Moral and social purpose of education Books
Peter Lang Publishing Inc Toward Renewal and Belonging
Book SynopsisIn Toward Renewal and Belonging: Art, Movement, and Community, Ingrid Hauss models her uniquely integrative and embodied pedagogy through an intricate weave of her art, studio process, and creative practice. The book provides a glimpse into an artist's journey which is rarely found in such a transparent, honest, and candid form. The author's pedagogical approach draws on the richness of her lived experiences, her stories, art, and poetry. In this book, Ingrid invites readers to engage in a creative process of self-discovery. Leading through a series of creative encounters, each chapter inspires and nurtures the renewal of wellness, vitality, and creativity. This work does not require previous artistic training or expertise to be a valuable resource. Educators, artists of all disciplines, and anyone interested in accessing and nurturing their own creative potential will find the book engaging, inspiring, and empowering. This work deepens and invigorates readers' creative conTrade Review“Ingrid Hauss’s new book engages the reader at many different levels—artistically, somatically and educationally. Each page brings some new idea or activity; the whole book is truly a journey of transformation.” —Jack Miller, Professor, The Ontario Institute for Studies in Education, The University of Toronto, and Author, The Holistic CurriculumTable of ContentsList of Figures – Acknowledgements – Introduction – Welcome – Inhalation: Breathing Life Toward Wonder and Awe – Exhalation: Hospitable Spaces and Creativity – Inscapes: Affirming Creative Vision beyond Interdisciplinary Thresholds – Practice with Inner Momentum: Toward the Manifestation of Creative Vision – Spaces for Nurturing and Self Care: Fostering Creative Renewal – Ponderings: Mirrors of Self-Reflection – Core Stabilization and Balance: Roots in Art, Movement, and Community – Creativity in Motion: Toward Renewal and Belonging – Epilogue.
£26.60
Peter Lang Publishing Inc F.D.E. Schleiermachers Outlines of the Art of
Book SynopsisOne must assume we are all familiar with what is commonly called education.' This is how Schleiermacher begins his famous 1826 lecture on the Art of Education. But in proceeding furtherand unlike Rousseau or Locke before himSchleiermacher carefully avoids assuming that education is primarily about a return to nature or about soundness of mind and body. Education is instead an ethical and political undertaking and a pragmatic art whose ultimate object and morality has differed greatly over time. It is exercised as a form of practical influence of the older generation on the younger: A significant part of the activity of the older generation extends toward the younger, Schleiermacher reasons, and it is more complete and perfect the more it is governed by an idea of what should happenthe more it has an exemplar to guide its actionthe more it is an art. This book offers these and other insights on educationlong canonical in Central and Northern Europefor the Table of ContentsList of Illustrations – Acknowledgments – Norm Friesen/Karsten Kenklies: Translators’ Introduction – F.D.E. Schleiermacher: Outlines of the Art of Education: Introduction – Michael Winkler: Schleiermacher’s Pedagogy: A Thematic Commentary – David Lewin: The Educational Awareness of the Future – Karsten Kenklies: Entering the Circle. Schleiermacher and the Rise of Modern Education Studies – Rebekka Horlacher: Schleiermacher’s Educational Theory in the Context of the Debate on Vocational versus Liberal Education – Norm Friesen: Accentuate the Negative: Schleiermacher’s Dialectic – Contributors – Index.
£30.40
Peter Lang Publishing Inc F.D.E. Schleiermachers Outlines of the Art of
Book SynopsisOne must assume we are all familiar with what is commonly called education.' This is how Schleiermacher begins his famous 1826 lecture on the Art of Education. But in proceeding furtherand unlike Rousseau or Locke before himSchleiermacher carefully avoids assuming that education is primarily about a return to nature or about soundness of mind and body. Education is instead an ethical and political undertaking and a pragmatic art whose ultimate object and morality has differed greatly over time. It is exercised as a form of practical influence of the older generation on the younger: A significant part of the activity of the older generation extends toward the younger, Schleiermacher reasons, and it is more complete and perfect the more it is governed by an idea of what should happenthe more it has an exemplar to guide its actionthe more it is an art. This book offers these and other insights on educationlong canonical in Central and Northern Europefor the Table of ContentsList of Illustrations – Acknowledgments – Norm Friesen/Karsten Kenklies: Translators’ Introduction – F.D.E. Schleiermacher: Outlines of the Art of Education: Introduction – Michael Winkler: Schleiermacher’s Pedagogy: A Thematic Commentary – David Lewin: The Educational Awareness of the Future – Karsten Kenklies: Entering the Circle. Schleiermacher and the Rise of Modern Education Studies – Rebekka Horlacher: Schleiermacher’s Educational Theory in the Context of the Debate on Vocational versus Liberal Education – Norm Friesen: Accentuate the Negative: Schleiermacher’s Dialectic – Contributors – Index.
£79.80
Peter Lang Publishing Inc The Relational Dimension of the Teaching
Book SynopsisIn The Relational Dimension of the Teaching Profession, we follow four teachers who meet their students in a particularly evolving way. Deploying what is described as pedagogical tact and stance, the author has filmed teachers in order to observe how they create pedagogical meeting spaces wherein the teachers and students meet as people, thus developing an understanding of trustful, relational teaching in practice.The relational dimension of the teaching profession is something that has hitherto played a hidden role in teacher education. Nevertheless, well-functioning teacher-student relationships are a fundamental part of successful teaching. Including a multi-relational perspective on teaching and education (Pedagogical Relational Teachership, or, PeRT) as well as a taxonomy with an observation scheme for student teachers and researchers, this book is aimed at student teachers at undergraduate and advanced levels and is also suitable for tTrade Review“Dr. Ljungblad’s new book is a significant contribution to the emerging field of relational pedagogy. Both her theorizing and her exquisite empirical work amply demonstrate what a possibility opens if we take relationships in education seriously. It is a must-read for all interested in the teaching profession and in education.” —Alexander M. Sidorkin, Dean and Professor, College of Education, California State University SacramentoTable of ContentsForeword – Acknowledgments – Introduction – Encounters Taking Place – A Hidden Relational Capacity in Practice – Research on the Relational Dimension of the Teaching Profession – A Relational Turn – Pedagogical Tactfulness – The Teacher’s Stance – Pedagogical Relational Teachership – Tools Supporting Pro-Social Classroom Environments – References.
£69.30
Peter Lang Publishing Inc Novel Education
Book SynopsisAn invitation to write, to play, to be affected, to be permissive in taking note: all these gestures of freedom compose Novel Education. Britzman opens the crypt of research to and finds the perils and pleasures of narrating life in the human professions. It is at once an introduction to psychoanalytic theories of everyday education and a guide to perplexed learning. Each chapter considers the situation of pedagogy through the dream of education and analyzes learning through its emotional experiences and passions. New attention is given to aesthetic conflicts made from trying to know intersubjective life. Topics include studies of inhibition, sexuality, aggression and depression, the problems of sexual enlightenement, the uses of free association and the transference, and the play between creativity and anxiety.The second edition includes a new opening note on the problems of experience and case writing for the human sciences. A concluding chapter, Writing on the MinTable of ContentsPreface – Acknowledgments – Opening Note – Psychoanalytic Studies of Learning and Not Learning – Five Excursions into Free Association, or Just Take the A Train – A Note to “Identification with the Aggressor” – Poor Little Oedipus: On the Pleasures and Disappointments of Sexual Enlightenment – Melanie Klein, Little Richard, and the Psychoanalytic Question of Inhibition – Monsters in Literature – Notes on the Teacher’s Illness – What is a Pedagogical Fact? Notes from the Clinical Knowledge Project – Writing on the Mind – Complete Bibliography – Index.
£32.40
Peter Lang Publishing Inc Quality Education in Rural Learning Ecologies in
Book SynopsisThis book brings together a series of papers on education in rural Zimbabwe. It is informed throughout by the generative theory of rurality, which sees rural communities as the most significant agents in solving the challenges they face. Against this theoretical backdrop, the 13 chapters challenge policy makers, researchers and educators to confront the problem of poor academic performance among learners in rural learning ecologies. The book demonstrates that rural communities, in Zimbabwe and elsewhere, can improve their educational outcomes through community-led action, involving traditional leadership and other stakeholders. The key message is that communities have the opportunity to become the authors of their own destinies in shaping future educational results.This book brings together important views on improving learning in rural ecologies. The arguments brought forward can lead to responsive policies that can greatly benefit rural education.Colwasi MthunTrade Review“This book brings together important views on improving learning in rural ecologies. The arguments brought forward can lead to responsive policies that can greatly benefit rural education.” —Colwasi Mthunzi, Professor of Curriculum Innovations, Solusi University“A book that brings so much hope for rural learners and also encourages the community and parents/guardians to play an active role in the learning of their children.” —Nosizo Shava, Senior Sociology Lecturer, Hillside Teachers College“Well-articulated papers on the ways of reducing inequalities between rural and urban education.” —Shepherd Ndondo, Post-doc fellow in Philosophy of Education, University of Fort HareTable of ContentsList of Figure – List of Tables – Preface – Acknowledgments – List of Abbreviations – Ntandoyenkosi Satamwe/Nhlanhla Mkwelie: Online learning opportunities for quality rural learning ecologies – Tinashe Pikirai/Pikirai Tecla/Christopher Ndlovu: Diaspora contribution to rural education – Siphiwo Ncube/Christopher Ndlovu: Improving the teaching and learning of agriculture through the use of viable school gardens in rural schools – Ndondo Semkeliso/Ndondo Shepherd: Home involvement and Early Childhood Development (ECD) learning: Challenges and opportunities in Zimbabwean rural ecosystem – Mkwananzi Dumisani/Cynthia Ncube: Potential of home involvement in creating learning spaces in rural areas – Judith Musengi: Attainment of Sustainable Development Goal 4 (SDG 4): Teacher perceptions, readiness and practices – Mudimba Collen: Use of ChiTonga language as a medium of instruction across the Early Childhood Development curricula in ChiTonga speaking Districts of Zimbabwe – Samkeliso Mathe/Christopher Ndlovu: Changing home environments to learning centres: An alternative pathway to improved learning outcomes in rural ecologies – Mandlenkosi Ndlovu: Quality curriculum for rural learning ecologies in Zimbabwe – Mlungisi Moyo/Mudimba Collen: Online instruction during COVID 19 pandemic: Excluding the already excluded rural learner – Nkosiiathi Sibanda/Mpumelelo Ncube: Online learning opportunities in rural learning ecologies – Ndondo Shepherd/Christopher Ndlovu/Ndondo Samkeliso: Digitalization and learning opportunities in Zimbabwean rural ecologies – Pinias Chikuvadze/Munyaradzi Chidarikire: Influence of Zimbabwean policies on rural female learners progression in advanced level science subjects – Contributors’ Biographies.
£54.00
Temple University Press,U.S. The Enigmatic Academy
Book SynopsisChallenging the common idea that education can save the individual and society from major problems of the modern worldTrade Review"[T]he cases are insightful and comprehensive ethnographies that offhandedly integrate aspects of academics - student life and student support, marketing, recruitment, retention, community relations and government policies - they are engaging and thought-provoking from many enrollment management/student services perspectives... [The authors'] observations are intense and insightful." Strategic Enrollment Management Source "Their research method is ethnographic case studies of three kinds of schools (for which the book is organized into three parts)... Each part ends with a conclusion that is a superb summary of the previous analysis, and the summaries will make the blood of readers concerned with social justice boil... Summing Up: Recommended."--Choice, February 2013Table of ContentsClass, Bureaucracy, and Religion in American Education; CONTENTS; INTRODUCTION; PART I. PLUFORT COLLEGE; Introduction; The Regional Atmosphere; The Developmental Thrust; The Symbiotic Community; The Academic Trajectory; The Socio-Political Whirlpool; The Socially Ironic Reality Screen; The Public Relations Panorama; The Competitive Strain; Conclusion: The Bureaucratic Grip; PART II. MOUNTAINVIEW SCHOOL; Introduction; The Brahmin Tone; The Civil Service Intrusion; The Embattled Entitlement Path; The Clubbable Induction; The Currency of Behavior; The Leisured Deviance Realm; Conclusion: Rentier Incorrigibility in Academe;; PART III. LANDOVER JOB CORPS CENTER; Introduction; History: Profit Motives, Local Fears, Violent Outbreaks; Approaching Landover; The River to the Job; Responses to Institutionalized Failure; Students: "It's a risky place."; Conclusion: The Veil of Ennui; CONCLUSION; ENDNOTES; BIBLIOGRAPHY.
