Philosophy and theory of education Books

Book SynopsisLa fortune des idées pédagogiques de Rousseau rejoint alors le destin de la pédagogie militante des Lumières: faute de se réaliser dans la pratique de la classe, elle reste à l’état de rêve et se déploie dans l’utopie.Trade Review'G. Py nous livre ici un très conséquent instrument de travail, étroitement référencié au titre qui en décrit parfaitement le contenu. Cette somme sera utile aux étudiants et aux chercheurs [...] Voilà un travail bien conduit.'Etudes J.-J. RousseauTable of ContentsIntroductionI Réaction en France et en Europe aux idées pédagogiques de Jean-Jacques RousseauII Rousseau et l’évolution des systèmes éducatifs: les projets de réforme en EuropeIII Les applications conjointes de la médecine et de l’éducation naturelleIV Les applications pédagogiques: la littérature d’éducation Conclusion BibliographieIndex des noms de personnes

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Book SynopsisTrade Review'Ce livre est éminemment utilisable comme outil pédagogique pour des préparations de cours, et il est également en accord avec les dernières recherches accoutumées à la théorie critique des vingt dernières années.'Eighteenth-Century FictionTable of ContentsRemerciementsIntroduction1. Questions de genre2. Les figures du ‘je’ et les scénarios de lecture3. Les exemples rebelles de la méthode4. Fictions de l’anti-romanesque et effet-personnage5. L’être-femme et le devenir-roman6. Temporalités7. ‘Ce devroit être l’histoire de mon espéce’8. Les Anciens, les Modernes et l’Homme Nouveau: les avatars de Télémaque9. Des vicaires et de la vicariance10. Figures, fiction, et conclusionBibliographieIndex

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Book SynopsisOver twenty two centuries ago, the Greek general Pyrrhus questioned the real gains of military victory. Today we might reflect on the recent wars in Iraq and Afghanistan in much the same way. War is not only cruel but capricious; its outcomes are often bitter and frustrating, even for the winning side. Strategy: Key Thinkers expertly introduces the ideas of major strategic thinkers whose work explores the complex challenges associated with the use of military force. Early chapters deal with the foundational work of Sun Tzu (Sunzi), Thucydides, Vegetius, Machiavelli and Carl von Clausewitz and their relevance to problems facing Western militaries today. The book then considers broader issues, such as the distinctive importance of air and maritime operations, the difficulty of waging offensive land warfare in the face of modern firepower, the implications of nuclear weapons, and the potential of irregular warfare. It concludes by highlighting key themes which connect -Trade Review"Strategic thought moves strategic practice. Tom Kane's outstanding book explains the enduring relevance of strategic ideas to our human security condition." Colin Gray, University of Reading "A uniquely accessible and profound examination of the foundations of contemporary strategic thought. This book should be the starting point for anyone who wishes to understand the theory of war. A major intellectual achievement." Eric Grove, Liverpool Hope University "Thoughtful, engaging, and even entertaining, this first-rate book does far more than just present readers with a list of strategic thinkers and their basic ideas – it explains, clearly and precisely, why strategy matters. Readers will gain a deeper appreciation of how the practice of strategy influences the fate of states, and how strategic failure may carry a terrible price." Dale Walton, Lindenwood UniversityTable of ContentsAcknowledgements viii Introduction: Bringing Strategy to Life 1 1 Hearing the Thunder 8 2 Honour, Interest and Fear 30 3 Conquering Fortune 51 4 Summarizing War 76 5 Right Place, Right Time, Right Technology 101 6 Heavy Metal 124 7 The Once and Future Atom 142 8 The Weak Against the Strong 157 Conclusion: Strategy in the Twenty-First Century 177 References 186 Index 192

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Book SynopsisA comprehensive introduction to professional student services that support student success in Canada's post-secondary institutions

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Book SynopsisA crucial study of the education of African Canadian children as it reflects their citizenship and lives in their chosen country.Trade Review" There are very few books as comprehensive as this collection that investigate the experiences of African Canadians in Canada' s education system. Several of the authors are among the best scholars on the subjects of race, antiracism, and postcolonialism. In sum, an excellent work." Goli M. Rezai-Rashti, University of Western Ontario

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Book SynopsisLeading Canadian experts discuss when and if sociologists should intervene in public debates and engage in social activism.Table of ContentsForeword / Michael BurawoyIntroduction: Burawoy’s “Normative Vision” of Sociology / Ariane Hanemaayer and Christopher J. SchneiderPart 1: Debating the Normative Dimensions of Professional Sociology1 Returning to the Classics: Looking to Weber and Durkheim to Resolve the Theoretical Inconsistencies of Public Sociology / Ariane Hanemaayer2 Public Sociology, Professional Sociology, and Democracy / Axel Van Den BergPart 2: Critical Reflections on the Possibility of Public Sociology3 L’Ouverture des bouches: The Social and Intellectual Bases for Engaged and Public Social Theory / Scott Schaffer4 Precarious Publics: Interrogating a Public Sociology for Migrant Workers in Canada / Jill Bucklaschuk5 Reflections on the Theory and Practice of Teaching Public Sociology / Susan PrenticePart 3: Blurring the Line between Policy and Public Sociology6 Public Sociology and Research Ethics / Anne Mesny7 Coral W. Topping, Pioneer Canadian Public Sociologist: “A Veteran Warrior for Prison Reform” / Rick Helmes-HayesPart 4: Innovative Engagements in Public Scholarship8 Social Media and e-Public Sociology / Christopher J. Schneider9 Public Ethnography as Public Engagement: Multimodal Pedagogies for Innovative Learning / Phillip Vannini and Laura MilneConclusion / Ariane Hanemaayer and Christopher J. SchneiderEpilogue: Student Reflections on a Public Sociology Course at UBC, Okanagan Campus / Kyle NolanAppendix 1: Theory and Practice of Sociology Syllabus, University of ManitobaAppendix 2: Public Sociology Syllabus, UBC, Okanagan CampusContributors; Index

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Book SynopsisAn inspirational account of how a group of pre-service teachers, working alongside Indigenous wisdom keepers in British Columbia, developed an indigenist approach to education that can be applied in a wide variety of classrooms.Trade ReviewThis book is essential reading for teachers, teacher educators, and anyone interested in indigenous education, social justice, and transformative learning. It also provides important insights and guidance to educational policymakers… [Learning and Teaching Together] is highly recommended. -- Jean-Paul Restoule, Ontatrio Institute for Studies in Education, University of Toronto * Pacific Northwest Quarterly, Volume 109, Number 2 *… Indigenous educators and allies will find this text inspirational, hopeful, and useful. -- Alma M. O. Trinidad, School of Social Work, Portland State University * Great Plains Research *Teachers in British Columbia and throughout Canada who struggle with how to enact curriculum changes that incorporate Indigenous knowledge, history, and identity will find this book illuminating … in spite of the seemingly overwhelming challenges in making a space for Indigenous thought and experience, it can and must be done. The transformation has been happening and is continuing. -- Michael Marker * BC Studies, no. 196, Winter 2017/18 *Table of ContentsForeword / Greg CajeteSENĆOŦEN Pronunciation and GlossaryIntroduction: A WelcomingThe Moons of XAXE SIÁM SILA1 Orienting to Place and Pedagogical Purpose2 Opening Oneself to Indigenous Ways of Being-Knowing-Doing3 Rethinking Learner-Teacher Relationships4 Invoking Good Intention and Conscious Action5 Focusing on How and Why We Teach6 Trusting Learners and Remembering Wholeness7 Coming Together in Safe Enough Spaces8 Continuing Reflection towards Sustainability9 Preparing Self and Community for Dispositional Change10 Indigenizing Practice amid Classroom Challenges11 Re-envisioning (Teacher) Education12 Touchstones for Future TeachingReferences; Index

