning and implementation of SEL in OST. Policymakers, researchers, and practitioners are pursuing work related to SEL in OST and this volume offers an opportunity to share that work by: Defining and explaining SEL in a variety of out of school contexts and highlighting opportunities for integration and alignment with other fields (e.g., formal education) Clarifying the language and framework confusion and honoring the field’s foundation in thinking about social and emotional development through high quality youth development practice Sharing information about current trends and new developments and how that work is shaping the field across the developmental continuum Making the research to practice connection by including in each chapter foundational research on the topic, evidence of effective efforts, and practical implications Offering recommendations for researchers, practitioners, and policymakers related to SEL in OST settings Trade ReviewThe social and emotional development of our nation's youth is a common, essential concern of those working in school and out of school. This volume will be the catalyst for long overdue conversation, collaboration, and synergy. It is essential reading for practitioners, researchers, and policy makers in both contexts who are concerned with preparing children for the tests of life, and not a life of tests."" —Maurice J. Elias, Ph.D. Rutgers University, Co-director Academy for Social-Emotional Learning in Schools and After School Settings.""Having spent all of my adult life working with, and advocating for, high-quality youth programming, I understand the critical role out-of-school-time (OST) programs play in the social and emotional development of young people. As the Executive Director of the New York State Network for Youth Success, I am thrilled to see such a comprehensive view of current best practices and research on social-emotional learning (SEL) in OST programs. It is exciting and encouraging to see so much documented progress with SEL in OST condensed into one comprehensive book that furthers understanding of both research-informed practices and systems building around policy. This book, edited by two leading researchers in the field, Elizabeth Devaney and Deborah Moroney, should be required reading for any practitioners, policy makers, and educators in the field. Both the editors' and contributors' emphasis on making SEL an ""intentional practice"" is the exact conversation we all should be having right now."" —Kelly Malone Sturgis Executive Director, New York State Network for Youth Success.""Social Emotional Learning and Out-Of-School-Time: Foundations and Futures is an extremely important and timely publication. The scope and depth of this work makes it a must read for any serious out-of-school-time or K-12 educator. In 2014 California identified social emotional learning as the most promising bridge to bring coherence between expanded learning programs and the school day. (A Vision for Expanded Learning in California – Strategic Plan 2014-2016) I have found this to be the exact case. All across California, school day and out-of-school-time professionals are having deep and authentic conversations about youth centered collaborative efforts. We also know that providing social emotional development opportunities is a corner stone for any high quality out-of-school-time program. I plan to share this publication widely with K-12 educators, policy makers, parents and so many others."" —Michael Funk, Director, Expanded Learning Division, California Department of Education.Table of Contents Foreword: Social and Emotional Learning In and Out of School Benefits Young People, Joseph l. Mahoney and Roger P. Weissberg. Section I: Sel In Ost: Background And Frameworks. Focusing and Framing SEL in OST: An Introduction to the Volume, Elizabeth Devaney and Deborah Moroney. The Challenges of Blending Youth Development and Social and Emotional Learning: Getting More Intentional About How Competencies Are Both Caught and Taught in Out-of-School Time, Dale A. Blyth. Section II: Research-Informed Sel Practice. From Quality to SEL: A Community in Motion, Christina Dandino, Luiz A. Perez, and Carla Stough Huffman. Social and Emotional Learning in Elementary School, Bridget Durkan Laird, Jolie Logan, and Elizabeth Mester. A Combined Approach to Summer, SEL, and STEM in Boston and Providence, Hillary Salmons and Chris Smith. Supporting Social and Emotional Learning Among Teens Through Instructor Practice, Mary Ellen Caron and Jill Young. Social and Emotional Learning and Connections to the School Day, Katie Brohawn and Saskia Traill. How Out-of-School Time Can Support College and Career Readiness Through Social and Emotional Learning, Jennifer Brown Lerner and Carinne Deeds. Section III: Sel Systems And Policy. Building a System of SEL: A Pathway to Change, Leona Hess, Denice Williams, J. Tyler McCormick, and Jessica Jackson. The Role of Statewide After-School Networks in Social and Emotional Learning Systems Building, Ken Anthony. Building Capacity for Social and Emotional Learning at the District and State Level, Katie Brackenridge. Social and Emotional Learning in Out-of-School Time: Public Opinion and Policy Landscape, Jodi Grant and Dan Gilbert. SEL: Fertile Ground for Philanthropy, Rebecca Goldberg, Haviland Rummel Sharvit, and Polly Singh. Section IV: Sel Research, Measurement, And Assessment. The Measurement of Youth Social and Emotional Competencies in OST Settings, Gil G. Noam, Patricia J. Allen, and Bailey Triggs. Describing and Measuring Adult Instructional Practice in OST Settings for Middle and High School Youth, Kiley Bednar, Karen Pittman, Joseph Bertoletti, Poonam Borah, Stephen C. Peck, and Charles Smith. Measuring Social and Emotional Skills in OST Settings: Opportunities and Challenges, Neil Naftzger and Sarah Terry. Closing Commentary, Karen Pittman.
