Primary and middle schools Books

Book SynopsisRacially Equitable Teaching is a call to action for early childhood professionals dedicated to closing the achievement gap. Using a critical race theory lens, the book presents outcomes that exist among current professional development paradigms, ideology and public education, specifically looking at how racial ideologies are used as tools to maintain the over-empowerment and privileging of Whites. Beyond theory, Racially Equitable Teaching provides practical classroom applications for teachers and administrators in an effort to move towards racial authenticity, racial balance, and positive racial in-group messaging, challenging the current reproduction of White racial hegemony in United States public schools.

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Book SynopsisRacially Equitable Teaching is a call to action for early childhood professionals dedicated to closing the achievement gap. Using a critical race theory lens, the book presents outcomes that exist among current professional development paradigms, ideology and public education, specifically looking at how racial ideologies are used as tools to maintain the over-empowerment and privileging of Whites. Beyond theory, Racially Equitable Teaching provides practical classroom applications for teachers and administrators in an effort to move towards racial authenticity, racial balance, and positive racial in-group messaging, challenging the current reproduction of White racial hegemony in United States public schools.

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Book SynopsisThis book documents a qualitative study involving various groups of teacher education students and practicing teachers. The study encompassed learners' multiple languages and recognized ways that multiple knowledge sources, identities, and language forms can contribute to the formation of new relationships, new knowledge, and new meanings. Integrating all the traditional content areas of study, the arts, and new forms of cross-disciplinary ways of knowing, a curriculum is framed around critical literacy, with its underlying elements of participation by all, respect for multiple sources of knowledge, and the responsibility of transformative action. The book uses illustrative case studies to present the research involved, and to identify the aspects of critical theory and the themes and implications that emerged from this participatory, learner-driven curriculum.

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Book SynopsisHow do young children learn to read, write, speak, and listen in two languages? How do emergent readers and writers make meaning within multilingual communities? This book examines the emergent biliteracy development of two kindergarteners growing up in a New Mexican neighborhood. Using ethnographic accounts, the book portrays the familial, communal, and academic contexts in which the children appropriated dual proficiencies in English and Spanish, and provides a window into the homes and lives of these working-class boys and the political, philosophical, and pedagogical world of their bilingual kindergarten. The complexity of emergent biliteracy as a sociocultural-semiotic process is elaborated through Vygotskian theory, the multiple voices of these children, and the action research of their teacher.Trade Review«M. Cathrene Connery’s book provides an in-depth look at how two children from el barrio develop academic language and literacy proficiency in both Spanish and English over a nine-month period in her bilingual classroom. The detailed analyses of Toño and Beto’s development reveal how second-language speakers can succeed in schools when they are regarded as emergent bilinguals whose linguistic and cultural backgrounds are valuable resources.» (David Freeman, Professor of Reading and ESL; Chair, Department of Language, Literacy, and Intercultural Studies, University of Texas at Brownsville) «M. Cathrene Connery invites us for a ride in the back of her truck to experience the lives, homes, schools, and meaning-making practices of two children from a dual immersion kindergarten. Her book is a «must-read» that will transform the preparation of pre-service and in-service teachers, and help them define their own brand of success for children in dual language programs. Connery offers great ideas and tools for success. I recommend highly.» (Josie V. Tinajero, Dean, College of Education, University of Texas at El Paso) «Too often we write about dual language programs from only research or policy perspectives. This volume gets us on the ground and tells us what it is really like. My hat’s off to M. Cathrene Connery for taking us there and filling in the blanks. I will have all our bilingual and ESL prospective teachers read this volume […] and let it guide them into the profession.» (Eugene E. Garcia, Professor of Education, Vice President and Past Dean, College of Education, Arizona State University)«M. Cathrene Connery’s book provides an in-depth look at how two children from el barrio develop academic language and literacy proficiency in both Spanish and English over a nine-month period in her bilingual classroom. The detailed analyses of Toño and Beto’s development reveal how second-language speakers can succeed in schools when they are regarded as emergent bilinguals whose linguistic and cultural backgrounds are valuable resources.» (David Freeman, Professor of Reading and ESL; Chair, Department of Language, Literacy, and Intercultural Studies, University of Texas at Brownsville) «M. Cathrene Connery invites us for a ride in the back of her truck to experience the lives, homes, schools, and meaning-making practices of two children from a dual immersion kindergarten. Her book is a «must-read» that will transform the preparation of pre-service and in-service teachers, and help them define their own brand of success for children in dual language programs. Connery offers great ideas and tools for success. I recommend highly.» (Josie V. Tinajero, Dean, College of Education, University of Texas at El Paso) «Too often we write about dual language programs from only research or policy perspectives. This volume gets us on the ground and tells us what it is really like. My hat’s off to M. Cathrene Connery for taking us there and filling in the blanks. I will have all our bilingual and ESL prospective teachers read this volume […] and let it guide them into the profession.» (Eugene E. Garcia, Professor of Education, Vice President and Past Dean, College of Education, Arizona State University)