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Book SynopsisKnowing the Past, Facing the Future offers a sweeping account of Indigenous education in Canada, from the first treaty promises and the failure of government-run schools to illuminating discussions of what needs to change now to work toward reconciliation.Trade ReviewThis book provides innovative reflections on long-standing issues in Indigenous education in Canada and suggests possible pathways to address the educational debt that Canada owes Indigenous peoples. I recommend it to educators, students, and administrators, to anyone interested in learning about the history of residential schools, and to all readers who are interested in reconciliation and decolonisation. -- Valentina de Riso, Nottingham Trent University * British Journal of Canadian Studies *There is no doubting the importance of the subject tackled by this edited collection... In eleven highly diverse chapters, plus a substantial introduction by editor Sheila Carr-Stewart, this collection seeks to shed light on the mechanisms of educational exclusion and sound out the prospects for a different kind of education in the future. -- Mark Fettes, Simon Fraser University * University of Toronto Quarterly *Readers who are new to the topic, such as practicing teachers who wish to enhance their responsiveness to Indigenous students or undergraduate history majors, will gain accessible historical and policy context, alongside complex and nuanced representatios of the challenges that pervade Indigenous education today. -- Heather E. McGregor * Historical Studies in Education *Table of ContentsIntroduction / Sheila Carr-StewartPart 1: First Promises and Colonial Practices1 “One School for Every Reserve”: Chief Thunderchild’s Defence of Treaty Rights and Resistance to Separate Schools, 1880–1925 / Sheila Carr-Stewart2 Placing a School at the Tail of a Plough: The European Roots of Indian Industrial Schools in Canada / Larry Prochner3 The Heavy Debt of Our Missions: Failed Treaty Promises and Anglican Schools in Blackfoot Territory, 1892–1902 / Sheila Carr-StewartPart 2: Racism, Trauma, and Survivance4 If You Say I Am Indian, What Will You Do? History and Self-Identification at Humanity’s Intersection / Jonathan Anuik5 Laying the Foundations for Success: Recognizing Manifestations of Racism in First Nations Education / Noella Steinhauer6 Iskotew and Crow: (Re)igniting Narratives of Indigenous Survivance and Honouring Trauma Wisdom in the Classroom / Karlee D. FellnerPart 3: Truth, Reconciliation, and Decolonization7 Curriculum after the Truth and Reconciliation Commission: A Conversation between Two Educators on the Future of Indigenous Education / Harry Lafond and Darryl Hunter8 Indigenous and Western Worldviews: Fostering Ethical Space in the Classroom / Jane P. Preston9 Supporting Equitable Learning Outcomes for Indigenous Students: Lessons from Saskatchewan / Michael Cottrell and Rosalind Hardie10 Hybrid Encounters: First Peoples Principles of Learning and Teachers’ Constructions of Indigenous Education and Educators / Brooke Madden11 The Alberta Métis Education Council: Realizing Self-Determination in Education / Yvonne Poitras Pratt and Solange LalondeIndex

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Book SynopsisKnowing the Past, Facing the Future offers a sweeping account of Indigenous education in Canada, from the first treaty promises and the failure of government-run schools to illuminating discussions of what needs to change now to work toward reconciliation.Trade ReviewThis book provides innovative reflections on long-standing issues in Indigenous education in Canada and suggests possible pathways to address the educational debt that Canada owes Indigenous peoples. I recommend it to educators, students, and administrators, to anyone interested in learning about the history of residential schools, and to all readers who are interested in reconciliation and decolonisation. -- Valentina de Riso, Nottingham Trent University * British Journal of Canadian Studies *There is no doubting the importance of the subject tackled by this edited collection... In eleven highly diverse chapters, plus a substantial introduction by editor Sheila Carr-Stewart, this collection seeks to shed light on the mechanisms of educational exclusion and sound out the prospects for a different kind of education in the future. -- Mark Fettes, Simon Fraser University * University of Toronto Quarterly *Readers who are new to the topic, such as practicing teachers who wish to enhance their responsiveness to Indigenous students or undergraduate history majors, will gain accessible historical and policy context, alongside complex and nuanced representatios of the challenges that pervade Indigenous education today. -- Heather E. McGregor * Historical Studies in Education *Table of ContentsIntroduction / Sheila Carr-StewartPart 1: First Promises and Colonial Practices1 “One School for Every Reserve”: Chief Thunderchild’s Defence of Treaty Rights and Resistance to Separate Schools, 1880–1925 / Sheila Carr-Stewart2 Placing a School at the Tail of a Plough: The European Roots of Indian Industrial Schools in Canada / Larry Prochner3 The Heavy Debt of Our Missions: Failed Treaty Promises and Anglican Schools in Blackfoot Territory, 1892–1902 / Sheila Carr-StewartPart 2: Racism, Trauma, and Survivance4 If You Say I Am Indian, What Will You Do? History and Self-Identification at Humanity’s Intersection / Jonathan Anuik5 Laying the Foundations for Success: Recognizing Manifestations of Racism in First Nations Education / Noella Steinhauer6 Iskotew and Crow: (Re)igniting Narratives of Indigenous Survivance and Honouring Trauma Wisdom in the Classroom / Karlee D. FellnerPart 3: Truth, Reconciliation, and Decolonization7 Curriculum after the Truth and Reconciliation Commission: A Conversation between Two Educators on the Future of Indigenous Education / Harry Lafond and Darryl Hunter8 Indigenous and Western Worldviews: Fostering Ethical Space in the Classroom / Jane P. Preston9 Supporting Equitable Learning Outcomes for Indigenous Students: Lessons from Saskatchewan / Michael Cottrell and Rosalind Hardie10 Hybrid Encounters: First Peoples Principles of Learning and Teachers’ Constructions of Indigenous Education and Educators / Brooke Madden11 The Alberta Métis Education Council: Realizing Self-Determination in Education / Yvonne Poitras Pratt and Solange LalondeIndex

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Book SynopsisIn Braided Learning, Lenape-Potawatomi educator Susan Dion inspires engagement with the histories and perspectives of Indigenous peoples, cultivating capacities for understanding, attunement, and respect. Trade Review“Dion appeals to the reader to be responsible listeners, who, from an Indigenous episteme, do not interrupt the speaker, and instead listen to the whole story, from which they can gain their own insights about themselves. From this, Dion positions settler educators as responsible for learning and teaching the true history of relationships between Indigenous and non-Indigenous peoples for reconciliation to be possible.” -- Linda M. Doyle * Historical Studies in Education / Revue d’histoire De l’éducation *Table of ContentsIntroduction: Indigenous Presence1 Requisites for Reconciliation2 Seeing Yourself in Relationship with Settler Colonialism3 The Historical Timeline: Refusing Absence, Knowing Presence, and Being Indigenous4 Learning from Contemporary Indigenous Artists5 The Braiding Histories Stories / Co-written with Michael R. DionConclusion: Wuleelham – Make Good TracksGlossary and Additional Resources: Making Connections, Extending LearningNotes; Bibliography