£87.40
Information Age Publishing Competing Frameworks: Global and National in
Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.
£47.45
Information Age Publishing Competing Frameworks: Global and National in
Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.
£82.80
Information Age Publishing How to Transform Workplace Bullies into Allies
Book SynopsisThe rash of bullying incidents within schools, universities, and workplaces has prompted a public outcry and a call to action. To address the growing problem of interpersonal violence, schools have engaged in anti -bullying rallies, businesses have enacted civility policies, states have passed legislation, and efforts have been made to educate individuals on what constitutes good behavior. Increasingly, institutions are realizing from a cost/benefit perspective that a hurtful environment can negatively impact their bottom line. Correspondingly, the rising number of climate surveys to address bullying at work is a testament to the importance of this topic and its potential negative impact.Colleges and universities confirm the need to create a more welcoming culture, as reflected in the current dialogue to promote civility. Publisher offerings in business ethics are inadequate to address this issue, as they focus on the importance of social responsibility and the fallout from moral turpitude. There is a pressing need for materials that will educate students on “civil” concepts and provide them with applied learning. Institutions of higher education would like to inform students about bullying, its ramifications, and how it can be avoided, but a compendium of related exercises is in most cases non-existent.To solidify student learning about positive citizenship, an established author (and anti-bullying activist) has proposed How to Transform Workplace Bullies into Allies. This unique groundbreaking text will provide hands-on, experiential exercises that will engage students with the material, and create a multi-dimensional focus to enable concept retention. Considered a hallmark of applied education, “learning by doing” will be this book’s primary emphasis. Exercises are designed to sharpen critical thinking, immerse students in real world dilemmas, and provide them with tools for conflict resolution. The emotional intelligence promoted by working through in-text scenarios is a soughtafter employee trait—one that is desired by classmates and career centers alike. Unfortunately, people skills at work have long been ignored in traditional college curricula. As a result, schools are creating graduates who possess technical know-how but not the skill set to effectively navigate personal encounters. The “soft skills” of people savvy, which have been deemed crucial to employee success, are in large part absent from college offerings.By navigating carefully constructed scenarios, web quests, learning modules, and “teachable moments,” readers will develop a keen awareness of what it takes to be a respectful person. Moreover, they will gain expertise in what The Society for Human Resource Management has deemed a critical skill set. Exercises to strengthen incivility awareness are designed not only to prevent potential conflict, but to create change agents within the business arena. Completion of this workbook will provide people with a competitive advantage—and their institution and workplace with a more courteous populace.