£61.20
Temple University Press,U.S. Liberating Service Learning and the Rest of
Book SynopsisRandy Stoecker has been practicing forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, Practice does not make perfect. In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work. Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By liberating service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact.Liberating Service Learning and the Rest of Higher Education Civic EngagemTable of ContentsPrelude: Confessions and AcknowledgmentsI The Problem and Its Context1 Why I Worry2 A Brief Counterintuitive History of Service Learning3 Theories (Conscious and Unconscious) of Institutionalized Service LearningInterludeII Institutionalized Service Learning4 What Is Institutionalized Service Learning’s Theory of Learning?5 What Is Institutionalized Service Learning’s Theory of Service?6 What Is Institutionalized Service Learning’s Theory of Community?7 What Is Institutionalized Service Learning’s Theory of Change?III Liberating Service Learning8 Toward a Liberating Theory of Change 9 Toward a Liberating Theory of Community10 Toward a Liberating Theory of Service11 Toward a Liberating Theory of Learning12 Toward a Liberated World?PostludeReferencesIndex
£56.10
Temple University Press,U.S. Liberating Service Learning and the Rest of
Book SynopsisRandy Stoecker has been practicing forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, Practice does not make perfect. In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work. Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By liberating service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact.Liberating Service Learning and the Rest of Higher Education Civic EngagemTable of ContentsPrelude: Confessions and AcknowledgmentsI The Problem and Its Context1 Why I Worry2 A Brief Counterintuitive History of Service Learning3 Theories (Conscious and Unconscious) of Institutionalized Service LearningInterludeII Institutionalized Service Learning4 What Is Institutionalized Service Learning’s Theory of Learning?5 What Is Institutionalized Service Learning’s Theory of Service?6 What Is Institutionalized Service Learning’s Theory of Community?7 What Is Institutionalized Service Learning’s Theory of Change?III Liberating Service Learning8 Toward a Liberating Theory of Change 9 Toward a Liberating Theory of Community10 Toward a Liberating Theory of Service11 Toward a Liberating Theory of Learning12 Toward a Liberated World?PostludeReferencesIndex
£19.79
Bristol University Press Education and Social Justice in a Digital Age
Book SynopsisThis book proposes an approach to changing the educational system in order to redress inequalities in society, whilst at the same time acknowledging the potential transformative role of digital technologies.Trade Review"This is the most refreshing book about education I have read for many years. Any teacher or future teacher, indeed anyone involved in or interested in education, will learn much from reading it. It deftly illustrates that the only way to a more just system is when knowledge is placed at the heart of all we do as teachers." Michael Young, Institute of Education"Will serve as a clear and powerful introduction to an important set of ideas." Journal of Social PolicyTable of ContentsAn unfolding story; Expanding the possible: people and technologies; Knowledge worlds: boundaries and barriers; Ways of knowing: everyday and academic knowledge; Schools as spaces for creating knowledge; Assessment and the curriculum in a digital age; Education in the 21st century; The idea of justice in education.
£26.09
Bristol University Press Education and Social Justice in a Digital Age
Book SynopsisThis book proposes an approach to changing the educational system in order to redress inequalities in society, whilst at the same time acknowledging the potential transformative role of digital technologies.Trade Review"This is the most refreshing book about education I have read for many years. Any teacher or future teacher, indeed anyone involved in or interested in education, will learn much from reading it. It deftly illustrates that the only way to a more just system is when knowledge is placed at the heart of all we do as teachers." Michael Young, Institute of Education"Will serve as a clear and powerful introduction to an important set of ideas." Journal of Social PolicyTable of ContentsAn unfolding story; Expanding the possible: people and technologies; Knowledge worlds: boundaries and barriers; Ways of knowing: everyday and academic knowledge; Schools as spaces for creating knowledge; Assessment and the curriculum in a digital age; Education in the 21st century; The idea of justice in education.
£71.99
Bristol University Press Human Rights and Equality in Education
Book SynopsisThis interdisciplinary collection explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account, the balance between religion, culture and education, girls' right to education and the role of courts.Table of ContentsForeword ~ Kishore Singh Introduction ~ Sandra Fredman, Meghan Campbell and Helen Taylor Part I: The role of public and private actors in education Public rights and private schools: state accountability for violations of rights in education ~ Conor O’Mahony The dynamics of regulating low-fee private schools in Kenya ~ Gilbert Mitullah Omware Education at the margins: the potential benefits of private educational initiatives for disadvantaged groups ~ Melanie Smuts Part II: Balancing the right to freedom of religion and culture and the right to education Calling the farce on minority schools ~ Jayna Kothari The challenge of Afrikaans language rights in South African education ~ Michael Bishop Part III: Gender equality in education: moving beyond access to primary education Women and education: the right to substantive equality ~ Sandra Fredman Equality and the right to education: let’s talk about sex education ~ Meghan Campbell Part IV: Litigating for quality and equality in education Conceptualising and enforcing the right to quality education for minorities and disadvantaged groups: reflections of the Campaign for Fiscal Equity litigation ~ Helen Taylor From the classroom to the courtroom: litigating education rights in South Africa ~ Jason Brickhill and Yana van Leeve Human rights and equality in education: Conclusion ~ Sandra Fredman, Meghan Campbell and Helen Taylor
£71.99
Policy Press School scandals
Book SynopsisPat Thomson takes on England's muddled education system and exposes fraudulent and unethical practices, including the skewing of the curriculum and manipulation of results. She argues for an urgent review of current practices, leading to a revitalised education system that has the public good at its heart.Trade Review"A well-researched, closely argued and scholarly book, combining theory with vivid contemporary examples, this is a good read that deals with a topic that is extremely timely and relevant." Peter Moss, UCL Institute of Education, University College LondonTable of ContentsA Book About Corruption and Schools A Scandalous Schooling Muddle Reforming Public Infrastructure Costly Measures Market Mentalities and Malpractices The Effects of Effectiveness Secrecy, Lies and Gaming Rebuilding Organisational Infrastructure A Public Good Agenda for Change
£12.34
Bristol University Press Religion and Belief Literacy
Book SynopsisThis book presents a crisis of religion and belief literacy to which education at every level is challenged to respond. It provides a clear pathway for engaging well with religion and belief diversity in public and shared settings.Table of ContentsIntroduction The broken chain of learning: the crisis of religion and belief literacy and its origins Policy framings of religion and belief: consolidating the muddle Religion and belief in Religious Education Religion and belief across schools Religion and belief in university practices Religion and belief in university teaching and learning Religion and belief in professional education and workplaces Religion and belief in community education and learning The future of religion and belief literacy: reconnecting a chain of learning
£71.99
Bristol University Press Religion and Belief Literacy
Book SynopsisThis book presents a crisis of religion and belief literacy to which education at every level is challenged to respond. It provides a clear pathway for engaging well with religion and belief diversity in public and shared settings.Table of ContentsIntroduction The broken chain of learning: the crisis of religion and belief literacy and its origins Policy framings of religion and belief: consolidating the muddle Religion and belief in Religious Education Religion and belief across schools Religion and belief in university practices Religion and belief in university teaching and learning Religion and belief in professional education and workplaces Religion and belief in community education and learning The future of religion and belief literacy: reconnecting a chain of learning
£24.29
Bristol University Press Resisting Neoliberalism in Education
Book SynopsisNeoliberalism is having a detrimental impact on wider social and ethical goals in the field of education. Using an international range of contexts, this book provides practical examples that demonstrate how neoliberalism can be challenged and changed at the local, national and transnational level.Trade Review“This book brings together an impressive international group of researchers to focus on challenging neoliberalism in education. I would recommend this book not only for the ideas it discusses, but also for the practices of resistance the authors detail in depth.” Leona M. English, St. Francis Xavier UniversityTable of ContentsForeword: the imperative to resist ~ Kathleen Lynch Introduction: resisting neoliberalism in education ~ Lyn Tett and Mary Hamilton Part I : Adult education Accountability literacies and conflictual cooperation in community- based organisations for young people in Québec ~ Virginie Thériault Research, adult literacy and criticality: catalysing hope and dialogic caring ~ Vicky Duckworth and Rob Smith The employability skills discourse and literacy practitioners ~ Gwyneth Allatt and Lyn Tett Part II : School education Making spaces in professional learning for democratic literacy education in the early years ~ Lori McKee, Rachel Heydon and Elisabeth Davies Countering dull pedagogies: the power of teachers and artists working together ~ Pat Thomson and Christine Hall Resisting the neoliberal: parent activism in New York State against the corporate reform agenda in schooling ~ David Hursh, Sarah McGinnis, Zhe Chen and Bob Lingard Nourishing resistance and healing in dark times: teaching through a Body- Soul Rooted Pedagogy ~ Shiv Desai, Shawn Secatero, Mia Sosa- Provencio and Annmarie Sheahan Part III : Higher education Everyday activism: challenging neoliberalism for radical library workers in English higher education ~ Katherine Quinn and Jo Bates Strategies of resistance in the neoliberal university ~ Mary Hamilton Moving against and beyond neoliberal higher education in Ireland ~ Fergal Finnegan Part IV : National perspectives The appropriation of cultural, economic and normative frames of reference for adult education: an Italian perspective ~ Marcella Milana and Francesca Rapanà The marginalisation of popular education: 50 years of Danish adult education policy ~ Anne Larson and Pia Cort Adult basic education in Australia: in need of a new song sheet? ~ Keiko Yasukawa and Pamela Osmond Part V : Transnational perspectives Education policy and the European Semester: challenging soft power in hard times ~ Howard Stevenson, Alison Milner, Emily Winchip and Lesley Hagger- Vaughan Rethinking adult education for active participatory citizenship and resistance in Europe ~ George K. Zarifi s Leaving no one behind: bringing equity and inclusion back into education ~ Carlos Vargas- Tamez Afterword: resources of hope ~ Mary Hamilton and Lyn Tett
£73.09
Bristol University Press Resisting Neoliberalism in Education
Book SynopsisNeoliberalism is having a detrimental impact on wider social and ethical goals in the field of education. Using an international range of contexts, this book provides practical examples that demonstrate how neoliberalism can be challenged and changed at the local, national and transnational level.Table of ContentsForeword: the imperative to resist ~ Kathleen Lynch Introduction: resisting neoliberalism in education ~ Lyn Tett and Mary Hamilton Part I : Adult education Accountability literacies and conflictual cooperation in community- based organisations for young people in Québec ~ Virginie Thériault Research, adult literacy and criticality: catalysing hope and dialogic caring ~ Vicky Duckworth and Rob Smith The employability skills discourse and literacy practitioners ~ Gwyneth Allatt and Lyn Tett Part II : School education Making spaces in professional learning for democratic literacy education in the early years ~ Lori McKee, Rachel Heydon and Elisabeth Davies Countering dull pedagogies: the power of teachers and artists working together ~ Pat Thomson and Christine Hall Resisting the neoliberal: parent activism in New York State against the corporate reform agenda in schooling ~ David Hursh, Sarah McGinnis, Zhe Chen and Bob Lingard Nourishing resistance and healing in dark times: teaching through a Body- Soul Rooted Pedagogy ~ Shiv Desai, Shawn Secatero, Mia Sosa- Provencio and Annmarie Sheahan Part III : Higher education Everyday activism: challenging neoliberalism for radical library workers in English higher education ~ Katherine Quinn and Jo Bates Strategies of resistance in the neoliberal university ~ Mary Hamilton Moving against and beyond neoliberal higher education in Ireland ~ Fergal Finnegan Part IV : National perspectives The appropriation of cultural, economic and normative frames of reference for adult education: an Italian perspective ~ Marcella Milana and Francesca Rapanà The marginalisation of popular education: 50 years of Danish adult education policy ~ Anne Larson and Pia Cort Adult basic education in Australia: in need of a new song sheet? ~ Keiko Yasukawa and Pamela Osmond Part V : Transnational perspectives Education policy and the European Semester: challenging soft power in hard times ~ Howard Stevenson, Alison Milner, Emily Winchip and Lesley Hagger- Vaughan Rethinking adult education for active participatory citizenship and resistance in Europe ~ George K. Zarifi s Leaving no one behind: bringing equity and inclusion back into education ~ Carlos Vargas- Tamez Afterword: resources of hope ~ Mary Hamilton and Lyn Tett
£24.29
Bristol University Press The Education Debate
Book SynopsisThis extensively updated fourth edition by the key author in the field will maintain its place as the most important text on education policy and makes essential reading for all students and anyone interested in education policy more generally.Trade Review"Stephen Ball is one of the few academics who can embrace policy, research and learning with a fierce and illuminating critical spirit." Richard Andrews, University of East Anglia"This must-read book is forensic in its analysis and points to the imperative for new thinking on education." Hugh Lauder, University of Bath"Informative, wise and angry in equal measure about the continued injustices meted out to students in the guise of 'progress', 'what works' and equity." Pat Thomson, University of Nottingham"[This] detailed study of all governments since 1976 and of the idiosyncrasies of their respective policies... provides academics but also the general public with tools which help them to fully understand the nuances in evolutions which may first appear inconsequential or inconsistent." Les Cahiers du GRASP"This invaluable new edition of this powerful and provocative book offers fresh insights into political context and policy narratives." Phillip Brown, Cardiff UniversityTable of ContentsPreface by Michael Hill Introduction: The great education debate (1976-2016) 1. Key concepts: education policy, economic necessity and education reform 2. Class, comprehensives and continuities: a short history of English education policy 3. Policy Technologies and The UK government’s approach to public service reform 4. Policy, inequity and advantage 5. A sociology of education policy: past, present and future