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Book SynopsisIn Braided Learning, Lenape-Potawatomi educator Susan Dion inspires engagement with the histories and perspectives of Indigenous peoples, cultivating capacities for understanding, attunement, and respect. Trade Review“Dion appeals to the reader to be responsible listeners, who, from an Indigenous episteme, do not interrupt the speaker, and instead listen to the whole story, from which they can gain their own insights about themselves. From this, Dion positions settler educators as responsible for learning and teaching the true history of relationships between Indigenous and non-Indigenous peoples for reconciliation to be possible.” -- Linda M. Doyle * Historical Studies in Education / Revue d’histoire De l’éducation *Table of ContentsIntroduction: Indigenous Presence1 Requisites for Reconciliation2 Seeing Yourself in Relationship with Settler Colonialism3 The Historical Timeline: Refusing Absence, Knowing Presence, and Being Indigenous4 Learning from Contemporary Indigenous Artists5 The Braiding Histories Stories / Co-written with Michael R. DionConclusion: Wuleelham – Make Good TracksGlossary and Additional Resources: Making Connections, Extending LearningNotes; Bibliography

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Book SynopsisAn excellent book for faculty who regard teaching as more than a set of techniques. Menges and Weimer focus on connecting teaching with student learning, and they help faculty develop a systematic inquiry into teaching strategies, as well as showing them how to better utilize students assessment in the classroom. ?Larry Braskamp, dean of the College of Education, University of Illinois, ChicagoTrade Review"This book will be particularly useful to graduate students preparing for teaching careers in higher education, to anyone seeking examples of writing that explicitly links research and practice, and to faculty development leaders interested in offering useful reading to busy colleagues committed to improving their teaching practice." (Ann E. Austin, associate professor, Program in Higher, Adult, and Lifelong Education at Michigan State University, J. Staff, Program, & Organization Development)Table of Contents1. Using Scholarship to Improve Practice(Maryellen Weimer). Part One: Students and Learning. 2. Teaching and Today's College Students(M. Lee Upcraft). 3. Making the Transition to College(Patrick T. Terenzini, Laura I. Randoan, Susan B. Millar, M. Lee Upcraft, Patricia Gregg, Romero Jalomo, Kevin W. Allison). 4. Student Motivation from a Teaching Perspective(Raymond P. Perry, Verena H. Menec, C. Ward Struthers). 5. Collaborative Learning: Creating Knowledge with Students(Roberta S. Matthews). 6. Assessing Student Involvement in Learning(Robert Froh, Mark Hawkes). Part Two: Teachers and Teaching. 7. Teaching Today's Students Requires a New Role for Faculty(Susan B. Millar). 8. Research on Learning: A Means to Enhance Instruction(Marilla D. Svinivki, Anastasia S. Hagen, Debra K. Meyer). 9. Planning and Developing Effective Courses(George L. Geis). 10. Assignments That Promote and Integrate Learning(Joe Lowman). 11. Feedback That Enhances Teaching and Learning(Robert J. Menges, William C. Rando). Part Three: Issues and Contexts: Higher Education Today. 12. What College Teachers Need to Know(Sarah M. Dinham). 13. Instructor Vitality: Some Provocative Implications of Theory and Research on Human Motivation(Charles James Walker, Jennifer Woods Quinn). 14. Diversity in Academe: Cultural Strategies for Change(William G. Tierney, Estala M. Bensimon). 15. Improving Programs Through Assessing Student Outcomes(Trudy Banta).

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Book SynopsisA New Way to Serve the Community A study of a major initiative that is changing the course of medical education--the Community Partnerships, sponsored by the W. K. Kellogg Foundation. Rather than promote a single solution, Community Partnerships bridge the gap that exists between the culture of communities and the culture of academe by creating viable linking organizations to connect the two. This book also examines the role public policy plays in contributing to the current systems of health professions'' education and how public policy can support change.Table of ContentsForeword 1. The Primary Health Care Crisis 2. From Problems to Solutions: A Bridge Between Cultures 3. Community Partnerships in Progress(with Rebecca Henry) 4. The Nature of Academic Health Centers 5. The Nature of Communities(with Bruce Behringer) 6. New Organizational Structures(with Patricia Maguire Meservey) 7. The Role of Public Policy in Changing Health Professionals' Education 8. If We Change What We Pay For, We Change What We Get(with Henry A. Foley) 9. Evaluation as a Tool for Reform(with Rebecca Henry) 10. Multidisciplinary Care and Education(Patricia T. Castiglia) 11. Leading Educational Reform

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Book SynopsisThis book presents an innovative approach to teaching that helps students acquire and use knowledge in ways that go beyond rote memorization of facts and figures----to develop a level of understanding that will serve them well throughout their lives.Trade Review"This book is equal parts theory and practice. It is a superb example of what educators in universities and schools can accomplish when they engage in sincere efforts to benefit students." --Association for Supervision and Curriculum Development "A remarkable work, conceptually bold and practical. It makes the best of contemporary practices seem eminently reasonable, while also offering a framework for making teaching for understanding accessible to our teachers." --Deborah Meier, author of The Power of Their Ideas and founder, Central Park East Public Schools, East Harlem, New York "At last, a new volume from a team of scholars at Harvard's Graduate School of Education and Project Zero that takes teaching, learning, and understanding, as both theory and practice. My congratulations to Howard Gardner, David Perkins, and Vito Perrone for a project well-conceived and well-conducted, and to Stone Wiske for a useful, educator-friendly book." --Lee S. Shulman, president, Carnegie Foundation for the Advancement of Teaching "As the authors acknowledge, teaching for understanding is an old idea and a simple one. But their lucid and thorough exploration of it is fresh and richly generative--and compelling too, in a way reserved for ideas that seem as practical as they are provocative. A whole range of people who care about teaching will be drawn to this book, and they will be well served." --Joe McDonald, director of research, Annenberg Institute for School Reform at Brown UniversityTable of ContentsPart One: Foundations of Teaching for Understanding. 1. Why Do We Need a Pedagogy of Understanding?(Vito Perrone). 2. What is Understanding?(David Perkins). Part Two: Teaching for Understanding in the Classroom. 3. What is Teaching for Understanding?(Martha Stone Wiske). 4. How Do Teachers Learn to Teach for Understanding?(Martha Stone Wiske, Karen Hammerness, Daniel Gray Wilson). 5. How Does Teaching for Understanding Look in Practice?(Ron Ritchart, Martha Stone Wiske, Eric Buchovecky, Lois Hetland). Part Three: Students' Understanding in the Classroom. 6. What Are the Qualities of Understanding?(Veronica Boix Mansilla, Howard Gardner). 7. How Do Students Demonstrate Understanding?(Lois Hetland, Karen Hammerness, Chris Unger, Daniel Gray Wilson). 8. What Do Students in Teaching for Understanding Classrooms Understand?(Karen Hammerness, Rosario Jaramillo, Chris Unger, Daniel Gray Wilson). 9. What Do Students Think About Understanding?(Chris Unger and Daniel Gray Wilson with Rosario Jaramillo and Roger Dempsey). Part Four: Promoting Teaching for Understanding. 10. How Can We Prepare New Teachers?(Vito Perrone). 11. How Can Teaching for Understanding Be Extended in Schools?(Martha Stone Wiske, Lois Hetland, Eric Buchovecky). Conclusion: Melding Progressive and Traditional Perspectives(Howard Gardner).