£47.45
Information Age Publishing How to Transform Workplace Bullies into Allies
Book SynopsisThe rash of bullying incidents within schools, universities, and workplaces has prompted a public outcry and a call to action. To address the growing problem of interpersonal violence, schools have engaged in anti -bullying rallies, businesses have enacted civility policies, states have passed legislation, and efforts have been made to educate individuals on what constitutes good behavior. Increasingly, institutions are realizing from a cost/benefit perspective that a hurtful environment can negatively impact their bottom line. Correspondingly, the rising number of climate surveys to address bullying at work is a testament to the importance of this topic and its potential negative impact.Colleges and universities confirm the need to create a more welcoming culture, as reflected in the current dialogue to promote civility. Publisher offerings in business ethics are inadequate to address this issue, as they focus on the importance of social responsibility and the fallout from moral turpitude. There is a pressing need for materials that will educate students on “civil” concepts and provide them with applied learning. Institutions of higher education would like to inform students about bullying, its ramifications, and how it can be avoided, but a compendium of related exercises is in most cases non-existent.To solidify student learning about positive citizenship, an established author (and anti-bullying activist) has proposed How to Transform Workplace Bullies into Allies. This unique groundbreaking text will provide hands-on, experiential exercises that will engage students with the material, and create a multi-dimensional focus to enable concept retention. Considered a hallmark of applied education, “learning by doing” will be this book’s primary emphasis. Exercises are designed to sharpen critical thinking, immerse students in real world dilemmas, and provide them with tools for conflict resolution. The emotional intelligence promoted by working through in-text scenarios is a soughtafter employee trait—one that is desired by classmates and career centers alike. Unfortunately, people skills at work have long been ignored in traditional college curricula. As a result, schools are creating graduates who possess technical know-how but not the skill set to effectively navigate personal encounters. The “soft skills” of people savvy, which have been deemed crucial to employee success, are in large part absent from college offerings.By navigating carefully constructed scenarios, web quests, learning modules, and “teachable moments,” readers will develop a keen awareness of what it takes to be a respectful person. Moreover, they will gain expertise in what The Society for Human Resource Management has deemed a critical skill set. Exercises to strengthen incivility awareness are designed not only to prevent potential conflict, but to create change agents within the business arena. Completion of this workbook will provide people with a competitive advantage—and their institution and workplace with a more courteous populace.
£82.80
Information Age Publishing The Investments: An American Conspiracy
Book SynopsisThis book examines American societal structures and institutions, beginning and ending with public education, and exposes how dysfunction and the investment in this dysfunction is an actual political agenda. The Investments focuses on the capitalization, privatization and dismantling of public education, and how other social systems such as for-profit prisons, healthcare (or the lack thereof), racism and current immigration issues, the investment in criminalizing people called “the other”, and the military/industrial complex are all co-dependent and symbiotic. At the Nexus of it all is American public education. An educated population threatens the status quo, so the pipeline between public education and other social institutions is real. Each has a toxic connection and reliance to each other. Each chapter will delve into the rigging that takes place to purposefully attempt to cripple public education and consciously create a permanent underclass, usually without the knowledge of the general public; and the egos, identities and sinister political forces behind such manipulation. Education is the hub of this book: because public education is the best vehicle for democracy America has ever known, and therefore, unbeknownst to many Americans, in the crosshairs. There is a vast conspiracy for power and control going on in our country; and many Americans are ignorant of the conspiracy. This book pulls back the curtain on the investment some in power have made in their efforts to create a permanent underclass in American society.
£37.46
Information Age Publishing The Investments: An American Conspiracy
Book SynopsisThis book examines American societal structures and institutions, beginning and ending with public education, and exposes how dysfunction and the investment in this dysfunction is an actual political agenda. The Investments focuses on the capitalization, privatization and dismantling of public education, and how other social systems such as for-profit prisons, healthcare (or the lack thereof), racism and current immigration issues, the investment in criminalizing people called “the other”, and the military/industrial complex are all co-dependent and symbiotic. At the Nexus of it all is American public education. An educated population threatens the status quo, so the pipeline between public education and other social institutions is real. Each has a toxic connection and reliance to each other. Each chapter will delve into the rigging that takes place to purposefully attempt to cripple public education and consciously create a permanent underclass, usually without the knowledge of the general public; and the egos, identities and sinister political forces behind such manipulation. Education is the hub of this book: because public education is the best vehicle for democracy America has ever known, and therefore, unbeknownst to many Americans, in the crosshairs. There is a vast conspiracy for power and control going on in our country; and many Americans are ignorant of the conspiracy. This book pulls back the curtain on the investment some in power have made in their efforts to create a permanent underclass in American society.