£16.14
Bristol University Press Transformative Teaching and Learning in Further
Book SynopsisBased on the Transforming Lives research project, this book explores the transformative power of further education. Outlining a critical approach to educational research and practice, the book draws on the testimonies of students and teachers to construct a model of transformative teaching and learning.Table of ContentsIntroduction 1. The Transforming Lives research project and the further education policy context 2. Researching further education and putting a critical embodied research methodology into practice 3. Using digital technologies in social justice research 4. Stories of transformative teaching and learning 5. Transformative teaching and learning and social justice 6. Transformative teaching and learning and education leadership 7. So what is transformative teaching and learning? Extending our theoretical and embodied understandings 8. What needs to be done
£72.25
Bristol University Press Transformative Teaching and Learning in Further
Book SynopsisBased on the Transforming Lives research project, this book explores the transformative power of further education. Outlining a critical approach to educational research and practice, the book draws on the testimonies of students and teachers to construct a model of transformative teaching and learning.Table of ContentsIntroduction 1. The Transforming Lives research project and the further education policy context 2. Researching further education and putting a critical embodied research methodology into practice 3. Using digital technologies in social justice research 4. Stories of transformative teaching and learning 5. Transformative teaching and learning and social justice 6. Transformative teaching and learning and education leadership 7. So what is transformative teaching and learning? Extending our theoretical and embodied understandings 8. What needs to be done
£24.29
Bristol University Press Schooling in a Democracy
Book SynopsisCOVID-19 has widened inequalities in schools and left the future uncertain. Richard Riddell argues that the increasingly narrow focus of education governance has made new thinking impossible and has degraded public life. Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.Table of Contents1. The emptiness of English public policy 2. Where it all begins: the tasks for Education and others 3. Governance change in England 4. Middle tier functioning, standards, places and school ecosystems 5. But society won’t wait: the communities around the school and the role of local government 6. More muddle: English Education’s unstable assemblage 7. Wider parallels: limitations at the top 8. The construction of central governments that find it all too difficult 9. Re-democratising and re-politicising 10. Conclusion: Beginning to return English schooling to the public service
£72.25
Bristol University Press Schooling in a Democracy
Book SynopsisCOVID-19 has widened inequalities in schools and left the future uncertain. Richard Riddell argues that the increasingly narrow focus of education governance has made new thinking impossible and has degraded public life. Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.Table of Contents1. The emptiness of English public policy 2. Where it all begins: the tasks for Education and others 3. Governance change in England 4. Middle tier functioning, standards, places and school ecosystems 5. But society won’t wait: the communities around the school and the role of local government 6. More muddle: English Education’s unstable assemblage 7. Wider parallels: limitations at the top 8. The construction of central governments that find it all too difficult 9. Re-democratising and re-politicising 10. Conclusion: Beginning to return English schooling to the public service
£22.49
Bristol University Press The Pursuit of Possibility
Book SynopsisNigel Thrift explores recent changes in the British research university that threaten to erode the quality of these higher education institutions. He considers what a research university has now become by examining the quandaries that have arisen from a succession of misplaced strategies and false expectations.Table of Contents1: Is that a ‘university’? I’m not sure Part I: The research university 2: So what is a ‘university’? Part 1: Architecture and academics 3: So what is a ‘university’? Part 2: Students, parents and other constituencies Part II: The contemporary British university system 4: A new Robbins? Recent changes in British universities 5: The hardy perennials 6: The Australianisation of British higher education 7: On vice- chancelloring – a footnote Part III: The research university of the future 8: So what is a research university? 9: Redesigning the research university
£72.25
Bristol University Press The Pursuit of Possibility
Book SynopsisNigel Thrift explores recent changes in the British research university that threaten to erode the quality of these higher education institutions. He considers what a research university has now become by examining the quandaries that have arisen from a succession of misplaced strategies and false expectations.Table of Contents1: Is that a ‘university’? I’m not sure Part I: The research university 2: So what is a ‘university’? Part 1: Architecture and academics 3: So what is a ‘university’? Part 2: Students, parents and other constituencies Part II: The contemporary British university system 4: A new Robbins? Recent changes in British universities 5: The hardy perennials 6: The Australianisation of British higher education 7: On vice- chancelloring – a footnote Part III: The research university of the future 8: So what is a research university? 9: Redesigning the research university
£20.69
BUP - Policy Press Decolonising Community Education and Development
Book Synopsis
£68.00
BUP - Policy Press Decolonising Community Education and Development
Book Synopsis
£25.19
Westbow Press A Christians Book of Haiku
£11.20
Bloomsbury Publishing (UK) Education in a PostMetaphysical World Rethinking Educational Policy And Practice Through Jrgen Habermas Discourse Morality Rethinking Educational Through Jurgen Habermas Discourse Morality
Book SynopsisChristopher Martin is Assistant Professor of Education at the University of British Columbia, Kelowna, Canada.Trade ReviewThis book provides further evidence that Christopher Martin is today one of the most interesting and promising young philosophers in the field of educational philosophy. His reading and application of Habermas' Discourse Theory of Morality is a bold and important contribution to contemporary scholarship in educational policy and will no doubt prove to be fruitfully contentious over the coming years. * Walter Okshevsky, Associate Professor of Philosophy and Education, Memorial University, Canada *In Education in a Post-Metaphysical World, Christopher Martin shows in a highly elaborated way how the articulation and the justification of norms and criteria of education can be carried out by the practice of public moral reasoning. In doing so he makes a great contribution to the conceptual analysis of education (and so to the philosophy of education in general). In addition, his book should also be seen as an important educationalist enrichment of the model of Discourse Ethics itself. * Krassimir Stojanov, Professor and Chair of Philosophy of Education and Educational Theory at the Catholic University of Eichstaett-Ingolstadt, Germany *With an eye on educational policy and teacher practice Christopher Martin scrutinizes the concept of education very clearly in its normative connotation. He legitimizes his conviction that the educational domain is a moral theme in its own right as opposed to a merely ad hoc, empirical or philosophically applied consideration. Theoretically speaking, his critical reconstruction of Habermas' Discourse Morality contributes to that conviction in a very creative way. * Siebren Miedema, Professor of Educational Foundations and Professor of Religious Education, VU University Amsterdam, Netherlands *Martin deftly brings together disparate developments in ethics, political theory, and education and does so in a straightforward and concise fashion. In particular, he shows us that conceptual analysis, long thought to be moribund in philosophy of education, remains a vital force in analysing certain contemporary political issues, such as the (political) question of Aboriginal education. A strongly recommended read. * Scott Johnston, Associate Professor of Education, Queen’s University, Canada *Table of ContentsIntroduction Part I: Education and the Sources of Normativity 1. What Kind of Concept is the Concept of Education? 2. Education, Worthwhileness and the Good 3. R.S. Peters' Theory of Justification 4. Jurgen Habermas' Discourse Morality Interlude: Kantian Constructivism and Education Part II: Discourse Morality and Education 5. Applying Habermas' Discourse Principle to Education 6. Norms, Reasons and and Complex Proceduralism in Discourse Morality Conclusion: Complex Proceduralism and Public Understanding References Index
£37.99
Bloomsbury Publishing (UK) Education as a Human Right
Trade ReviewThis volume provides a very comprehensive review of the field and can therefore be seen as a major contribution to current debates on educational policy. -- César Guadalupe * International Review of Education *This book explores the legal, philosophical and practical dimensions of human rights, with a specific focus on the right to education. While addressing complex questions and maintaining an informed international perspective, Tristan McCowan writes accessibly and engagingly, making this an excellent book for anyone concerned with these issues. * Michele Schweisfurth, Professor of Comparative and International Education, University of Glasgow, UK *Human rights will be the defining feature of the 21st century and Tristan McCowan's important book provides a lucid and thoughtful account of its meaning for education. Drawing on Dewey, Freire, Sen, and others, McCowan offers a political, moral, legal, and philosophical approach to rights, contrasting It with other approaches such as human capital and capabilities. This book is a must read for educators generally, especially those concerned with education policy, progressive education, comparative and international education, and, of course, human rights. * Steven J. Klees, Professor of International Education Policy, University of Maryland, USA *Tristan McCowan provides an excellent genealogy of current debates surrounding the right to education. By examining both the ‘right to education’ and ‘rights within education,’ and by coupling these analyses with diverse global examples, the author offers an extremely compelling and useful text for scholars of human rights, international and comparative education, and international development broadly. * Monisha Bajaj, Associate Professor and International and Comparative Education, Teachers College, Columbia University, UK *Table of ContentsAcknowledgements Abbreviations 1. Introduction: The Global Education Landscape 2. The Right to Education in International Law 3. Justifications for the Right to Education 4. A Right to What? Inputs, Outcomes and Processes 5. Upholding Human Rights within Education 6. Is there a Universal Right to Higher Education? 7. Contributions of the Capabilities Approach 8. Learning Human Rights 9. Principles and Implications References Index
£37.99
Bloomsbury Publishing PLC Representation Matters
Book Synopsis''A must-read for anyone genuinely committed to racial equity and representation.'' Dr Muna Abdi, CEO, MA Consultancy Ltd.Representation Matters is the essential book for teachers looking to promote diversity and inclusion in their school and create positive, lasting change for staff and pupils. In this crucial book, former assistant principal, campaigner and TEDxBristol speaker Aisha Thomas demonstrates how race shapes the experiences of Black, Asian and racially minoritised teachers and pupils in the UK education system, and why representation is fundamental in every school. With a particular focus on the experiences of Black educators, parents and pupils, Aisha shares her own lived experience and features over 20 stories from those who have been affected by the racism that is endemic in the education system today. Through reflective questions, activities and discussion points, Representation Matters coaches educators to create an action plan for Trade ReviewAisha challenges our thinking and pushes us towards a more nuanced understanding of representation and why it matters. This book is a must-read for anyone genuinely committed to racial equity and representation. -- Dr Muna Abdi * CEO, MA Consultancy Ltd., @Muna_Abdi_PhD *Aisha is an impassioned educator and champion of representation. Her work has been challenging but necessary to encourage any and all individuals to create a nurturing environment of true inclusion and representation. This book will engage and provoke readers to reflect and shape their environments to support true representation and equity. -- Lana Crosbie * senior leader in education, SENCO and equality and diversity lead *Aisha draws on her own experiences as a teacher, parent and leading anti-racism advocate to ask us all to critically reflect upon what representation means in our own practice, and why representation really matters. A must-read for educators everywhere, through reflective activities and case studies, Aisha's experiences guide us throughout, offering us loving, practical and considered suggestions to help develop anti-racist and social-justice-led practice in our own educational spaces. -- Malcolm Richards * educator, scholar-activist, independent doctoral researcher and co-founder of Bookbag *This book should be required reading for all school staff and should feature on every staff library CPD bookshelf. -- Barbara Band, School Library Consultant, Trainer and Advisor * www.barbaraband.com *Aisha's ideal goal for the future is to be in a place where an anti-racist practise is not needed because it is so embedded in the culture and values of a school, that a child will step in and feel like they instantly belong and can be truly themselves. -- Ellie Kendall * Bristol Post *In the crucial book, former assistant principal, campaigner and TEDxBristol speaker Ms Thomas demonstrates how race shapes the experiences of Black, Asian and racially minoritised teachers and pupils in the UK education system, and why representation is fundamental in every school. -- Bethan Andrews * Bristol World *Representation Matters beautifully reflects the work that I and many others do in schools to champion diversity, equity and inclusion. Those looking for “a tick sheet of how to become inclusive” will be disappointed, but then – as we should all know after the death of George Floyd and the experience of the pandemic – anti-racism requires more heavy lifting than that. And with a consistent, clear and challenging voice that chimed deeply with me as a black, female educator, Aisha Thomas here provides the arguments and the tools to begin to do just that. -- Audrey Pantelis, director, Elevation Coaching and Consulting Ltd * Schools Week *The book is full of timely and necessary content, and is one of the most important books I have read for a long time. -- Adam Marycz, Early Years EducatorThis is a very important book, no matter where your school is. The content applies to school leaders, experienced and new teachers, and those working with school communities committed to equality and representation. -- Colin Hill * Founder, researcher and editor of UKEdChat *