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Book SynopsisThe president of the Center on Learning, Assessment, and School Structure (CLASS) expounds on his philosophy of assessment; offers feedback alternatives to traditional invalidly validated testing; and argues that more testing would not increase accountability.Trade Review"The most comprehensive and exhaustive treatise available on the imperative to change the ways we test and assess student performance...it will become a major reference work for supporters of student-centered assessment." --Educational Leadership "A 'must' book for the on-going debate on American school reform." --Theodore R. Sizer, chairman, Coalition of Essential Schools "In the current torrent of talk about testing, Grant Wiggins' book constitutes an essential contribution. Rooted in historical knowledge, punctuated by acute philosophical analyses, and mindful of policy issues, Wiggins lays out the rationale for authentic forms of assessment." --Howard Gardner, professor of education and co-director of Project Zero, Harvard UniversityTable of ContentsIntroduction: Assessment and the Morality of Testing. Assessment Worthy of the Liberal Arts. The Morality of Test Scrutiny. Testing and Tact. Incentives and Assessment. Feedback. Authenticity, Context, and Validity. Accountability: Standards, Not Standardization.

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Book SynopsisThis volume provides an introduction to the topic of democracy, the challenges of sustaining a democracy in today's society, and the crucial links between democracy, education, ecology, and social justice.Trade Review"These essays will challenge groups of democratic readers to examine their social and political assumptions, and in so doing will enable them to strengthen their commitment to the quality of democratic life. The Last Best Hope is a call to reflective action." (Stanley N. Katz, professor, Woodrow Wilson School of Public and International Affairs, Princeton University, and professor emeritus, American Council of Learned Societies)Table of ContentsSource Texts. Introduction (S. Goodlad). Acknowledgements. The Editor WHY DEMOCRACY? Democracy (N. Postman). An Aristocracy of Everyone (B. Barber). CONCEPTS AND COMPLEXITIES. What Makes Democracy Work? (R. Putnam). The Democratic Virtues (C. Lummis). Was Democracy Just a Moment? (R. Kaplan). CITIZENSHIP AND CHARACTER. The Masses in Representative Democracy (M. Oakeshott) Reorientation in Education (B. Bode). The Education of Character (M. Buber). DEMOCRACY AND ITS TROUBLES. Market Democracy in a Neoliberal Order (N. Chomsky). Law and Justice (H. Zinn). Jefferson, Morrill, and the Upper Crust (W. Berry). THE PUBLIC AND THE PERSONAL. Democracy and Human Nature (J. Dewey). Egalitarian Solidarity (P. Green). Moral Imagination (M. Johnson). EDUCATION IN A DEMOCRATIC SOCIETY. How Colleges of Education Package the Myth of Modernity (C. Bowers). Democratic Education in Difficult Times (A. Gutmann). What Is Education For? (D. Orr). HUMAN POTENTIAL AND DEMOCRACY'S FUTURE. The Domain of the Future (M. Csikszentmihalyi). Practical Utopianism (M. Midgley). Index.

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Book SynopsisWritten by some of the most highly acclaimed teacher-writers, The Jossey-Bass Reader on Teaching includes excerpts from books, essays, and articles that explore the very heart of the teaching experience. This comprehensive resource offers a wide variety of perspectives and insights into the realities of classroom teaching. The volume''s contributors are some of the best known teachers and education experts: Parker Palmer, Sylvia Ashton-Warner, William Ayers, Lisa Delpit, Robert L. Fried, Paulo Freire, Maxine Greene, Martin Haverman, Herbert Kohl, Andrew Dean Mullen, James Nehring, Vivian Gussin Paley, Vito Perrone, Mike Rose, Seymour Sarason, and Frank Smith.Trade Review"...in each essay lies a gem or two that should certainly help us all..." (Community College Week, August 18, 2003)Table of ContentsSources vii About the Authors ix Acknowledgments xiii Foreword xv Ann Lieberman Part One What Does It Mean to Teach? 1. The Heart of a Teacher: Identity and Integrity in Teaching 3 Parker J. Palmer 2. The Mystery of Teaching 26 William Ayers 3. Passionate Teaching 38 Robert L. Fried 4. Reading the World/Reading the Word 52 Paulo Freire 5. Teaching as Possibility: A Light in Dark Times 62 Maxine Greene Part Two Becoming a Teacher 6. Learning to Read 77 Patrick McWilliams 7. Order in the Classroom 80 Andrew Dean Mullen 8. “Welcome to the Sixth Grade” 84 Brad Wilcox 9. Excerpt from White Teacher 88 Vivian Gussin Paley 10. Teachers College and Student Teaching 95 Herbert Kohl 11. Change, Resistance, and Reflection 103 Seymour B. Sarason 12. Is Passionate Teaching for New Teachers, Too? 111 Robert L. Fried Part Three Developing Your Skills 13. Groups 135 James Nehring 14. Creative Teaching 152 Sylvia Ashton-Warner 15. The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children 166 Lisa Delpit 16. Refining the Craft of Teaching 191 Vito Perrone 17. Calexico, California 204 Mike Rose 18. The Pedagogy of Poverty Versus Good Teaching 239 Martin Haberman 19. The Immensity of Children’s Learning 251 Frank Smith

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Book SynopsisThe founders of our Republic envisioned education as providing for all citizens the necessary apprenticeship in the understanding and practice of democracy. To make democracy safe we must have universal schooling; to make schooling safe for education we must have democracy. But since the founding of our country the study and practice of democracy in our schools has weakened. We must return to the primary purpose of education and ensure that it is indeed for everyone. The Agenda for Education in a Democracy proposed by the authors is more than an effort to simply revitalize a faltering civics curriculum. It is about restoring a shared humanity to the educational process. It is about the need to make caring, compassion, freedom, dignity, and responsibility central to the mission of schooling. It is about placing power and responsibilitya concept more demanding of the individual than is accountabilityin the hands of those who need and deserve it. It is about taking the idea of eTable of ContentsPreface. 1. Schooling for Everyone. 2. Agenda for Education in a Democracy. 3. The Context of Schooling in a Democracy. 4. An Essential Narrative for Schooling. 5. Democracy, Education, and the Human Conversation. 6. Renewal. 7. Leadership for Educational Renewal. 8. Experiencing the Agenda. Notes. Appendix. Index.

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Book SynopsisA publication of The Carnegie Foundation for the Advancement of Teaching, this important resource builds on the work of Carnegie''s best-selling books, Scholarship Reconsidered and Scholarship Assessed. The Advancement of Learning explores the premise that the scholarship of teaching and learning holds the key to improving the quality of higher education. The Advancement of Learning answers questions readers are likely to have: What are the defining elements of the scholarship of teaching and learning? What traditions does it build on? What are its distinctive claims and possibilities? What are the implications of the scholarship of teaching and learning for academic culture and careers? How does it shape the student experience? In addition, authors Mary Taylor Huber and Pat Hutchings introduce a new concept that expands on the scholarship of teaching and learning--the teaching commons. As the aTable of ContentsForeword vLee S. Shulman Preface ix About the Authors xvii 1. Surveying the Scholarship of Teaching and Learning 1 2. Defining Features 17 3. Mapping the Commons 35 4. Pathways into the Scholarship of Teaching and Learning 59 5. The Campus as Commons 77 6. Knowledge Building and Exchange 93 7. An Action Agenda for the Scholarship of Teaching and Learning 111 Appendix: Survey of CASTL Scholars 133 References 151 Index 175