£69.00
Information Age Publishing Voices of Social Education: A Pedagogy of Change
Book SynopsisThere is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world.Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice.Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter—a common space—where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
£47.45
Information Age Publishing Voices of Social Education: A Pedagogy of Change
Book SynopsisThere is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world.Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice.Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter—a common space—where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
£87.40
Information Age Publishing School is Life, Not a Preparation for Life —
Book SynopsisTeacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.We asked authors in both contexts to address the following questions: 1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacherpupil planning serve a central role in the middle grades teacher education program or middle grades classroom? 2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom? 3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?
£44.96
Information Age Publishing School is Life, Not a Preparation for Life —
Book SynopsisTeacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.We asked authors in both contexts to address the following questions: 1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacherpupil planning serve a central role in the middle grades teacher education program or middle grades classroom? 2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom? 3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?
£82.80
Information Age Publishing (Re)Designing Programs: A Vision for
Book SynopsisGiven the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation's students.The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better.Trade ReviewJennifer Jacobs and Rebecca West Burns' book, (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation, is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators."" —D. John McIntyreTable of Contents Foreword, Bernard Badiali Chapter 1: Introduction Chapter 2: Policy Guidelines Chapter 3: Partnerships Chapter 4: Clinical Experiences Chapter 5: Coherence Chapter 6: Coursework and Curriculum Chapter 7: University-based Teacher Educators Chapter 8: School-based Teacher Educators Chapter 9: Teacher Candidate Supervision and Evaluation Chapter 10: Research Chapter 11: Instructional Leadership Chapter 12: Conclusion: A Lexicon for Equity-Driven, Clinically Based Teacher Preparation Appendix
£47.45
Information Age Publishing (Re)Designing Programs: A Vision for
Book SynopsisGiven the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation's students.The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better.Trade ReviewJennifer Jacobs and Rebecca West Burns' book, (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation, is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators."" —D. John McIntyreTable of Contents Foreword, Bernard Badiali Chapter 1: Introduction Chapter 2: Policy Guidelines Chapter 3: Partnerships Chapter 4: Clinical Experiences Chapter 5: Coherence Chapter 6: Coursework and Curriculum Chapter 7: University-based Teacher Educators Chapter 8: School-based Teacher Educators Chapter 9: Teacher Candidate Supervision and Evaluation Chapter 10: Research Chapter 11: Instructional Leadership Chapter 12: Conclusion: A Lexicon for Equity-Driven, Clinically Based Teacher Preparation Appendix
£82.80
Information Age Publishing Lessons for Creating a Culture of Character and
Book SynopsisThe intent of this playbook is to enable PK-12 teachers, teachers-in-training, counselors, and coaches to use character and peace education lessons to enrich their curriculum and help students expand their knowledge and understanding of themes and content in each of the book's chapters.The lesson plans will help students discover, learn, reflect on, and make connections between and among each of the chapters in the book, such as Character Development, Peace Awareness, Special Skills, and Selfdiscipline, Respect, Responsibility, Relationships, and Conflict Resolution.This playbook is designed in such a way that you may take any one of the lessons and implement it at any time you find a teachable moment or want to focus on a particular topic or theme. The lessons have been designed to help you and your students ""reflect" upon and make ""connections"" between the content and activities of each lesson.At the end of each chapter is a stop-sign symbol suggesting one "read/reflect/respond." The playbook is rich in references, research, and resources.