£17.99
Bloomsbury Publishing PLC Education Policy Unravelled
Book SynopsisGillian Forrester is Associate Professor of Education at Staffordshire University, UK. Dean Garratt is Professor and Head of School of Education at York St John University, UK.Trade ReviewEducation policy is an increasingly complex arena and this book – extensive in its historical and geographical perspective, detailed in its examination of policy contexts and enactments, and critical in its insistence on digging beneath the status quo and challenging the platitudes of politicians and policy makers – lives up to its promise to unravel policy. I cannot think of a better guide for students, teachers and researchers. * Matthew Clarke, Chair Professor in Education, York St John University, UK *The inclusive education chapter is one of the best I have seen. * Anne Ferguson, University of Glasgow, UK *This book has always been well received by a number of academic tutors in teacher education. This book offers interesting analysis of education policy and fits nicely into modules that look at the nature of the curriculum in this country including policy/statutory review and changes. This book also allows you to see many of the bigger ideas associated with a curriculum and this serves to extend student perspectives on a curriculum, leading them into more political and social justice spheres. * Claire Morse, University of Winchester, UK *Does exactly as the title suggests ... This is an excellent book for those attempting to understand education in light of recent policy initiatives with a critical lens. * Kamal Ahmed, University of Cumbria, UK *Table of ContentsAcknowledgements 1. Introduction: The Development of Education Policy in the Modern Era 2. Education: Improvement or Control? 3. Policy and Social Justice 4. The Evolving Primary Curriculum 5. Developments in Early Childhood Education and Care 6. Post-compulsory Education 7. Economics of Education 8. Inclusive Schools: Special Educational Needs and Disability 9. Globalization and Policy-borrowing 10. Possibilities for Education Policy References Index
£22.49
Orion Publishing Co Stiff Upper Lip
Book Synopsis''A brave and necessary book'' GUARDIAN''Shocking, gripping and sobering'' SUNDAY TELEGRAPHNo other society sends its young boys and girls away to school to prepare them for a role in the ruling class.Beating, bullying, fagging, cold baths, vile food and paedophile teachers are just some of the features of this elite education, and, while some children loved boarding school, others now admit to suffering life-altering psychological damage. Stiff Upper Lip exposes the hypocrisy, cronyism and conspiracy that are key to understanding the scandals over abuse and neglect in institutions all over the world.Award-winning investigative journalist Alex Renton went to three traditional boarding schools. Drawing on those experiences, and the vivid testimony of hundreds of former pupils, he has put together a compelling history, important to anyone wondering what shaped the people who run Britain in the twenty-first century.Trade ReviewAt last, a scrupulously honest insight into private boarding education in Britain - ranging from the abuse to which it subjects the child, and the family, to the abuse of Britain's social order in laying the foundation to buying your child's way to the top -- Jon SnowRenton mixes memoir and anecdote with deeply researched history... this is a brave and necessary book -- Sam Leith * GUARDIAN *A thoughtful and sensitive indictment of one of the cornerstones of the British establishment -- Andrew Anthony * OBSERVER *Gruelling and gripping -- William Moore * EVENING STANDARD *Renton has the thirst for truth, and for exposing depravity, of a Gitta Sereny -- Ysenda Maxtone-Graham * THE TIMES *[A] masterful expose of private school perversion -- Sam Kiley * SKY NEWS *Stiff Upper Lip is shocking, gripping and sobering -- Rupert Christiansen * SUNDAY TELEGRAPH *Enormously valuable -- John Preston * DAILY MAIL *Stiff Upper Lip kept me absolutely enthralled ... Even if you never went near a public school, the book is a phenomenal read: it kept me up all night -- George Hook * NEWSTALK *Impressive in its breadth and depth -- Harry Hodges * DAILY EXPRESS *Stiff Upper Lip is a furious, closely researched polemic against boarding school -- James Fergusson * COUNTRY LIFE *Quite breathtaking ... If you want to understand anything about institutional abuse it is required reading -- James O’Brien * LBC *Grimly absorbing * NEW STATESMAN *This is a fascinating book -- Ian Irvine * PROSPECT *Personal revelations are expertly woven into interview material, social history and theorising by psychologists and other writers ... Renton deserves praise and attention for disturbing our equanimity about this tradition -- Miranda Green * FINANCIAL TIMES *This is a well-researched study, which draws on a variety of historical sources in addition to some searing near-contemporary accounts of childhood unhappiness and its long-lasting effects -- Nicholas Tucker * THE TABLET *Brilliantly deconstructs the myth of the British stiff upper lip -- Rod Liddle
£10.44
Rowman & Littlefield Hanging Out and Hanging On
Book SynopsisHanging Out and Hanging on: From the Projects to the Campus chronicles the progress of students from Hartford and Manchester, Connecticut, who are enrolled in the Dual College Enrollment Program (DCEP) at Eastern Connecticut State University. Hanging Out sets the stage for describing the program by first reaching back in time to tell of Dr. Núñez's own beginnings in Puerto Rico and Newark, New Jersey, of her struggles as a non-English speaking elementary school student and her triumphs in high school and college. The next section of the book describes the lives of Latinos in Connecticut and the social, economic, and educational challenges they have faced over time. Her personal experiences and desire to improve the lives of the underprivileged led Dr. Núñez to create the DCEP Program. Through the words of faculty and staff and the personal accounts of six DCEP students, you will read stories of desperation and hope, of struggle and triumph, of heart-breaking failure and stunning succeTrade ReviewHanging Out and Hanging On is a compelling and engaging book. By combining socioeconomic background and personal narrative, the author humanizes the statistics and contextualizes the personal struggles of the students whose lives she documents. Nunez adds an additional dimension to this work by describing some of her own struggles and explaining to the reader how she has used the insights from her life to construct an effective program to support student success. Listening to the students’ stories allows the reader to hear the power of a liberal education working firsthand in these students’ lives. Their minds open to growth and insight as they describe their journey through the university. This book should be read by anyone who is concerned about the success and uplift of all students who struggle with poverty and stress in their own families and manage to succeed as college students in spite of the challenges. -- Jane Fried, professor and director of the student development in higher education Master’s Degree in Counseling program at Central Connecticut State University and the author of several books on higher education, including “Transformative Learning through Engagement: Student Affairs Practice as…Hanging Out and Hanging On: From the Projects to the Campus is that rare book that puts facts and figures in the context of the human condition. It does more than just identify the challenge we have in promoting access and opportunity to America’s students as “one nation under God.” It brings life to that challenge and explicitly outlines what works and why it works. Elsa Núñez and the community at Eastern Connecticut State University have demonstrated what can be done to truly impact the opportunity gap. As someone who made it from the projects to the campus myself, I found this book to be inspirational and authentic. -- Peter Rosa, senior program officer for the Hartford Foundation for Public Giving and former member of the Board of Trustees for the Connecticut State University SystemDr. Elsa Nunez’s Hanging Out and Hanging On: From the Projects to the Campus shines a beacon of hope on inner-city students, illuminating a path by which they can travel the road to college and away from the cycles of poverty, crime, and societal, parental, and their personal expectations of low achievement. Rooted in Dr. Nunez’s own early educational challenges as a Puerto Rican immigrant and inspired by the highly successful Dual College Enrollment Program instituted at Eastern Connecticut State University, the school over which she presides, “Hanging Out and Hanging On” shows educators how to walk the walk as well as talk the talk. The book also gives voice to the participants of the Dual College Enrollment program: Latino and African-American students from the ‘hood whose stories of success and how they achieved it illustrate the program’s basic tenets of inspiration, opportunity, and support. -- Wally Lamb, former English professor at the University of Connecticut and author of four books including “We are Water,” 14 year volunteer at York Prison in Niantic, producing two collections of writings by the female inmatesElsa Núñez is one of the most forward-looking, ambitious university presidents in America. She has written a path-finding book that is a roadmap for reaching and educating students who are often overlooked in the system. Her writing style is engaging, authentic, and honest. Everyone from college administrators to high school teachers to parents should read Núñez’s groundbreaking book. -- Jeff Benedict, Eastern alumnus and New York Times bestselling author of 11 books, including, “The System,” frequent writer for Sports IllustratedTable of ContentsForeword “When Need Meets Opportunity” Jeffrey Bartlett, College Specialist, Hartford Public High School Preface Elsa M. Núñez, President; Eastern Connecticut State University Introduction Part One: Beginnings ·Introduction: The American Dream ·Chapter 1. A Personal Journey: El Fanguito and the Flight to Newark ·Chapter 2: The Dream of College Comes True Part Two: The Need for Innovative Educational Initiatives ·Chapter 3. Tobacco Valley and the Thread City Blues: The Story of Latinos in Connecticut ·Chapter 4. Closing the Achievement Gap: Sharing the American Dream ·Chapter 5. Off the Streets and into Class: The Birth of the Dual College Enrollment Program Part Three: Student Stories ·Chapter 6. Federica Bucca ’13 ·Chapter 7. Ismael Gracia ·Chapter 8. Whitley Mingo ’13 ·Chapter 9. Todd Aviles ·Chapter 10: Maria Burgos-Jiménez ’12 ·Chapter 11. Eshwar Gulcharran Part Four: A Model for Reform Chapter 12: How Inner-City Students Can Succeed on Your Campus
£63.90
Rowman & Littlefield Hanging Out and Hanging On
Book SynopsisHanging Out and Hanging on: From the Projects to the Campus chronicles the progress of students from Hartford and Manchester, Connecticut, who are enrolled in the Dual College Enrollment Program (DCEP) at Eastern Connecticut State University. Hanging Out sets the stage for describing the program by first reaching back in time to tell of Dr. Núñez's own beginnings in Puerto Rico and Newark, New Jersey, of her struggles as a non-English speaking elementary school student and her triumphs in high school and college. The next section of the book describes the lives of Latinos in Connecticut and the social, economic, and educational challenges they have faced over time. Her personal experiences and desire to improve the lives of the underprivileged led Dr. Núñez to create the DCEP Program. Through the words of faculty and staff and the personal accounts of six DCEP students, you will read stories of desperation and hope, of struggle and triumph, of heart-breaking failure and stunning succesTrade ReviewHanging Out and Hanging On is a compelling and engaging book. By combining socioeconomic background and personal narrative, the author humanizes the statistics and contextualizes the personal struggles of the students whose lives she documents. Nunez adds an additional dimension to this work by describing some of her own struggles and explaining to the reader how she has used the insights from her life to construct an effective program to support student success. Listening to the students’ stories allows the reader to hear the power of a liberal education working firsthand in these students’ lives. Their minds open to growth and insight as they describe their journey through the university. This book should be read by anyone who is concerned about the success and uplift of all students who struggle with poverty and stress in their own families and manage to succeed as college students in spite of the challenges. -- Jane Fried, professor and director of the student development in higher education Master’s Degree in Counseling program at Central Connecticut State University and the author of several books on higher education, including “Transformative Learning through Engagement: Student Affairs Practice as…Hanging Out and Hanging On: From the Projects to the Campus is that rare book that puts facts and figures in the context of the human condition. It does more than just identify the challenge we have in promoting access and opportunity to America’s students as “one nation under God.” It brings life to that challenge and explicitly outlines what works and why it works. Elsa Núñez and the community at Eastern Connecticut State University have demonstrated what can be done to truly impact the opportunity gap. As someone who made it from the projects to the campus myself, I found this book to be inspirational and authentic. -- Peter Rosa, senior program officer for the Hartford Foundation for Public Giving and former member of the Board of Trustees for the Connecticut State University SystemDr. Elsa Nunez’s Hanging Out and Hanging On: From the Projects to the Campus shines a beacon of hope on inner-city students, illuminating a path by which they can travel the road to college and away from the cycles of poverty, crime, and societal, parental, and their personal expectations of low achievement. Rooted in Dr. Nunez’s own early educational challenges as a Puerto Rican immigrant and inspired by the highly successful Dual College Enrollment Program instituted at Eastern Connecticut State University, the school over which she presides, Hanging Out and Hanging On shows educators how to walk the walk as well as talk the talk. The book also gives voice to the participants of the Dual College Enrollment program: Latino and African-American students from the ‘hood whose stories of success and how they achieved it illustrate the program’s basic tenets of inspiration, opportunity, and support. -- Wally Lamb, former English professor at the University of Connecticut and author of four books including “We are Water,” 14 year volunteer at York Prison in Niantic, producing two collections of writings by the female inmatesElsa Núñez is one of the most forward-looking, ambitious university presidents in America. She has written a path-finding book that is a roadmap for reaching and educating students who are often overlooked in the system. Her writing style is engaging, authentic, and honest. Everyone from college administrators to high school teachers to parents should read Núñez’s groundbreaking book. -- Jeff Benedict, Eastern alumnus and New York Times bestselling author of 11 books, including, “The System,” frequent writer for Sports IllustratedTable of ContentsForeword “When Need Meets Opportunity” Jeffrey Bartlett, College Specialist, Hartford Public High School Preface Elsa M. Núñez, President; Eastern Connecticut State University Introduction Part One: Beginnings ·Introduction: The American Dream ·Chapter 1. A Personal Journey: El Fanguito and the Flight to Newark ·Chapter 2: The Dream of College Comes True Part Two: The Need for Innovative Educational Initiatives ·Chapter 3. Tobacco Valley and the Thread City Blues: The Story of Latinos in Connecticut ·Chapter 4. Closing the Achievement Gap: Sharing the American Dream ·Chapter 5. Off the Streets and into Class: The Birth of the Dual College Enrollment Program Part Three: Student Stories ·Chapter 6. Federica Bucca ’13 ·Chapter 7. Ismael Gracia ·Chapter 8. Whitley Mingo ’13 ·Chapter 9. Todd Aviles ·Chapter 10: Maria Burgos-Jiménez ’12 ·Chapter 11. Eshwar Gulcharran Part Four: A Model for Reform Chapter 12: How Inner-City Students Can Succeed on Your Campus