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Book SynopsisOn the Study Methods of Our Time remains a key text for anyone interested in the development''s of Vico''s thought and serves as a concise introduction to his work. Scholars and students in such disciplines as the history of philosophy, intellectual history, literary theory, rhetoric, and the history and philosophy of education will find this volume helpful and fascinating. Giambattista Vico''s first original work of philosophy, On the Study Methods of Our Time (1708–9) takes up the contemporary quarrel between the ancients and the moderns and provides a highly interesting statement of the nature of humanistic education. This edition makes available again Elio Gianturco''s superb 1965 English translation of a work generally regarded as the earliest statement by Vico of the fundamentals of his position.An important contribution to the development of the scientism-versus-humanism debate over the comparative merits of classical and mTable of ContentsPreface by Donald Phillip Verene Translator's Introduction by Elio GianturcoChronology of Vico's Principal Writings Note on the TextON THE STUDY METHODS OF OUR TIME I. Subject of the present discourse: the comparison, not of the various branches of learning, but of the study methods of our time and of antiquity. What factors make up every method of study? Distribution of the topics to be discussed, new instruments of the sciences. New aids to studies. Which is, today, the aim of our studies?II. Advantages of our study methods that derive from the instruments used by modern sciences. Advantages of philosophical criticism. Analysis. Introduction of the geometrical method into physics; of chemistry into medicine. Pharmaceutical chemistry. The introduction of chemistry into physics, and of mechanics into medicine. The microscope. The telescope. The mariner's compass. Introduction of modern geometry and physics into mechanics. Advantages accruing to us from the use of new devices: reduction to theoretical precepts of matters pertaining to human discretion in the conduct of life. Masterpieces of art. Printing. Universities. Advantages. deriving from the aim we have in view in our studiesIII. Drawbacks of modern criticism. Criticism injurious to prudence. Criticism an obstacle to eloquence: it hinders the arts, which thrive on imagination, memory, or both. How the ancients obviated the drawbacks of modern criticism. Modern neglect of topics, i.e., the art of forms of arguments employed in probable reasoning, to the benefit of criticism. Drawbacks of this neglect. How the disadvantages inherent in philosophical criticism may be avoided.IV. Drawbacks caused by the introduction of the geometrical method into physics. It kills the desire to explore nature further. How we can study physics as philosophers, namely, as Christian philosophers. The use of the geometrical method impairs the faculty to express oneself tastefullv and with acuteness. It forms an obstacle to free and ample utterance. It generates a sluggish diction, to be avoided as much as possible in eloquence. How its drawbacks may be obviated.V. Analysis. It may be useless to mechanics. How the disadvantages of analysis can be avoided.VI. Drawbacks of our modern method of studying and practicing medicine. How to remove them.VII. Disadvantages of our modern study methods in the fields of ethics, civil doctrine, and eloquence, from the viewpoint of the purpose at which we aim. Civil doctrine. Eloquence. Civil doctrine and eloquence again. How the drawbacks of our study methods may be remedied in regard to the guiding principles of the conduct of life, and in the domain of eloquence.VIII. Poetry. Under what conditions the modern critical procedure is useful to poetry. Suitability of the geometrical method to poetry. "Ideal" or "universal" truth is the proper guiding principle of poetry. Study of modern physics is conducive to poetry.IX. Christian TheologyX. Disadvantages of preceptive handbooks framing rules on matters that pertain to the practical conduct of life. How to eliminate these disadvantages.XI. The practice and study of law. Greek jurisprudence. Roman jurisprudence. Jurisprudence of the free Roman republic. Jurisprudence under the Emperors, prior to Hadrian. Jurisp1-udence under Hadrian. Under Constantine. Advantages and drawbacks of the study of law. First advantage and first drawback; second advantage, second drawback; third advantage, third drawback; fourth advantage, fourth drawback; fifth advantage, fifth drawback; sixth advantage, sixth drawback tentatively expressed. Advantage of the jurisprudential method of Accursius and of his disciples. Its drawbacks: first and second. How disadvantages in the study of law may be avoided.XII. 70 Masterpieces of art. What drawbacks their existence produces. How these drawbacks may be got rid of.XIII. Typographical characters. The disadvantages of printing.' How they may be overcome.XIV. Universities. Their drawbacks; how they may be remedied.XV. Conclusion.Appendix: The Academies and the Relation between Philosophy and Eloquence - Translated by Donald Phillip Verene

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Book SynopsisThose seriously interested in the emergence of mass higher education, and the debates surrounding it, will appreciate finding many of Trow's groundbreaking works-including three articles never before published-in a single volume.Trade ReviewHighly instructive. -- Darko Strajn International Review of EducationTable of ContentsIntroductionPart I: Emergence of an Enduring ThemeChapter 1. The Second Transformation of American Secondary EducationChapter 2. Problems in the Transition from Elite to Mass Higher EducationChapter 3. Elite Higher Education: An Endangered Species?Part II: Causes and Consequences of America's AdvantageChapter 4. Federalism in American Higher EducationChapter 5. Class, Race, and Higher Education in AmericaPart III: Britain as a Contrasting CaseChapter 6. Academic Standards and Mass Higher EducationChapter 7. Managerialism and the Academic Profession: The Case of EnglandPart IV: The Private Lives of American UniversitiesChapter 8. The Campus as a Context for Learning: Notes on Education and ArchitectureChapter 9. The American Academic Department as a Context for LearningChapter 10. Guests without Hosts: Notes on the Institute for Advanced StudyChapter 11. New Directions for the Center for Studies in Higher Education: The 1977–78 Annual ReportPart V: Governance and Reform of the American UniversityChapter 12. Leadership and Organization: The Case of Biology at BerkeleyChapter 13. Comparative Reflections on Leadership in Higher EducationChapter 14. Governance in the University of California: The Transformation of Politics into AdministrationChapter 15. California after Racial PreferencesPart VI: The Completion of the TransformationChapter 16. From Mass Higher Education to Universal Access: The American AdvantageChapter 17. Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since World War IIContributorsAbout the Author Index

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Book SynopsisEmploying the idea of teaching as a vocation or calling, this work analyses and interprets case studies drawn from fieldwork. It is based on a three-year study of the everyday working lives of four teachers in a large urban setting.

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Book SynopsisHow might science education reflect the values of a socially just and democratic society? Using a combination of in-depth case studies and rigorous theory, this volume offers a series of teaching stories that describe inner city youth's practices of science.

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Book SynopsisFormative and design experiments represent a methodology suited for educational research in general and literacy research in particular. This work addresses questions like what is the origin of formative and design experiments and how do they compare to other approaches to investigating interventions in classrooms?

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Book SynopsisOffers a perspective on the basic curriculum questions educators face regarding the purposes, content, design, and structure of educational programs. This book examines aims that have been proposed by classical educational thinkers and reviews the dominant educational debate of the 20th century between traditionalists and progressives.

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Book SynopsisThis work addresses the question of how to establish an interpersonal classroom atmosphere that fosters children's intellectual, social, moral, emotional and personality development. The authors draw upon and extend the constructivist work of Jean Piaget in sociomoral development.

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Book SynopsisThe story begins when some committed and curious teachers from the Red Clay Writing Project gathered into a teacher inquiry community to spend a year focusing on and documenting their experiences with one of their most disenfranchised students. By analysing and rethinking what they do in the classroom and why they do it, the authors come to re-imagine who they are as teachers and as human beings.