£44.96
Information Age Publishing Lessons for Creating a Culture of Character and
Book SynopsisThe intent of this playbook is to enable PK-12 teachers, teachers-in-training, counselors, and coaches to use character and peace education lessons to enrich their curriculum and help students expand their knowledge and understanding of themes and content in each of the book's chapters.The lesson plans will help students discover, learn, reflect on, and make connections between and among each of the chapters in the book, such as Character Development, Peace Awareness, Special Skills, and Selfdiscipline, Respect, Responsibility, Relationships, and Conflict Resolution.This playbook is designed in such a way that you may take any one of the lessons and implement it at any time you find a teachable moment or want to focus on a particular topic or theme. The lessons have been designed to help you and your students ""reflect" upon and make ""connections"" between the content and activities of each lesson.At the end of each chapter is a stop-sign symbol suggesting one "read/reflect/respond." The playbook is rich in references, research, and resources.
£82.80
Information Age Publishing At the Schoolhouse Gate: Stakeholder Perceptions
Book SynopsisThe objective of this edited volume is to shed light upon K-12 perspectives of various school stakeholders in the current unique context of increasing political polarization and heightened teacher and student activism. It is grounded in academic freedom case law and the majority of opinion of the Supreme Court in the Tinker v. Des Moines Independent Community School District (1969) that held that certain forms of expression are protected by the First Amendment. Justice Fortas wrote in the majority opinion that "it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate."This volume is timely and instructive, as protections afforded by the First Amendment are a topic of enduring concern, with such freedoms requiring vigilant advocacy and protection from each generation. Paulo Freire stated, "Citizenship is not obtained by chance: It is a construction that, never finished, demands we fight for it" (1998, p. 90). There is confusion and much debate in and outside of schools about how and when these and other rights described in the First Amendment may or may not be limited, and the time is now to clarify the place of such rights in public education.At the Schoolhouse Gate is divided into three sections: Foundations, Case Studies of Rights in Schools, and Choices to Act. The "Foundations" section presents the case law pertaining to the rights of both teachers and students, setting the tone for what presently is permissible and chronicling the ongoing struggle with defining rights and responsibilities in schools. In "Case Studies of Rights in Schools," various authors examine teacher and student interactions with rights and responsibilities in schools, including the interest of students in participating with their teachers in the democratic experiment of schooling, the promise of student-led conferences, a new teacher's success with democratizing her classroom, and student views of news and technology. "Choices to Act" includes a portrait of teacher activism during the Oklahoma Walkout, a general counsel's advice to teachers for availing themselves of their rights, a story of a civic education curriculum generating student agency, and vignettes of two public high school students who took action in their schools and communities.
£44.96
Information Age Publishing At the Schoolhouse Gate: Stakeholder Perceptions
Book SynopsisThe objective of this edited volume is to shed light upon K-12 perspectives of various school stakeholders in the current unique context of increasing political polarization and heightened teacher and student activism. It is grounded in academic freedom case law and the majority of opinion of the Supreme Court in the Tinker v. Des Moines Independent Community School District (1969) that held that certain forms of expression are protected by the First Amendment. Justice Fortas wrote in the majority opinion that "it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate."This volume is timely and instructive, as protections afforded by the First Amendment are a topic of enduring concern, with such freedoms requiring vigilant advocacy and protection from each generation. Paulo Freire stated, "Citizenship is not obtained by chance: It is a construction that, never finished, demands we fight for it" (1998, p. 90). There is confusion and much debate in and outside of schools about how and when these and other rights described in the First Amendment may or may not be limited, and the time is now to clarify the place of such rights in public education.At the Schoolhouse Gate is divided into three sections: Foundations, Case Studies of Rights in Schools, and Choices to Act. The "Foundations" section presents the case law pertaining to the rights of both teachers and students, setting the tone for what presently is permissible and chronicling the ongoing struggle with defining rights and responsibilities in schools. In "Case Studies of Rights in Schools," various authors examine teacher and student interactions with rights and responsibilities in schools, including the interest of students in participating with their teachers in the democratic experiment of schooling, the promise of student-led conferences, a new teacher's success with democratizing her classroom, and student views of news and technology. "Choices to Act" includes a portrait of teacher activism during the Oklahoma Walkout, a general counsel's advice to teachers for availing themselves of their rights, a story of a civic education curriculum generating student agency, and vignettes of two public high school students who took action in their schools and communities.