£35.10
Rowman & Littlefield Internships for Todays World
Book SynopsisEducators and employers are increasingly concerned that too many young people do not have the skills needed to succeed as they enter the world of work and higher education. A well-structured, robust internship can help students build those critical work and life skills. Under the protective umbrella of their school students are able to explore and test out potential careers, develop real life, transferrable skills, apply their knowledge in the real world, strengthen relationships with adults and gain a clearer vision of career and educational opportunities. Until now, not much has been available to guide the internship development process. This book is a resource providing the tools needed to develop a quality internship program linking classroom learning to the real world. The authors describe practical, field-tested practices, implementation guidelines developed through research, best practices, and all other elements necessary for a quality internship program in high schools and coTrade ReviewWe have known for some time that learning by doing can be powerful. In this compelling new book the authors remind us that internships can provide a highly effective means for student to learn new skills and prepare them for today's work place. With several useful examples and practical insights this book will serve as an invaluable resource for those who seek to revitalize schools through the creative use of internships. -- Pedro A. Noguera Ph.D, distinguished professor of education UCLA Graduate School of Education & Information StudiesInternships offer students unique opportunities to learn the skills they need to thrive in a global knowledge economy. Every high school and college in America needs an internship program, and this important book is a unique and vital resource for accomplishing this goal. -- Tony Wagner, co-director, Change Leadership Group, Harvard University Graduate School of EducationAs founder and CEO of a regional airline, and a Massachusetts State Senator, I’ve experienced the great strength of well-conceived intern programs to bring a new generation into the workplace, enhancing both private and public sectors. Internships develop experience and relationships, keys to landing that all-important first job. But this is a two-way street: Some of my most satisfying moments have come as a manager and mentor to interns who have brought wonderful skills and insights to the teams they’ve joined. This book is a great primer for how to get to that win-win result. -- Dan Wolf, founder and CEO of Cape Air, Massachusetts State Senator from the Cape and IslandsInternships are extremely valuable in helping young people find the right competences and the right life skills to begin their career. These guided career engagements offer students real-world experiences desired by all employers and will also leave lasting career and personal values with the students. This unique publication, Internships for Today’s World does provide practical guides and suggestions for creating and maintaining quality research-based internship programs. It is a must-read for all high school and community college leaders desiring a successful internship program. -- Jay Smink, D.Ed., professor emeritus, retired executive director, National Dropout Prevention Center, Clemson UniversityInternships for Today’s World offers something for any educator or business contemplating real-life work experiences for students. The book provides solid rationales for incorporating internships into schooling, examples of validations and feedback from students, business leaders, and educators, as well as details that could only be provided by authors who spent time in corporate management and more than a decade providing “matches” among students and intern sites at the nation’s premier and longest-standing external learning school, City-as-School, New York City. What to look for in prospective sites, how to make matches, pitfalls to avoid, linking assessment to practice — all are covered. The book can offer much to the field and to individuals at any stage of creating and maintaining quality external learning experiences. -- Steve Phillips, former superintendent, Alternative High Schools & Programs, NYC Board of EducationJoan McLachlan and Patricia Hess have written a book that offers real hope for providing meaningful learning experiences for students that complement and fortify in-school learning. A recent national study demonstrated that only 28% of students are intellectually engaged in our schools, but internships offer opportunities for 100 % engagement. Realistically, school is not an ideal environment for providing all the necessary opportunities for becoming an adult. Instead, school is a particular kind of environment, honoring individualism and cognitive development. It imposes dependence on, and withholds responsibility from, students. We have lost sight of young people's potential for responsibility. Internships, as outlined in Internships for Today's World: A Practical Guide for High Schools and Community Colleges, provides opportunities for accepting responsibility and offering real opportunities for students to feel and to be useful. It offers a practical guide for establishing a quality, sustainable internship program. This book provides conclusive evidence of the power of internships for student engagement and learning. -- Jerry Diakiw, faculty of education, York University, former superintendent of schools York Region District School Board, OntarioWhat better way to prepare our young people for the future than to give them authentic access to real world experiences? As a 30-year high school principal, I will view my most fulfilling legacy as having established internships for ALL students in my schools. To this day, former students describe these dynamic opportunities as among the most powerful in their educational careers. This book provides a road map for secondary schools and community colleges to build internships that are authentic, engaging, and result in our young people making highly personal and informed career decisions. -- Jay Lewis, retired high school principal, associate dean, school of education, Hofstra UniversityInternships are one of the most powerful transformative experiences that a high school or community college student can have. They literally become a reality-based journey that opens the student’s mind to the world beyond the school’s walls. They are unquestionably a superior preparation for college and careers. Internships for Today’s World is a must read for high school and community college educators. It offers a practical guide to developing meaningful internship programs. The authors’ in-depth insights and recommendations equip all educators with the tools to bring a high quality internship program to their schools. -- Mathew M. Mandery, EdD, director Nassau County Senior Year Network, executive director Nassau County Principals AssociationThe authors bring the world of student internships, externships, practicums and projects into an exciting and yet utilitarian book that will aid the imaginative educator in creating 'real world' experiences for learners. -- Robin Calitri, former principal, Southside High School, Rockville Centre, NY, principal of the year, NYSJoan McLachlan has understood and practiced learner-centered, experiential education for decades. I first met her when she was doing that at City-as-School, one of the oldest and best public alternatives. She has co-authored a book about the core of that program — internships. In using this book the reader will understand what internships are and how to help students do them effectively. As we continue in the new millennium this approach will greatly increase in significance, as more and more new jobs are created that didn’t exist just a few years ago. -- Jerry Mintz, director, Alternative Education Resource Organization (AERO)Internships for Today’s World by Joan E. McLachlan and Patricia Hess is that rare occurrence — a practical handbook and blueprint for setting-up internships as well as the philosophical rationale for doing so. Field-tested practices and implementation guidelines developed through research and best practices are yours to research, to assess, and to apply to your individual learning community — be it high school, university, or organization in the private or public sector. This book — a thoughtful, pragmatic offering — underscores the need for true development of a work-based partnership which serves the intern as a career exploration experience and the learning resource (the organization offering the internship), a rationale for the internship, most welcome staff assistance, and possible staff recruitment. This book will provide a welcome resource, saving hours of false starts, conceptual cul-de-sacs, and conserve energy used to design, to create, and to implement effective internships. -- Richard G. Safran, co-founder (and former principal) of City-As-School High School, NYCInternships for Today's World is a superb primer on the whys and hows of an effective internship program. Its clear language and comprehensive scope will enable any school to set up such a program and extract maximum benefit for its students. I cannot praise the book highly enough. -- Joan Chabrowe, former City-As-School resource coordinatorTable of ContentsPreface Acknowledgments Introduction 1 Key Elements Of A Quality Internship Program — Getting It Right From The Start 2 Internship Site Development — Internships Don’t Just Happen 3 Placing Students In Internships — One Size Does Not Fit All 4 Monitoring Students In Internships—Providing A Guiding Hand 5 Supporting Sponsors In Internships — Building A Strong Partnership 6 Seminars For Reflective Learning — Making Sense Of It All 7 Evaluating Internship Learning—Putting It All Together 8 The Predictable Stages Of Internships — No Surprises 9 The Power Of Internships—Real Schools. Real Stories Afterword About the Authors Glossary Appendix Works Consulted Index
£57.60
Rowman & Littlefield Internships for Todays World
Book SynopsisEducators and employers are increasingly concerned that too many young people do not have the skills needed to succeed as they enter the world of work and higher education. A well-structured, robust internship can help students build those critical work and life skills. Under the protective umbrella of their school students are able to explore and test out potential careers, develop real life, transferrable skills, apply their knowledge in the real world, strengthen relationships with adults and gain a clearer vision of career and educational opportunities. Until now, not much has been available to guide the internship development process. This book is a resource providing the tools needed to develop a quality internship program linking classroom learning to the real world. The authors describe practical, field-tested practices, implementation guidelines developed through research, best practices, and all other elements necessary for a quality internship program in high schools and coTrade ReviewWe have known for some time that learning by doing can be powerful. In this compelling new book the authors remind us that internships can provide a highly effective means for student to learn new skills and prepare them for today's work place. With several useful examples and practical insights this book will serve as an invaluable resource for those who seek to revitalize schools through the creative use of internships. -- Pedro A. Noguera Ph.D, distinguished professor of education UCLA Graduate School of Education & Information StudiesInternships offer students unique opportunities to learn the skills they need to thrive in a global knowledge economy. Every high school and college in America needs an internship program, and this important book is a unique and vital resource for accomplishing this goal. -- Tony Wagner, co-director, Change Leadership Group, Harvard University Graduate School of EducationAs founder and CEO of a regional airline, and a Massachusetts State Senator, I’ve experienced the great strength of well-conceived intern programs to bring a new generation into the workplace, enhancing both private and public sectors. Internships develop experience and relationships, keys to landing that all-important first job. But this is a two-way street: Some of my most satisfying moments have come as a manager and mentor to interns who have brought wonderful skills and insights to the teams they’ve joined. This book is a great primer for how to get to that win-win result. -- Dan Wolf, founder and CEO of Cape Air, Massachusetts State Senator from the Cape and IslandsInternships are extremely valuable in helping young people find the right competences and the right life skills to begin their career. These guided career engagements offer students real-world experiences desired by all employers and will also leave lasting career and personal values with the students. This unique publication, Internships for Today’s World does provide practical guides and suggestions for creating and maintaining quality research-based internship programs. It is a must-read for all high school and community college leaders desiring a successful internship program. -- Jay Smink, D.Ed., professor emeritus, retired executive director, National Dropout Prevention Center, Clemson UniversityInternships for Today’s World offers something for any educator or business contemplating real-life work experiences for students. The book provides solid rationales for incorporating internships into schooling, examples of validations and feedback from students, business leaders, and educators, as well as details that could only be provided by authors who spent time in corporate management and more than a decade providing “matches” among students and intern sites at the nation’s premier and longest-standing external learning school, City-as-School, New York City. What to look for in prospective sites, how to make matches, pitfalls to avoid, linking assessment to practice — all are covered. The book can offer much to the field and to individuals at any stage of creating and maintaining quality external