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Book SynopsisFocuses on some of the most controversial issues in contemporary education reform around the world. Each educational change question sheds much-needed light on today's large-scale education policies and related reforms around the world. The authors focus on what makes each question globally significant, what we know from international research, and what can be inferred from benchmark evidence.Trade ReviewIn Hard Questions on Global Educational Change, Sahlberg, Hasak, and Rodriguez have provided a needed reminder that 21st Century education systems should be viewed within an international context, and that such systems will face ever changing hard questions. This reminder is particularly important for education students who wish to become change-makers . . . provides an excellent introduction to the preparation and encouragement of both undergraduate and graduate education students to become 21st Century changemakers.- Education Review / Reseñas Educativas;""This is an impressive, engaging book about hard questions and ideas with impact. It tackles the questions and ideas that matter to young scholars, educational entrepreneurs, and future policymakers on a global scale. If you care about the impacts of technology, testing, and teacher education designs, then this book will stretch your thinking and challenge your assumptions.""- Andy Hargreaves, Brennan Chair, Lynch School of Education, Boston College;""Hard Questions on Global Educational Change provides readers with smart answers to the most hitherto intractable challenges for our schools and societies. This is a must-read volume with fascinating case studies that open up our imagination and provide clues for the most sustainable pathways forward for educators in the years to come.”- Dennis Shirley, Lynch School of Education, Boston College;""Enlightening chapters with an international perspective, for educators and teacher educators alike. Highly recommended.""- David C. Berliner, bestselling author and Regents’ Professor Emeritus of Education at Arizona State University;""Pasi once again demonstrates why he is considered a world leader in the global education community. The insights contained in this book regarding public education and the possibilities for meaningful system change are valuable to active teachers, administrators, district leaders, and government. Hard Question on Global Education Change gives readers strategies and influences to consider when looking toward the future of public education. This book really does answer the question, is there a better way?""- Mark Ramsankar, president elect, Canadian Teachers' Federation;“Hard Questions on Global Educational Change is a must-read for current and aspiring changemakers. Presented with clarity and originality, the authors examine major educational change questions where there are no single answers or simple solutions. Pasi Sahlberg and co-authors demonstrate the importance of changemakers coping with complex issues, understanding global contexts, and communicating persuasively to influence educational improvement.”- Carol Campbell, associate professor, Ontario Institute for Studies in Education, University of Toronto

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Book SynopsisThis classic text on qualitative research is ideal for both novice and established researchers. Eisner's seminal work on mind, education, and research explores the ways in which the methods, content, and assumptions in the arts, humanities, and social sciences can help us better understand our schools and classrooms. Includes a new foreword by Nel Noddings.

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Book SynopsisIn a world beset by conflicting ideologies, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. He proposes a framework of principles that can be used to reconceptualize education, specifically literacy, to better prepare students to be collaborators toward peace and sustainability.

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Book SynopsisExamines the challenges and possibilities for building more equitable forms of collaboration among non-dominant families, communities, and schools. The text explores how equitable collaboration entails ongoing processes that begin with families and communities, transform power, build reciprocity, and foster collective capacity.Table of Contents Contents (Tentative) Series Foreword James A. Banks Acknowledgments Introduction Situating “What Counts” for Families in Education Beyond Critique to Fostering Equitable Collaborations Showing Up in the Work A Few Notes on Language Organization of the Book Equitable Collaborations in Reaching for Transformation 1. Fuzzy Families, Prickly Racism: Framing the Problem Space Start with Warm Fuzzies: Families Matter Enter the Cold Pricklies: Racial Inequities from Parent Involvement to Family Engagement Conclusions: From Involvement and Engagement Toward Equitable Collaboration 2. New Rules of Engagement: From Conventional Partnerships to Equitable Collaborations Why Equitable Collaborations? Critical Race Theory, Community Organizing, and Sociocultural Learning Toward Equitable Collaborations: Case Study of a “New Relationship” A Changing Community: Traditional Approaches, Deficit Conceptions “We Had to Take Action”: New Roles for Parents in the Formation of the Coalition A Collaboration Emerges: Shared Responsibility for Systemic Change GOALS Capacity- and Relationship-Building STRATEGIES for Systems Change “Navigating Insecure Ground”: Change Processes at the End of the Honeymoon Case Discussion: A “New Relationship” Conclusions 3. Nondominant Families on Their Own Terms: Lived Theories of Educational Injustice Introduction Nondominant Family Insights as Lived Theories of Injustice “They Just Want to Pass the Kids”: Systemic Dynamics of Accountability Policy and Equitable Learning “Are You Speaking for Yourself or for All the Parents?”: Power and Engagement at the School Level Listening to Respond: Inequities in the Moment at the Individual Level Conclusions 4. Systemic Collaborations: Multiorganizational Educational Equity Initiatives Cross-Sector Collaborations: New Policy Contexts for Engagement New Context, Familiar Territory: Contextualizing Education Beyond the School Walls Cross-Sector “Collabetition”: Reinforcing Interorganizational Inequities Cultural Brokering as Bridging Emerging Approaches to Equitable Cutural Brokering Conclusions 5. Collaborating in Organizational Improvement: Data Inquiry with Families, Communities, and Educators Conceptualizing Relationships Between Families and Data A Model of Data Inquiry for Equitable Collaboration Questioning Phase Engaging Phase Making Sense Phase Tensions and Opportunities in Strategizing and Moving to Action Conclusions 6. Rewriting Moment-to-Moment Interactions: Families as Co-designers Racialized Institutional Scripts in Family–Teacher Relations Changing Racialized Institutional Scripts Putting Principles into Practice in Participatory Design-based Research Co-design Practices as Rewriting Racialized Institutional Scripts Repositioning Racial and Cultural Differences Conclusions 7. Co-designing Justice and Well-Being with/in Systems and Conclusions A Call to Reimagine Family and Community Engagement District Leaders and Co-design My Teaching Challenge: Proleptic Politic as Pedagogy Dilemmas as Systemic Tensions Co-design as “Solidarity-Dreaming” On Solidarities Conclusions (and New Openings) Appendix A: Initial Partnership Assessment Tool Appendix B: Final Lesson Topics and Design Principles Notes References Index About the Author

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Book SynopsisLooking at the Japan's educational history and policy shifts, the authors of this book point to the important comparative lessons for sociology and education research. They show how the Japanese experience can inform global approaches to educational reform and policymaking.Table of Contents Contents (Tentative) 1. Introduction: Rethinking Education and Equality in an Era of Inequality Toward a Global Meritocracy? A Brief History of an Ideal A Meritocratic Utopia? The Importance of Japan in the Discussion Purpose and Aims of the Book Outline of Chapters 2. The Japanese Story: Topography of Confrontation, Roots of the Problem The Story Begins: Why 1958? Why the Late 50s? The Meaning of 'Reverse Course' The Great 6-3 Experiment Excavating the Problem: Descending Beyond Left/Right Confrontation 3. The Traumatic Prewar Legacy and the Roots of the American Model Prewar Allocation of Education Resources How to Solve the Problem American Roots: the Scientific-Management Revolution Individualization of Learning and the Logic of Educational Finance 4. Drafting the Postwar Blueprint Beginning Again Postwar Postwar Demands World of Standard Means: the Japanese Approach to Equality 5. The Unknown Revolution: "Surface Equality" Educational Finance Trends and Interregional Inequalities The Silent Revolution': Homogenization of Educational Provision "Surface Equality": Towards Greater Homogenization 6. The Ambivalence of Standardization National Survey of Academic Achievement: A Reanalysis Connections to Achievement Surface Equality and Ambivalence: Homeroom, Collective Order, and Exam Competition 7. The Whereabouts of "Surface Equality" Today Dismantling the World of Standardization? Policy Reforms 1995–2010 The Silent Growth of Inequalities The Ease of Understanding the Object of Critique Inflected Perspectives: The Optical Illusion of Individuality and Individualism 8. Conclusion: Drawing the Implications for a Global Age Japan in the Global Conversation: Still the Meritocracy Frontier? Revisiting Michael Young's Dystopia Education and Equality 30 Years after Neoliberalism References Index About the Authors