£82.80
Harvard Educational Publishing Group Diverse Families, Desirable Schools: Public
Book SynopsisIn Diverse Families, Desirable Schools, Mira Debs offers a richly detailed study of public Montessori schools, which make up the largest group of progressive schools in the public sector. As public Montessori schools expand rapidly as alternatives to traditional public schools, the story of these schools, Debs points out, is a microcosm of the broader conflicts around public school choice. Drawing on historical research, interviews with public Montessori educators, and ethnographic case studies, Debs explores the forces that pull intentionally diverse, progressive schools toward elitism. At the heart of Debs's book is a thoughtful analysis of the notion of ""fit"" between parents and schools—an idea that is central to school choice, which is often marketed as an opportunity for parents to find the perfect fit for their kids. By exploring parents' varied motivations in choosing these schools and observing how families experience—or fail to experience—a ""good fit"" after having chosen a particular school, Debs makes an original contribution to the literature on school choice and sheds light on the dilemmas entailed in maintaining diversity in progressive charter and magnet schools.
£29.71
Harvard Educational Publishing Group Teach for Climate Justice: A Vision for
Book SynopsisA proactive, inclusive plan for the cross-disciplinary teaching of climate change from preschool to high school.In Teach for Climate Justice, accomplished educator and social and emotional learning expert Tom Roderick proposes a visionary interdisciplinary and intersectional approach to PreK–12 climate education. He argues that meaningful instruction on this urgent issue of our time must focus on climate justice—the convergence of climate change and social justice—in a way that is emotionally safe, developmentally appropriate, and ultimately empowering.Drawing on examples of real-life educators teaching climate change, Roderick identifies eight key dimensions of climate education that will prepare students to face the challenges of the climate crisis and give them the means to take action. These dimensions include not only educating for a deep understanding of the scientific, geopolitical, and socioeconomic equity issues that surround global warming, but also cultivating appreciation for the environment, building a supportive community, and fostering active hope for the future. Roderick's intentional layering of skills will help students develop the knowledge and sense of agency necessary to engage in civil resistance and nonviolent activism. In support of this crucial endeavor, Roderick suggests evidence-based teaching strategies, practices that promote inclusivity, and tools for social and emotional learning.This timely and uplifting book lays out a powerful vision for teaching, learning, and curriculum development to nurture a generation of courageous, informed advocates for climate justice.Trade Review“Teach for Climate Justice is a powerful ‘how to’ guide for environmental education. It is full of practical advice on how to teach students about the urgency of our climate crisis and what they can do to address it, with many illustrative vignettes of the best work in our classrooms and schools. It will be a vital resource for educators working in this critical area.”—Randi Weingarten, president, American Federation of Teachers“Tom Roderick has written a timely and invaluable new book on the most important issue of our time—climate justice. Aimed at educators, he makes it clear that despite the numerous other expectations and responsibilities that have been foisted upon schools, this is a subject that cannot be ignored. Written in a clear and compelling manner, Teach for Climate Justice is a call to action supported by strategies that show us how to take on this important work.”—Pedro Noguera, Emery Stoops and Joyce King Stoops Dean, Rossier School of Education, University of Southern California“This is not a book that tries to scare us into caring about the climate emergency. Tom Roderick shows how the most effective way to teach for climate justice is to turn schools into sites of joy and justice. The book weaves an urgent analysis of the causes and impact of our climate crisis with inspiring classroom stories of teachers who seek to make a difference. Teach for Climate Justice is a festival of wisdom, imagination—and hope.”—Bill Bigelow, curriculum editor, Rethinking Schools and codirector, Zinn Education Project“A viable future depends on young people being more informed as to the root causes of climate change and knowing how to take action. Tom Roderick's Teach for Climate Justice makes the case for why climate education should be central in our curriculum and is filled with informative and inspirational stories of teachers who provide clear examples of how to teach for climate justice. These teachers offer a road map of how to be honest without leaving young people in despair. This is an invaluable book which will hopefully lead to teachers adding many more stories of their own.”—Deborah Menkart, executive director, Teaching for Change