learning experiences. -- Steve Phillips, former superintendent, Alternative High Schools & Programs, NYC Board of EducationJoan McLachlan and Patricia Hess have written a book that offers real hope for providing meaningful learning experiences for students that complement and fortify in-school learning. A recent national study demonstrated that only 28% of students are intellectually engaged in our schools, but internships offer opportunities for 100 % engagement. Realistically, school is not an ideal environment for providing all the necessary opportunities for becoming an adult. Instead, school is a particular kind of environment, honoring individualism and cognitive development. It imposes dependence on, and withholds responsibility from, students. We have lost sight of young people's potential for responsibility. Internships, as outlined in Internships for Today's World: A Practical Guide for High Schools and Community Colleges, provides opportunities for accepting responsibility and offering real opportunities for students to feel and to be useful. It offers a practical guide for establishing a quality, sustainable internship program. This book provides conclusive evidence of the power of internships for student engagement and learning. -- Jerry Diakiw, faculty of education, York University, former superintendent of schools York Region District School Board, OntarioWhat better way to prepare our young people for the future than to give them authentic access to real world experiences? As a 30-year high school principal, I will view my most fulfilling legacy as having established internships for ALL students in my schools. To this day, former students describe these dynamic opportunities as among the most powerful in their educational careers. This book provides a road map for secondary schools and community colleges to build internships that are authentic, engaging, and result in our young people making highly personal and informed career decisions. -- Jay Lewis, retired high school principal, associate dean, school of education, Hofstra UniversityInternships are one of the most powerful transformative experiences that a high school or community college student can have. They literally become a reality-based journey that opens the student’s mind to the world beyond the school’s walls. They are unquestionably a superior preparation for college and careers. Internships for Today’s World is a must read for high school and community college educators. It offers a practical guide to developing meaningful internship programs. The authors’ in-depth insights and recommendations equip all educators with the tools to bring a high quality internship program to their schools. -- Mathew M. Mandery, EdD, director Nassau County Senior Year Network, executive director Nassau County Principals AssociationThe authors bring the world of student internships, externships, practicums and projects into an exciting and yet utilitarian book that will aid the imaginative educator in creating 'real world' experiences for learners. -- Robin Calitri, former principal, Southside High School, Rockville Centre, NY, principal of the year, NYSJoan McLachlan has understood and practiced learner-centered, experiential education for decades. I first met her when she was doing that at City-as-School, one of the oldest and best public alternatives. She has co-authored a book about the core of that program — internships. In using this book the reader will understand what internships are and how to help students do them effectively. As we continue in the new millennium this approach will greatly increase in significance, as more and more new jobs are created that didn’t exist just a few years ago. -- Jerry Mintz, director, Alternative Education Resource Organization (AERO)Internships for Today’s World by Joan E. McLachlan and Patricia Hess is that rare occurrence — a practical handbook and blueprint for setting-up internships as well as the philosophical rationale for doing so. Field-tested practices and implementation guidelines developed through research and best practices are yours to research, to assess, and to apply to your individual learning community — be it high school, university, or organization in the private or public sector. This book — a thoughtful, pragmatic offering — underscores the need for true development of a work-based partnership which serves the intern as a career exploration experience and the learning resource (the organization offering the internship), a rationale for the internship, most welcome staff assistance, and possible staff recruitment. This book will provide a welcome resource, saving hours of false starts, conceptual cul-de-sacs, and conserve energy used to design, to create, and to implement effective internships. -- Richard G. Safran, co-founder (and former principal) of City-As-School High School, NYCInternships for Today's World is a superb primer on the whys and hows of an effective internship program. Its clear language and comprehensive scope will enable any school to set up such a program and extract maximum benefit for its students. I cannot praise the book highly enough. -- Joan Chabrowe, former City-As-School resource coordinatorTable of ContentsPreface Acknowledgments Introduction 1 Key Elements Of A Quality Internship Program — Getting It Right From The Start 2 Internship Site Development — Internships Don’t Just Happen 3 Placing Students In Internships — One Size Does Not Fit All 4 Monitoring Students In Internships—Providing A Guiding Hand 5 Supporting Sponsors In Internships — Building A Strong Partnership 6 Seminars For Reflective Learning — Making Sense Of It All 7 Evaluating Internship Learning—Putting It All Together 8 The Predictable Stages Of Internships — No Surprises 9 The Power Of Internships—Real Schools. Real Stories Afterword About the Authors Glossary Appendix Works Consulted Index
£27.00
Rowman & Littlefield Global Activism in an American School
Book SynopsisWhen twelve-year-old Iqbal Masih, former child laborer in a Pakistani carpet factory came to Boston in 1994 to receive Reebok's Youth in Action Award, he asked to meet youth his own age. Reebok selected Broad Meadows Middle School in Quincy, Massachusetts because of its Human Rights curriculum and reputation for student activism. Iqbal's inspirational visit and untimely murder five months later, on his return to Pakistan, inspired the middle school students to start a grassroots activist campaign to build a school in his memory. Due to the campaign's success Broad Meadows was chosen as a pilot school for Operation Day's Work, USA, (ODW, USA) an American adaptation of Norway's highly effective youth global social action program. ODW has been operating successfully as an after school program at Broad Meadows since 1996. Global Activism in an American School: From Empathy to Action analyzes the evolution of the Kid's Campaign and Operation Day's Work at Broad Meadows. It demonstrates Trade ReviewLinda Kantor Swerdlow writes with the passion of an educator who appreciates the value of intercultural learning and its relationship to youth activism. As the head of the US Agency for International Development (USAID) in the Clinton Administration, I brought Operation Days Work (ODW) to America with the support of the Norwegian Government. Impressed by the overwhelming popularity of aid programs in Scandinavia, I had discovered that engaging students in work to raise money for real development programs had inculcated a lifetime commitment to poverty alleviation. This book is a moving account of the benefits to young people and to our globe of programs like ODW. -- J. Brian Atwood, Senior Fellow, Watson Institute Brown University, Former Administrator, USAIDBeing globally competent requires that students are able to take action and apply what they are learning to improve conditions both locally and globally. Linda Kantor Swerdlow’s timely book, Global Activism in an American School, studies a program that develops this agency as well as empathy in our students. -- Heather Singmaster, Assistant Director, Education, Asia SocietyIgniting a student’s voice can have both incredibly positive and impressive consequences. When this is combined with a call to civic action, communities can be transformed. In Mr. Adams’ class, room 109, this has happened time and time again to the benefit of the local and international community resulting in children’s lives being changed. In Global Activism in an American School: From Empathy to Action, Linda Kantor Swerdlow provides a detailed account of how this happens repeatedly. -- Dan Gilbert, Principal, Broad Meadows Middle SchoolAs the world confronts the greatest mass movement of people, including children, in history, Linda Kantor Swerdlow’s Global Activism in an American School: From Empathy to Action is both timely and a must read for all those concerned about the welfare of children and our basic humanity. The book is a compelling narrative about the challenge of ensuring all children have a right to education and a life of dignity. One cannot read this work and come away unchanged. -- Christopher J. Campisano, Director, Princeton University Program in Teacher PreparationTable of ContentsForeword David Parker Acknowledgments Introduction Part I: The Kids Campaign to Build a School for Iqbal Chapter 1: Prelude: From Pakistan to the USA Chapter 2: Quincy, Massachusetts, USA Chapter 3: The Kids Campaign to Build a School for Iqbal Chapter 4: Impact of the Kids Campaign on the Lives of the Student Activists Part II: Operation Day’s Work Chapter 5: From Norway to the USA Chapter 6: ODW USA: A Year in the Life, Part 1: Investigating the World and Preparing to Take Action Chapter 7: A Year in the Life, Part 2: Making the Project of the Year a Reality Chapter 8: Portraits of ODW Activists Conclusion Appendix: ODW Annual Projects References About the Author
£41.40
Rowman & Littlefield Global Activism in an American School
Book SynopsisWhen twelve-year-old Iqbal Masih, former child laborer in a Pakistani carpet factory came to Boston in 1994 to receive Reebok's Youth in Action Award, he asked to meet youth his own age. Reebok selected Broad Meadows Middle School in Quincy, Massachusetts because of its Human Rights curriculum and reputation for student activism. Iqbal's inspirational visit and untimely murder five months later, on his return to Pakistan, inspired the middle school students to start a grassroots activist campaign to build a school in his memory. Due to the campaign's success Broad Meadows was chosen as a pilot school for Operation Day's Work, USA, (ODW, USA) an American adaptation of Norway's highly effective youth global social action program. ODW has been operating successfully as an after school program at Broad Meadows since 1996. Global Activism in an American School: From Empathy to Action analyzes the evolution of the Kid's Campaign and Operation Day's Work at Broad Meadows. It demonstrates Trade ReviewLinda Kantor Swerdlow writes with the passion of an educator who appreciates the value of intercultural learning and its relationship to youth activism. As the head of the US Agency for International Development (USAID) in the Clinton Administration, I brought Operation Days Work (ODW) to America with the support of the Norwegian Government. Impressed by the overwhelming popularity of aid programs in Scandinavia, I had discovered that engaging students in work to raise money for real development programs had inculcated a lifetime commitment to poverty alleviation. This book is a moving account of the benefits to young people and to our globe of programs like ODW. -- J. Brian Atwood, Senior Fellow, Watson Institute Brown University, Former Administrator, USAIDBeing globally competent requires that students are able to take action and apply what they are learning to improve conditions both locally and globally. Linda Kantor Swerdlow’s timely book, Global Activism in an American School, studies a program that develops this agency as well as empathy in our students. -- Heather Singmaster, Assistant Director, Education, Asia SocietyIgniting a student’s voice can have both incredibly positive and impressive consequences. When this is combined with a call to civic action, communities can be transformed. In Mr. Adams’ class, room 109, this has happened time and time again to the benefit of the local and international community resulting in children’s lives being changed. In Global Activism in an American School: From Empathy to Action, Linda Kantor Swerdlow provides a detailed account of how this happens repeatedly. -- Dan Gilbert, Principal, Broad Meadows Middle SchoolAs the world confronts the greatest mass movement of people, including children, in history, Linda Kantor Swerdlow’s Global Activism in an American School: From Empathy to Action is both timely and a must read for all those concerned about the welfare of children and our basic humanity. The book is a compelling narrative about the challenge of ensuring all children have a right to education and a life of dignity. One cannot read this work and come away unchanged. -- Christopher J. Campisano, Director, Princeton University Program in Teacher PreparationTable of ContentsForeword David Parker Acknowledgments Introduction Part I: The Kids Campaign to Build a School for Iqbal Chapter 1: Prelude: From Pakistan to the USA Chapter 2: Quincy, Massachusetts, USA Chapter 3: The Kids Campaign to Build a School for Iqbal Chapter 4: Impact of the Kids Campaign on the Lives of the Student Activists Part II: Operation Day’s Work Chapter 5: From Norway to the USA Chapter 6: ODW USA: A Year in the Life, Part 1: Investigating the World and Preparing to Take Action Chapter 7: A Year in the Life, Part 2: Making the Project of the Year a Reality Chapter 8: Portraits of ODW Activists Conclusion Appendix: ODW Annual Projects References About the Author
£23.75
Rowman & Littlefield Working Toward Success