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Book SynopsisOffers a necessary intervention to help progressive educators and advocates take back public education. This book highlights how the broader Left are often talking about the “problem” in ways that were framed by forces counter to the goals of democracy and justice, and in so doing, advancing “solutions” that cannot help but be counterproductive.Table of Contents Preface Acknowledgments Introduction Naming the Moment Questioning Common Sense This Book Part One: Historicizing Common Sense Constructing Americanness Through Othering Roots and Forces Shaping Early U.S. Schooling Part Two: Systemic Oppression, Collective Action The Case of Affirmative Action The Case of Free Speech and Hate Speech The Case of Bullying and Violence The Case of Teacher Shortages The Case of Student Debt From Surrender to Movement Building About the Author

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Book SynopsisMakes the case that now is a timely moment to reimagine schools and put the intellectual and social-emotional health of students and teachers at the centre of the educational process. This book will help administrators and teachers to structure their settings in ways that maximize the likelihood of meaningful and enduring student learning.Table of Contents Contents Foreword Michael Fullan  ix Preface xi Acknowledgments xv Part I: Making the Case for Constructivist Schools 1. Imagining Schools as...3 A Simple Proposition 3 Implications for Schooling 5 Paradigm Shift 7 Information or Knowledge? 8 Meaningful Work 11 Tracking Worthy Outcomes 11 At a Crossroad 13 Every Classroom a Journey 14 2. Transforming Schools From the Inside Out 17 Preschoolers Take a Nature Walk 17 Elementary School Students Simulate an Oil Spill Cleanup 20 Middle Schoolers Respond to a Global Challenge 22 High Schoolers Become Stewards of Water Quality 25 Undergraduates Include Social Justice in Studies of the Changing Earth 27 Teachers Transform Their Practice 28 3. Searching for Meaning 31 Making Sense of Things 31 Our Personal Pantheon 33 Wiring and Firing 42 Opening New Doors to Self-Regulation 44 Images of Learners 46 Part II: Guiding Principles 4. Tying the Learning Frameworks Together 51 Math: What Boats and Medicines Can Teach Us 52 Science: What Ants Can Teach Us 54 Social Studies: What Huckleberries Can Teach Us 56 Literacy: What Artifacts Can Teach Us 58 The Arts: What Windy Days Can Teach Us 60 Language, Libraries, Health: What Rocks and Water Can Teach Us 61 Embedding the “What,” Guiding the “How,” Providing a “Why” 65 5. Framing Curricula and Teaching Around Big Ideas 69 Big Ideas and Points of View 70 Negotiating Curricula 72 Just-in-Time Teaching 73 Content–Process Dynamic 74 Posing Problems of Emerging Relevance 79 6. Fostering the Development of Reasoning With Design Thinking 83 Models of Design Thinking 83 Failing Forward 85 Innovating With Design Thinking 86 Design Challenges 89 Teaching With Design Challenges 91 7. Deepening Reasoning With Transdisciplinary Strategies 97 1. Ordering Learning Experiences 98 2. Hearing the Questions Students Hear 100 3. Offering Time to Think 101 4. Seeking Elaboration 102 5. Facilitating the Search for Patterns 103 6. Valuing Evidence 104 7. Connecting Students With Each Other 106 8. Posing Targeted Questions 107 9. Appreciating Context 108 10. Cultivating a Sense of Place 109 11. Supporting Student Agency 110 12. Navigating Error 111 8. Responsibly Assessing Student Learning 115 The Perils of Grading 116 Data Versus Evidence 117 Connecting Teaching to Assessing 118 Assessment That Generates Student Thinking 120 Performance Assessment 123 Responsible Assessment 124 Changing the Narrative 126 Part III: Stepping up and Speaking Out 9. Shifting Norms and Structures 131 Visioning and Valuing 131 Establishing a Culture of Learning 133 Aligning Curricula 134 Collaborating With Parents 135 Differentiating for Equity 136 Considering Space and Time and Technology 138 School as a Concept 140 10. Moving to the Next Level of Work 143 Why 144 How 146 For Whom 147 References 151 Index 163 About the Authors 173

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Book SynopsisPresents a framework for addressing intersectionality within educational spaces to combat the cumulative effects of systemic marginalization due to race, gender, disability, class, sexual orientation, and other identity-based labels.

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Book SynopsisWritten as a series of back-and-forth exchanges, this engaging book illustrates a model of responsible, civil debate between those with substantial, principled differences. It is also a powerful meditation on where 21st-century school improvement can and should go next.Trade Review2022 Prose Award in Education Practice & TheoryTable of Contents Contents Acknowledgments ix Preface xi 1. Introduction 1 2. The Purpose of Schooling 8 3. School Choice 20 4. The Achievement Gap 35 5. Testing and Accountability 49 6. Social and Emotional Learning 61 7. Civics Education 72 8. For-Profits and Privatization 83 9. Philanthropy 96 10. Diversity and Equity 108 11. Teacher Pay 123 12. COVID-19 135 13. Closing Thoughts 149 Notes 160 Index 173 About the Authors 179

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Book SynopsisWritten as a series of back-and-forth exchanges, this engaging book illustrates a model of responsible, civil debate between those with substantial, principled differences. It is also a powerful meditation on where 21st-century school improvement can and should go next.Table of Contents Contents Acknowledgments ix Preface xi 1. Introduction 1 2. The Purpose of Schooling 8 3. School Choice 20 4. The Achievement Gap 35 5. Testing and Accountability 49 6. Social and Emotional Learning 61 7. Civics Education 72 8. For-Profits and Privatization 83 9. Philanthropy 96 10. Diversity and Equity 108 11. Teacher Pay 123 12. COVID-19 135 13. Closing Thoughts 149 Notes 160 Index 173 About the Authors 179

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Book SynopsisBrings together key writings from one of the most influential education scholars of our time. In this collection of her seminal essays on critical race theory, Gloria Ladson-Billings seeks to clear up some of the confusion and misconceptions that education researchers have around race and inequality.

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Book SynopsisIn this guide, readers will find an in-depth description of both the conceptual model underlying the ECERS-3 and innovative ways of analysing data for a fuller understanding of what can be done with the scale and why it is integral to the evaluation of early care and education.