£31.41
Sydney University Press Australian Universities: A conversation about
Book SynopsisReshapes the current public and academic conversations about higher education policy and practice to determine what is good higher education policy. Brings together a group of higher education experts from different disciplinary backgrounds including policy studies, history, sociology, political science, and education to explain the Australian university experience today. Covers topics of great interest to researchers, postgraduate students, practitioners of higher education policy and practice; historians of education, politics, and Australian life; and general readers interested in universities as social institutions. Australian Universities: A conversation about public good highlights contemporary challenges facing Australian universities and offers new ideas for expanding public good. More than 20 experts take up the debate about our public universities: who they are for; what their mission is (or should be); what strong higher education policy entails; and how to cultivate a robust and constructive relationship between government and Australian universities. Issues covered include: How to change a culture of exclusion to ensure all are welcome in universities, especially Aboriginal and Torres Strait Islander students as well as those from low socio-economic backgrounds. How "educational disadvantage" in Australia often begins in school and is still the major barrier to full university participation. The reality that funding for research and major infrastructure requires significant additional funds from non-government sources (e.g. international student fees). A lack of policy recognition that international university students increase Australias social, cultural and economic capital. Pathways to making policy decisions wide-ranging, consultative, inclusive and inspired rather than politically partisan and deologically driven. The impact of COVID-19 on universities, and particularly how the pandemic and governmental responses exacerbated extant and emerging issues. Australian Universities rekindles a much-needed conversation about the vital role of public universities in our society, arguing for initiatives informed by the realities of university life and offering a way forward for government, communities, students and public universities together to advance public good.Table of ContentsStarting the conversation Julia Horne and Matthew A.M. ThomasPart 1: Reimagining Australian universities1. The One Sydney, Many People story Lisa Jackson Pulver with Peta Greenfield2. One million livelihoods: granting social citizenship to Australian university students Susan Goodwin and Ariadne Vromen3. Why are Australian universities so large? Glyn Davis4. Reform for what purposes? Higher education enrolment in Taiwan and implications for Australia Ren-Hao XuPart 2: Reconsidering students5. When do we answer the call for cultural change? Aboriginal and Torres Strait Islander students and higher education Jennifer Barrett, Lisa Jackson Pulver, Peta Greenfield and Michelle Dickson6. Beyond “access” and “affordability”: young people talk about university participation Samantha McMahon and Valerie Harwood7. International students in Australia since the early 1900s Julia Horne8. International students: during, before and after Gaby RamiaPart 3: Rethinking structures9. Who should pay for university? Eight logics of higher education funding in Australia Gareth Bryant10. Fees and HECS and the politics of access to university Gwilym Croucher11. The Job-ready Graduates Package and what it means for students Tim Payne12. Twenty years of research in Australia’s universities and implications for the future Alan PettigrewPart 4: Revisiting the public good13. Let us have more scientists, and more humanists Michael A. Goodman14. Building a university culture fit for purpose Tim Soutphommasane and Stephanie Wood15. Teaching and learning at Australian universities in uncertain times Matthew A.M. Thomas, John Iromea, Remy Low, Victoria Rawlings, and Susan Banki16. Universities, their publics, and climate change Tamson PietschContinuing the conversation Julia Horne and Matthew A.M. Thomas
£31.93