Book SynopsisThe importance of positive board/superintendent relationships cannot be understated. The need to balance competing political pressures to create the best possible learning opportunities for students is ever present. Most importantly, board/superintendent relationships should be cultivated with openness and transparency among each other and the public. This book is a resource for both board members and superintendents, and explores issues related to the board/superintendent relationship and superintendent hiring practices. The book includes contributions from experienced and new superintendents and board members on a wide range of topics that boards and superintendents must navigate together successfully in order to move districts in a positive direction for students, staff, parents, and communities. This book is unique in that the intended audience is both boards and superintendents. It is not a resource wherein experts tell board members how they should conduct board business, noTrade ReviewHiring a Superintendent is, arguably, the most important role of any Board. But it's only the first step. Building and maintaining a positive and purposeful relationship is critical to success. Evert, Lang and Van Deuren offer plenty of practical advice to help Boards navigate this work. A great resource. -- Lori Soifer, trustee, Birmingham Public School Board of Education, Birmingham, MIAs a tenured superintendent anticipating retirement within the next two years, I find this book to be a phenomenal resource for my board and administrative team as they begin to plan the transition process for a new superintendent. Aspiring superintendents will want this book to guide them as they test the waters of high-level educational leadership. -- Ronald J. Walsh, EdD, superintendent, Elk Mound Area School District, Elk Mound, WI; Wisconsin 2014 Superintendent of the YearAs director of an educational leadership program for Ed. D. candidates, I always encourage our students and faculty to carefully examine relevant issues pertaining to board member/superintendent interactions. This text will help both school board members and superintendents work together successfully within the authors’ three R’s – reasons, responsibilities, and roles. The inclusion of generational traits in discussing professional dialog, and including a focus on unanticipated departures and interim leadership make it unique. This book can serve a number of purposes including training topics for board members and superintendents as well as a resource book for leadership classes. I am especially impressed with the extensive research completed to address these topics. -- Peter Burke, PhD, director doctoral program, Edgewood College, Madison, WIIn my fifteen years as a district superintendent I have seen great boards of education survive bad superintendents but I rarely see great superintendents survive a bad board. This book outlines what is rarely explored, the work that is necessary for both sides to carry out the mission of educating our children. The authors provide a research based approach applied through their practical experience of sitting in both chairs. Well worth the read. -- Donald Schlomann, PhD, superintendent, St. Charles Unit Community School District 303, St. Charles, ILTable of ContentsPreface—Amy E. Van Deuren, Thomas F. Evert, Bette A. Lang Acknowledgements Part I: Board/Superintendent Interactions Chapter 1 Overview: Context, Complexity, and Leadership FrameworkAmy E. Van Deuren and Thomas F. Evert Part II: Board/Superintendent Interactions – Practical Tips Chapter 2 Superintendent Behaviors and Influence on the Board/Superintendent Partnership Michele L. Severson and Thomas F. Evert Chapter 3 School Board Professional Development Amy E. Van Deuren Chapter 4Board/Superintendent Dynamics and Interactions Amy E. Van Deuren and Thomas F. Evert Chapter 5 Variables that Affect the Complexity of Board/Superintendent Interactions Thomas F. Evert and Bette A. Lang Chapter 6The Effects of Existing Community Culture on Board/ Superintendent Relationships Bette A. Lang and Pamela Kiefert Chapter 7 Unanticipated Departures of Superintendents Thomas F. Evert and Amy E. Van Deuren Part III: Hiring Issues Chapter 8 Board Considerations for Hiring Superintendents Bette A. Lang and Joel A. VerDuin Chapter 9 Hiring Internal Candidates for Superintendent Annette Van Hook Thompson and Linda Barrows Chapter 10 Hiring Interim Superintendents Jon R. Vollendorf and Thomas F. Evert Chapter 11Summary of References About the Editors and Authors
£67.50
Rowman & Littlefield Working Toward Success
Book SynopsisThe importance of positive board/superintendent relationships cannot be understated. The need to balance competing political pressures to create the best possible learning opportunities for students is ever present. Most importantly, board/superintendent relationships should be cultivated with openness and transparency among each other and the public. This book is a resource for both board members and superintendents, and explores issues related to the board/superintendent relationship and superintendent hiring practices. The book includes contributions from experienced and new superintendents and board members on a wide range of topics that boards and superintendents must navigate together successfully in order to move districts in a positive direction for students, staff, parents, and communities. This book is unique in that the intended audience is both boards and superintendents. It is not a resource wherein experts tell board members how they should conduct board business, noTrade ReviewHiring a Superintendent is, arguably, the most important role of any Board. But it's only the first step. Building and maintaining a positive and purposeful relationship is critical to success. Evert, Lang and Van Deuren offer plenty of practical advice to help Boards navigate this work. A great resource. -- Lori Soifer, trustee, Birmingham Public School Board of Education, Birmingham, MIAs a tenured superintendent anticipating retirement within the next two years, I find this book to be a phenomenal resource for my board and administrative team as they begin to plan the transition process for a new superintendent. Aspiring superintendents will want this book to guide them as they test the waters of high-level educational leadership. -- Ronald J. Walsh, EdD, superintendent, Elk Mound Area School District, Elk Mound, WI; Wisconsin 2014 Superintendent of the YearAs director of an educational leadership program for Ed. D. candidates, I always encourage our students and faculty to carefully examine relevant issues pertaining to board member/superintendent interactions. This text will help both school board members and superintendents work together successfully within the authors’ three R’s – reasons, responsibilities, and roles. The inclusion of generational traits in discussing professional dialog, and including a focus on unanticipated departures and interim leadership make it unique. This book can serve a number of purposes including training topics for board members and superintendents as well as a resource book for leadership classes. I am especially impressed with the extensive research completed to address these topics. -- Peter Burke, PhD, director doctoral program, Edgewood College, Madison, WIIn my fifteen years as a district superintendent I have seen great boards of education survive bad superintendents but I rarely see great superintendents survive a bad board. This book outlines what is rarely explored, the work that is necessary for both sides to carry out the mission of educating our children. The authors provide a research based approach applied through their practical experience of sitting in both chairs. Well worth the read. -- Donald Schlomann, PhD, superintendent, St. Charles Unit Community School District 303, St. Charles, ILTable of ContentsPreface—Amy E. Van Deuren, Thomas F. Evert, Bette A. Lang Acknowledgements Part I: Board/Superintendent Interactions Chapter 1 Overview: Context, Complexity, and Leadership FrameworkAmy E. Van Deuren and Thomas F. Evert Part II: Board/Superintendent Interactions – Practical Tips Chapter 2 Superintendent Behaviors and Influence on the Board/Superintendent Partnership Michele L. Severson and Thomas F. Evert Chapter 3 School Board Professional Development Amy E. Van Deuren Chapter 4Board/Superintendent Dynamics and Interactions Amy E. Van Deuren and Thomas F. Evert Chapter 5 Variables that Affect the Complexity of Board/Superintendent Interactions Thomas F. Evert and Bette A. Lang Chapter 6The Effects of Existing Community Culture on Board/ Superintendent Relationships Bette A. Lang and Pamela Kiefert Chapter 7 Unanticipated Departures of Superintendents Thomas F. Evert and Amy E. Van Deuren Part III: Hiring Issues Chapter 8 Board Considerations for Hiring Superintendents Bette A. Lang and Joel A. VerDuin Chapter 9 Hiring Internal Candidates for Superintendent Annette Van Hook Thompson and Linda Barrows Chapter 10 Hiring Interim Superintendents Jon R. Vollendorf and Thomas F. Evert Chapter 11Summary of References About the Editors and Authors
£34.20
Rowman & Littlefield The Newcomer Student
Book SynopsisMore than 50 million individuals will be forcibly displaced from their homes this year. Many will be resettled into other countries or cultures, including the United States. With specific regard to education, a growing sector of ELA instruction now caters to the unique needs of refugee and immigrant students. These Newcomer learners, as they are resettled into Westernized regions, require a tailored brand of education. The Newcomer Student is a field guide from the trenches. It is the product of one educational specialist's experiences, observations, and research in the Newcomer ELA field. It is a tale of personal participation, linking grassroots to modern progressive protocol, a story of cultural exploration, stemming from Louise's refugee teaching experiences, and an ongoing search to discover interpersonal peace and humanistic continuity.Trade ReviewI found this resource offers information and strategies for methodically teaching, supporting and strengthening positive behaviour in the classroom. Hands-on ideas for evolving positive relations, establishing classroom etiquette, setting behavioural expectations, providing explicit instruction in social skills and setting fair consequences are applicable when supporting the newcomer student (and, importantly, his/her family) who may not yet be familiar with classroom expectations. * International Review of Education *The Newcomer Student deeply honors the talents and skills of refugee children and their families and also the teachers who are key to their success. Each detail of The Newcomer Student, such as chapter epigraphs in the languages of new arrivals, reveals Louise Kreuzer's student focus. I loved this book for its deep research, but also for Louise Kreuzer's heart as an ambassador for students as they find their voices in their new language and culture. -- Terry Farish, author of Either the Beginning or the End of the World and The Good Braider; writing teacher at Manchester (NH) Community CollegeThe Newcomer Student offers an insightful exploration into the incredible challenges of refugee and immigrant students and families. From the process that brings them to our country, coupled with their fears and daily challenges, to instructional specifics on how to help both parent and child integrate as strong contributing members of a new society, Louise Kreuzer’s book inspires your compassion and stimulates new thinking. This is a must-read, not only for aspiring and practicing educators at all levels, but also for anyone who wishes to enhance their understandings, thoughtful reflection, and ability to meaningfully interface with this population. As a seasoned educator who has worked with many non-English speaking families, I wish that I had had access to such a comprehensive scope of information and insights long ago! -- Judith Husbands Damas, Westminster Colorado School District, Former Director of Learning ServicesTable of ContentsDedication Acknowledgments Foreword: Margaret Rohan Unit One: Embracing The Newcomer Learner Chapter One: Acknowledging the Refugee Experience Chapter Two: Defining the Newcomer Learner Chapter Three: Culture Shock & Social Adjustment Chapter Four: A Family Affair: Fostering Parent Engagement Chapter Five: Cultural (Mis)Understanding Unit Two: Into the Classroom Chapter Six: The Language Piece Chapter Seven: Into Practice: Application & Implementation Chapter Eight: Literacy Platforms & ELA-E Best Practices Chapter Nine: 21st Century Learning & Newcomer Success Closing Thoughts Appendix One: English Homonym List Appendix Two: International Tongue Twisters Appendix Three: International Proverbs About the Author Index
£56.70
Rowman & Littlefield Reshaping the Paradigms of Teaching and Learning
Book SynopsisHistorically, we have been engaged with a model of education reform since the latter part of the last century. We now have a cycle that's become a system with pockets of promise and isolated experiments. It appears that everyone is an education reformer and every district, charter and region has their own particular experiment, giving the appearance of widespread innovation. We've grown comfortable with this interruption that tolerates, or celebrates, the experiments as long as they don''t seriously disrupt our entrenched classroom approach to teaching and learning. Reshaping the Paradigms of Teaching and Learning is a call to move beyond experimentation and transform the understanding of our entire system of education. The author defines the distinctions between the teaching system of the last century and the need for learning systems and how this is possible for today''s learner. Understanding the difference, and understanding the need, is our first step toward a broad transformationTrade ReviewThis book sets forth a powerful case that as we diligently work to reform the teaching systems of yesterday, students – and educators – of today are yearning for us to transform to learning systems that yield engagement and fulfillment in the classroom and beyond. Dr. Wimberley provides a compelling vision of replacing the compliance-based, assessment-laden, adult-centered teaching systems, and the accompanying anxiety and negativity, with student-focused learning systems that unleash the creative genius of educators to better meet the needs and interests of students. May this vision become a reality! -- Johnny Key, commissioner, Arkansas Department of Education, Little Rock, ArkansasThis is not another education reform book but, rather, an education transformation book. The ideas presented here require all educators to think how and why we teach the way we do and how and why schools operate the way they do. And, more importantly, the book calls for action, not merely thinking about what needs to be changed. We must become somewhat uncomfortable and transform our educational system. -- Tom E.C. Smith, dean, Henry G. Hotz Dean’s Chair, College of Education and Health Professions, University of Arkansas, Fayetteville, ArkansasDr. Wimberley is an experienced educator with a keen sense of what’s right and wrong with the system and where schools need to go next to replace a teaching system with a learning system. Read on. -- Robert Maranto, University of Arkansas; editor, Journal of School ChoiceI did not have to read many pages of Reshaping the Paradigms of Teaching and Learning to realize that I had in my hands something truly special. Dr. Alan Wimberley quickly engrossed me in an important and thought provoking journey regarding a needed transformation in education. Dr. Wimberley clearly and accurately suggests an educational model of learning that will be of interest to anyone concerned with improving student performance. I highly recommend this book! -- James W. Utterback, PhD, president, Seminole State College, Seminole, OklahomaDr. Alan Wimberley’s new book is a fascinating read that challenges each of us to look at education in a different light. We all know that educating 21st century children requires transformation of our educational systems, but few have a solid road map to success. Dr. Wimberley is proposing a radical change of perspective in creating a learning system rather than a teaching system, one that greatly empowers students. With mastery based learning, it is personalized for each student. Every educator needs to read this new book and to challenge themselves to make the necessary changes in their school (public, charter, private, etc.) to maximize success with today’s children. This is not just another great idea to consider, but an imperative if this country is to continue as a place where opportunities are available to all. -- Neil Dugger, EdD, dean, College of Education; director, Doctor of Education in Educational Leadership/K-12, Bush College of Education, Dallas Baptist University, Dallas, TexasWe are not educating our children in a way that allows them to thrive in today's economy. Our education system was designed generations ago and has not evolved with how our world works today. Dr. Wimberley's proposal to shift how our students learn will transform our educational system for generations to come. Teachers, administrators, policy makers and even business leaders need to read this book. -- Paul Campbell, President and CEO, Enviro Systems, Inc., Seminole, OklahomaTable of ContentsPreface: You Will Want to Read This First Acknowledgements Introduction: Peering Over the Edge Chapter One: Why We Have to Get Over Ourselves Chapter Two: Teaching or Learning? Chapter Three : The Architecture of a Mastery Based System Chapter Four: The Four Determinants of an Encurricular Learning System Chapter Five: The New Flight Plan Chapter Six: What Must Happen Now Chapter Seven: The Transformed System Chapter Eight: Transforming the District About the Author