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Book SynopsisDetails how Minority Serving Institutions are preparing culturally proficient teachers using methods centred on integrating culturally relevant pedagogy, creating a culture of belonging through faculty engagement, enriching student teaching practice through residencies and school-university partnerships, and working with families and communities.Table of Contents Contents (Tentative) Preface: Love and Teaching Acknowledgments Introduction: What's Love Got to Do With It? 1. Teacher Education and Diversity: Information vs. Transformation History of Diversity and Racial Equity in Teacher Education Access to Higher Education for Students of Color Interested in Teaching "The Overwhelming Presence of Whiteness" in Teacher Education Programs Lack of Program Coherence High Stakes Entry and Certification Exams Recruitment and Retention of Teachers of Color in Hard to Staff Schools 2. "A Story to Tell": Who Are Minority Serving Institution Teacher Educators and Candidates? Tulia Jeanne Rafael Alba, Camila, and Elmira Cortez Dean Kim Seth 3. Changing the Narrative: What Does Culturally Relevant Pedagogy Look Like in Action What Is Culturally Relevant Pedagogy? Culturally Relevant Pedagogy and MSIs A Place of Hope and Healing: Culturally Relevant Pedagogy at Stone Child College Every Step Forward Sea Con Paso Firme: Stories and Images of Teaching in California's Central Valley "You Can't Sit Behind a Desk": Visibility and Black Role Models at Jackson State University Culturally Relevant Pedagogy as Community Analysis 4. Belonging: Faculty Support and Cohort Models in MSI Teacher Education Programs Like Family "Not Just a Number": Personalized and Holistic Faculty Care Peer Leadership and Support: MSI Cohort Models My Brother's Keeper: Cohorts and Call Me MISTER at Jackson State University "They Were Us": Cohorts and The Mini Corps Program at Fresno State University 5. "Home Grown": Teacher Residencies and University-School Partnerships So, What's Wrong With Student Teaching? "We Were There From the Beginning": Fresno State's Rural Residency Program "Their Time in the Classroom Is Just as Important as Mine": New Mexico State University's Blocks Program 6. Where Wisdom Sits: Community Engagement Home Visits Community Service Parental Education Field Trips Inquiry, Action Research, and Advocacy 7. Call to Action Diversify the Teaching Profession Integrate Culturally Relevant Pedagogy Expand Student Teaching and Clinical Practice Recruit Former K-12 Teachers to the Faculty Promote Cohort Models Provide Wrap Around Candidate Support Foster Community Engagement Respect the Teaching Profession Communicate Messages of Success Consider the Importance of Love Final Thoughts Appendix A: The Study References About the Authors

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Book SynopsisArgues that teachers' active participation in policy advocacy is crucial to creating a K-12 educational system that honours the needs of students, families, and communities. The authors examine obstacles to teacher involvement, analyse teachers' experiences, and present a model for collaborative professional development for teacher policy advocacy.Table of Contents ContentsAcknowledgments  xi Introduction: Teachers as Policy Advocates  1 Objectives  3 Conceptual Background  6 National and State Policy Contexts  9 Methods  13 How to Use This Book  151.  School Safety and Discipline Policies  19 Teachers Frame the Policy Contexts  21 Teacher Sensemaking Around Safety and Discipline Policies  27 Barriers to Advocacy: The Preservice Teacher Perspective  34 High-Leverage Strategy: EdCamps as Teacher-Led Professional Development  36 Conclusion  38 Discussion Questions  392.  Assessment Policy  41 Standardized Assessments and Education Policy  43 Teachers and Assessment Policy Before COVID-19  44 Teachers and Assessment Policy During COVID-19  52 High-Leverage Strategy: Collaborative Mentorship  58 Conclusion  62 Discussion Questions  633.  Public Health and COVID-19 Policy  65 Impact of Policies on Teachers  67 Student Well-Being  72 COVID-19 as Catalyst  74 Advocacy Beyond the School Building  77 High-Leverage Strategy: Coalition Building  79 Conclusion  85 Discussion Questions  874.  Digital Learning Policy  89 Teachers and Digital Learning Policy Before COVID-19  91 Digital Learning Policy During COVID-19  93 High-Leverage Strategy: Mapping Concepts and Power Networks  102 Conclusion  107 Discussion Questions  1085.  A Collaborative Model for Teacher Policy Advocacy  111 A Note on Systemic and Individual Action for Change  113 A Proposed Model for Collaborative Professional Learning and Advocacy  114 Loci of Influence and Strategies for Action  115 Collective Action for Change  125References  127 Index  135 About the Authors  141

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Book SynopsisProvides an accessible discussion and analysis of some of the most urgent policy issues facing early childhood care and education in the United States. Contributors draw on their deep personal experiences with these issues to advance practice-based recommendations for how the nation's inequitable systems can be transformed.Table of Contents Contents (Tentative) Foreword Mariana Souto-Manning Acknowledgments Introduction Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener Part I: EARLY YEARS SYSTEMS FRAGMENTATION AND INEQUALITY 1. In This Moment . . . We Are Essential Lucinda Heimer 2. One Center, Two Programs: Finding Promise Within a Fragmented and Unequal Non-System Louis Hamlyn-Harris 3. Toward Transforming Fragmented and Unequal Early Years Systems—Recommendations Jacqueline Jones Part II: CENTERING ANTI-RACISM IN EARLY YEARS CONTEXTS 4. Constellations of Care: Black Kith and Kin Home/Place Making Beyond the State Gaze Ashley J. May 5. Proactive, Not Reactive: Creating Anti-Racist Policies for Child Care Centers and Preschools Kerry-Ann Escayg and Flóra Faragó 6. Short- and Long-Term Policy Solutions Are Necessary to Address Inequities in Access and Affordability in the Early Years Chrishana M. Lloyd and Julianna Carlson Part III: FELT IN/EQUITIES IN THE EARLY YEARS: INFANT/TODDLER CARE AND EDUCATION 7. Felt (In)equities: The Status of Infant-Toddler Care Barbara Milner 8. Felt (In)equities: The Status of Infant-Toddler Teachers Emmanuelle N. Fincham 9. Recognizing the Birth to Three Workforce as Educators Emily Sharrock and Annie Schaeffing Part IV: DE/PROFESSIONALIZATION 10. Grounding Educators' Experiences, Perspectives, and Intellect in De/Professionalization Debates Lea J. E. Austin 11. Toward Equity in Professionalization Through Community and Coalition Building Juliana Pinto McKeen, Fabiola Santos-Gaerlan, Alice Tse, and Wendy Jo Cole 12. Toward Professionalization BY the People Betzaida Vera-Heredia Part V: SUPPORTING THRIVING TEACHERS 13. Don't Train Me to Serve! Supporting Thriving Teachers Through Identity Development Vanessa Rodriguez 14. "I Want to Be Treated Like I'm Valuable": Advocating for Teachers' Humanity Abbi Kruse 15. Talking the Talk, Walking the Walk With Teachers Lorraine Falchi and Cristina Medellin Part VI: Whose Standards? 16. Being Held to Whose Standards? Considering the Unique Experiences of Racially and Ethnically Diverse Children Alexandra Figueras-Daniel and Stephanie M. Curenton 17. Using Aesthetic Approaches to Meet and Challenge the National Standards: A Both/And Approach Margarita G. Ruiz Guerrero and Carolyn Brennan 18. "John Adams Didn't Own Slaves": Culturally Affirming Standards, Assessments, and Curriculum Evandra Catherin Part VII: HONORING COMMUNITY CULTURAL WEALTH 19. Elevating the Cultural Wealth in Communities of Color: The RICHER Framework–Intersectionality Between Race and Place Iheoma U. Iruka 20. It Really Does Take a Village: Why Educators Need to Be Involved in Community Initiatives Jaclyn Vasquez and Mark Nagasawa 21. Mi Casita: How a School Can Exist to Meet the Needs of Children and Adults Alike Eva Ruiz and Rafa Pérez-Segura 22. Sustaining Our Futures Through Expanded Relations Anna Lees 23. Now What? Our Call to Collective Action Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener Index About the Editors About the Contributors

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Book SynopsisIn one of the first English studies of Thomas Bernhard, Fatima Naqvi focuses on the Austrian author’s critique of education through the edifices in which it takes place. Naqvi offers close readings of Bernhard’s major prose works, from Amras (1964) to Old Masters (1985) and brings them into dialogue with major architectural debates of the times.

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Book Synopsis

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Book SynopsisPresents teaching strategies for helping students think critically about the meanings of the past today. In these case studies, experienced teachers discuss ways to integrate heritage studies values into archaeology curricula, illustrating how the fields enrich each other.

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