£48.60
Rowman & Littlefield Reshaping the Paradigms of Teaching and Learning
Book SynopsisHistorically, we have been engaged with a model of education reform since the latter part of the last century. We now have a cycle that's become a system with pockets of promise and isolated experiments. It appears that everyone is an education reformer and every district, charter and region has their own particular experiment, giving the appearance of widespread innovation. We've grown comfortable with this interruption that tolerates, or celebrates, the experiments as long as they don''t seriously disrupt our entrenched classroom approach to teaching and learning. Reshaping the Paradigms of Teaching and Learning is a call to move beyond experimentation and transform the understanding of our entire system of education. The author defines the distinctions between the teaching system of the last century and the need for learning systems and how this is possible for today''s learner. Understanding the difference, and understanding the need, is our first step toward a broad transformationTrade ReviewThis book sets forth a powerful case that as we diligently work to reform the teaching systems of yesterday, students – and educators – of today are yearning for us to transform to learning systems that yield engagement and fulfillment in the classroom and beyond. Dr. Wimberley provides a compelling vision of replacing the compliance-based, assessment-laden, adult-centered teaching systems, and the accompanying anxiety and negativity, with student-focused learning systems that unleash the creative genius of educators to better meet the needs and interests of students. May this vision become a reality! -- Johnny Key, commissioner, Arkansas Department of Education, Little Rock, ArkansasThis is not another education reform book but, rather, an education transformation book. The ideas presented here require all educators to think how and why we teach the way we do and how and why schools operate the way they do. And, more importantly, the book calls for action, not merely thinking about what needs to be changed. We must become somewhat uncomfortable and transform our educational system. -- Tom E.C. Smith, dean, Henry G. Hotz Dean’s Chair, College of Education and Health Professions, University of Arkansas, Fayetteville, ArkansasDr. Wimberley is an experienced educator with a keen sense of what’s right and wrong with the system and where schools need to go next to replace a teaching system with a learning system. Read on. -- Robert Maranto, University of Arkansas; editor, Journal of School ChoiceI did not have to read many pages of Reshaping the Paradigms of Teaching and Learning to realize that I had in my hands something truly special. Dr. Alan Wimberley quickly engrossed me in an important and thought provoking journey regarding a needed transformation in education. Dr. Wimberley clearly and accurately suggests an educational model of learning that will be of interest to anyone concerned with improving student performance. I highly recommend this book! -- James W. Utterback, PhD, president, Seminole State College, Seminole, OklahomaDr. Alan Wimberley’s new book is a fascinating read that challenges each of us to look at education in a different light. We all know that educating 21st century children requires transformation of our educational systems, but few have a solid road map to success. Dr. Wimberley is proposing a radical change of perspective in creating a learning system rather than a teaching system, one that greatly empowers students. With mastery based learning, it is personalized for each student. Every educator needs to read this new book and to challenge themselves to make the necessary changes in their school (public, charter, private, etc.) to maximize success with today’s children. This is not just another great idea to consider, but an imperative if this country is to continue as a place where opportunities are available to all. -- Neil Dugger, EdD, dean, College of Education; director, Doctor of Education in Educational Leadership/K-12, Bush College of Education, Dallas Baptist University, Dallas, TexasWe are not educating our children in a way that allows them to thrive in today's economy. Our education system was designed generations ago and has not evolved with how our world works today. Dr. Wimberley's proposal to shift how our students learn will transform our educational system for generations to come. Teachers, administrators, policy makers and even business leaders need to read this book. -- Paul Campbell, President and CEO, Enviro Systems, Inc., Seminole, OklahomaTable of ContentsPreface: You Will Want to Read This First Acknowledgements Introduction: Peering Over the Edge Chapter One: Why We Have to Get Over Ourselves Chapter Two: Teaching or Learning? Chapter Three : The Architecture of a Mastery Based System Chapter Four: The Four Determinants of an Encurricular Learning System Chapter Five: The New Flight Plan Chapter Six: What Must Happen Now Chapter Seven: The Transformed System Chapter Eight: Transforming the District About the Author
£27.00
Rowman & Littlefield The Balanced Child
Book SynopsisAs technology develops at an ever frenetic pace, the ability to socialize in a practical, real-world fashion is in danger of becoming as extinct as the typewriter or paper map. Yet, unlike the aforementioned items, practical social skills are a vital element for our children's overall success and happiness. Therefore, they must be enriched by all those that shape the future of our next generation of adults.Concurrently, as our children are subjected to an endless deluge of information from the many streams of technology, a societal push to have them grow up to prematurely. Of further significance, is an ever flattening global influence that showers many mixed messages raining down upon our youth. As these images flash before their eyes, questions of character and developing this subset of such respective skills become ever more important. This book will seek to tackle how to educate our children on the cornerstones of a humanistic foundation as a person; harboring those traits of rTrade ReviewIf you are going to read only one book this year then I strongly recommend you choose Brett Novick’s The Balanced Child. Brett offers a unique opportunity to learn about the ‘day-to-day’ challenges our children often face. In our fast-paced society, we as adults often forget that kids can struggle learning all the skills needed, not only to socially survive, but to flourish in reaching their full potential. This text is filled with practical social skills building scenarios useful for parents, teachers, and counselors. Each chapter covers the many facets of social/emotional development while offering the reader both clear understanding as well as concrete interventions for teaching and nurturing. -- Kenneth McGill, licensed marriage & family therapist, president, New Jersey Association for Marriage and Family TherapyIn the smartphone-oriented world of today, much more interaction takes place via electronic means than in person. Consequently, youngsters have less opportunity to learn and practice social skills, and many find it difficult to fit in with peers and get along with others. Novick hits the proverbial bulls-eye with a highly pragmatic guide that provides much practical advice on building social skills and extending these to improve empathy, emotional regulation, tolerance, anger management, communication, and various life skills. He has a particular talent for capturing problems and solutions with creative and relatable analogies, and his interventions are easy to follow and simple to implement. Parents, teachers, and mental health professionals are likely to find many useful and valuable suggestions about handling a wide range of problems commonly encountered in home, school and various social settings. -- George M. Kapalka, PhD, MS, ABPP, certified school psychologist, New Jersey Center for Behavior ModificationTable of ContentsIntroduction Chapter 1: Anger the Emotion with Strong Roots Chapter 2: It’s Not My Fault! Encouraging Responsibility in Children Chapter 3: There is a Big World Out There: Practical Social Skills Chapter 4: A Walk in Someone Else’s Shoes: How to Develop Compassion and Empathy Chapter 5: We’re All the Same Chapter 6: Making a Good First, Second, and Third Impression—The Importance of Hygiene Chapter 7: Fishing for Friends: A Hard Catch Chapter 8: Agreeing to Disagree: Conflict Resolution Skills Chapter 9: Entering the Workforce and Beyond: Growing to Adulthood Conclusion
£18.99
University of Toronto Press The New Spirit of Creativity
Book SynopsisThis book traces the many alignments between contemporary artistic creativity and its formal organization within higher education.Table of ContentsIntroduction: The New Spirit of Creativity Section I: Creativity, Critique, and the Art School 1. Our New Spirit and the Dilemmas of Artistic Critique Positioning the New Spirit of Creativity Fond Memories of Rebellion 2. What Could Be More Creative Than an Art School?: Canada’s Art and Design Universities Art and Design Higher Education in Canada The Art School, the Art College, the Art University New Challenges, Familiar Stories Section II: Everyday Work at Imagination University Meet the Faculty 3. Welcome to the Department of Non-Applied Creativity: Strategic Planning and Talk of Research The Dilemmas of Research at the Art and Design University Talk of Research The Rise of Niche Bureaucracy 4. Creative Excellence, Ambiguity, and Audit Culture Designating and Measuring Creative Value Judging Others and the Boundaries of Creative Practices The Openness and Uncertainty of Interpretation 5. Performing at the “Shit Show”: The Conscripted Performers of Institutional Identity The Cultural and Economic Performativity of Work Creative Identities at Work The Institution and the Abject The Cost of Remedy 6. Navigating the Permanent-temporary Divide: Insecurity, Flexibility, and Nostalgia Academic Work and Labour in Transition Redeeming Insecurity: Distancing Strategies and Associations Exiting the Institution 7. Rocks and Bubbles: Metaphors of Institutional Duress Describing Institutional Landscapes in Times of Uncertainty Between a Rock and a Hard Place The Fragility of Creative Past and Future Same Difference Conclusion The Terms of Compromise Methodological Appendix Notes Bibliography Index
£26.99
University of Toronto Press Global Citizenship Education
Book SynopsisDrawing on contemporary global events, this book highlights how global citizenship education can be used to critically educate about the complexity and repressive nature of global events and our collective role in creating a just world.Table of ContentsIntroduction Eva Aboagye and S. Nombuso Dlamini Section I: Key Theories and Concepts of Global Citizenship Education Chapter 1 The Global Context of Global Citizenship: A Pedagogy of Engagement Eva Aboagye and S. Nombuso Dlamini Chapter 2 Bridging the Local and the Global: The Role of Service Learning in Post-secondary Global Citizenship Education Sarah Eliza Stanlick Chapter 3 Peace Education as Education for Global Citizenship: A Primer Kevin Kester Chapter 4 Citizenship through Environmental Justice: A Case for Environmental Sustainability Education in Pre-Service Teacher Training in Canada Clinton Beckford Chaper 5 Human Trafficking and Implications for Global Citizenship Education: Gender Equality, Women’s Rights and Gender-Sensitive Learning Mikhaela Gray-Beerman Section II: Case Studies Chapter 6 A Case-study Exploration of Deweyan Experiential Service Learning as Citizenship Development Catherine A. Broom and Heesoon Bai Chapter 7 Vacationing Beyond the Beacon Path – Checkmate! Examining Global Citizenship and Service-Learning Education through Reflective Practice in Grenada and Jamaica Karen Naidoo and Marie Benjamin Chapter 8 Promoting Global Citizenship Outside the Classroom: Undergraduate-Refugee Learning in Practice Gisella Gisolo and Sarah Stanlick Chapter 9 Social Justice and Global Citizenship Education in Social Work Context: A Case of Caveat Emptor Paul Banahene Adjei Chapter 10 Global Citizenship Education: Institutional Journeys to Socially Engaged Students in Canada Eva Aboagye Chapter 11 They Want to be Global Citizens: Now What? Implications of the NGO Career Arc for Students, Faculty Mentors, and Global Citizenship Educators Andrew M. Robinson Conclusion Global Citizenship Education - The Present and the Future Eva Aboagye and S. Nombuso Dlamini Contributor List
£38.25
University of Toronto Press The Grammar Rules of Affection
Book SynopsisThis interdisciplinary study argues that the intersection of pedagogical and affective language in Renaissance literature shows that emotion was conceived as a conventional practice.Trade Review"This well-researched book illuminates an excellent topic from the history of early modern philology and the relationship of literature and grammar-school education: how classroom teaching and the learning of grammar in the age of Shakespeare frequently connected language to emotions, and how this connection was manifested in different forms of conduct presented in drama and poetry by writers who absorbed the grammar curriculum in school." -- Goran Stanivukovic, Saint Mary’s University * Renaissance and Reformation *Table of ContentsIntroduction 1. “Precept and Practice”: Theories of Grammar from the Medieval to the Early Modern Period 2. “Heart-Ravishing Knowledge”: Love and Learning in Sidney’s Astrophil and Stella 3. The Ablative Heart: Love as Rule-Guided Action in Shakespeare’s Love’s Labour’s Lost 4. “Shapes of Grief”: The Grammatical and the Ineffable in Shakespeare’s Hamlet 5. “Drunken Custom”: Rules, Embodiment, and Exemplarity in Jonson’s Humors Plays Conclusion Notes Works Cited
£31.50
University of Toronto Press Cultivating Kindness An Educators Guide
Book SynopsisCultivating Kindness sheds light on just how children and adolescents are kind, especially in school. Grounded in psychological and educational research on kindness and supported with illustrations capturing the voices of public school students, this book enhances our understanding of kindness.Written with educators in mind, Cultivating Kindness draws from surveys and interviews with more than three thousand children and adolescents. Author John-Tyler Binfet shares perspectives on kindness from the very individuals we hope will embrace kindness. Interwoven among examples from students are findings from peer-reviewed studies on topics exploring the role of joy and stress contagions on fostering or thwarting kindness, the concept of kind discipline, and how to measure kindness in school. This book also includes a kindness checklist to guide educators wishing to implement and foster kindness in their classrooms or schools. In addition to practical scenarioTable of ContentsDedication Epigraph Illustrations Tables 1. Introduction 2. The Interplay between Kindness and Social and Emotional Learning 3. Mechanisms Underpinning the Benefits of Kindness 4. Responsive Kindness 5. Intentional Kindness 6. Quiet Kindness 7. Fostering Kindness 8. Measuring Kindness 9. Conclusion References Index
£22.49