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Book SynopsisThis book has received the AESA (American Educational Studies Association) Critics Choice Award 2012. This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are operationalized as high-stakes assessments, test-based pedagogies emerge and frequently dominate the curriculum, leaving little room for critical pedagogies. In addition, critics maintain that high-stakes assessments perpetuate current class structures by maintaining skill gaps and controlling ideology, particularly beliefs in individualism, meritocracy, and what counts as knowledge. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-classTable of ContentsContents: Wayne Au: Foreword – Julie A. Gorlewski/Brad J. Porfilio/David A. Gorlewski: Introduction – Joshua Garrison: Academic Labor as Alienated Labor: Resisting Standardized Testing – Ted Purinton: Teachers as Professionals: Owning Instructional Means and Negotiating Curricular Ends – P. L. Thomas: Speaking Empowerment to Crisis: Unmasking Accountability through Critical Discourse – Victor H. Diaz: Teaching through the Test: Building Life Changing Academic Achievement and Critical Capacity – Nicholas Daniel Hartlep/Antonio L. Ellis: Just What Is Response to Intervention and What’s It Doing in a Nice Field Like Education? A Critical Race Theory Examination of Response to Intervention – Andrea Hyde: The Yoga in Schools Movement: Using Standards for Educating the Whole Child and Making Space for Teacher Self-Care – Patricia Jacobs/Danling Fu: Students with Learning Disabilities Writing in an Inclusion Classroom – Lindsey Russo: «Standardized» Play and Creativity for Young Children? The Climate of Increased Standardization and Accountability in Early Childhood Classrooms – Shawgi Tell: Occupying the Space for Change: The Effects of Neo-liberalism in a Public School in Metro Buffalo – Rosemary A. Millham: The Race to Somewhere: Experiential Education as an Argument for Not Teaching to the Test – Katie Greene/Peggy Albers: Making Writing Matter: Creating Spaces for Students in the Research Process – Kathy Garland/Marion Mayer: Traditional Language Arts Viewed through a Media Lens: Helping Secondary Students Develop Critical Literacy with Media Literacy Education – Julie A. Gorlewski: Teaching from the Test: Using High-Stakes Assessments to Enhance Student Learning – David A. Gorlewski: Standardizing Effective Pedagogical Practices – Lauren P. Hoffman/Brad J. Porfilio: A Counternarrative of Subversion and Resistance: Hijacking NCATE to Promote Equity and Social Justice in a College of Education.

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Book SynopsisThis book has received the AESA (American Educational Studies Association) Critics Choice Award 2012. This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are operationalized as high-stakes assessments, test-based pedagogies emerge and frequently dominate the curriculum, leaving little room for critical pedagogies. In addition, critics maintain that high-stakes assessments perpetuate current class structures by maintaining skill gaps and controlling ideology, particularly beliefs in individualism, meritocracy, and what counts as knowledge. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-classTable of ContentsContents: Wayne Au: Foreword – Julie A. Gorlewski/Brad J. Porfilio/David A. Gorlewski: Introduction – Joshua Garrison: Academic Labor as Alienated Labor: Resisting Standardized Testing – Ted Purinton: Teachers as Professionals: Owning Instructional Means and Negotiating Curricular Ends – P. L. Thomas: Speaking Empowerment to Crisis: Unmasking Accountability through Critical Discourse – Victor H. Diaz: Teaching through the Test: Building Life Changing Academic Achievement and Critical Capacity – Nicholas Daniel Hartlep/Antonio L. Ellis: Just What Is Response to Intervention and What’s It Doing in a Nice Field Like Education? A Critical Race Theory Examination of Response to Intervention – Andrea Hyde: The Yoga in Schools Movement: Using Standards for Educating the Whole Child and Making Space for Teacher Self-Care – Patricia Jacobs/Danling Fu: Students with Learning Disabilities Writing in an Inclusion Classroom – Lindsey Russo: «Standardized» Play and Creativity for Young Children? The Climate of Increased Standardization and Accountability in Early Childhood Classrooms – Shawgi Tell: Occupying the Space for Change: The Effects of Neo-liberalism in a Public School in Metro Buffalo – Rosemary A. Millham: The Race to Somewhere: Experiential Education as an Argument for Not Teaching to the Test – Katie Greene/Peggy Albers: Making Writing Matter: Creating Spaces for Students in the Research Process – Kathy Garland/Marion Mayer: Traditional Language Arts Viewed through a Media Lens: Helping Secondary Students Develop Critical Literacy with Media Literacy Education – Julie A. Gorlewski: Teaching from the Test: Using High-Stakes Assessments to Enhance Student Learning – David A. Gorlewski: Standardizing Effective Pedagogical Practices – Lauren P. Hoffman/Brad J. Porfilio: A Counternarrative of Subversion and Resistance: Hijacking NCATE to Promote Equity and Social Justice in a College of Education.

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Book SynopsisThis book won the 2014 AESA (American Educational Studies Association) Critics Choice Award. We are living, learning, and teaching by questioning how to address race in a society that consistently prefers to see itself as colorblind, a society claiming to seek a post-racial existence. This edited volume offers evidence of the evolving significance of race from a diverse group of male and female contributors selfidentifying as Black, Latino, Asian, White, Gay, Lesbian, Jewish, Christian, and Muslim. Our attempts to provide every child and adult learner with what they need equity to make the most of their educational experiences excellence are still consciously and unconsciously thwarted by the ingrained nature of racism in our society. This point becomes obvious when we begin teaching those audiences that represent diverse lived experiences of race about the changing significance of race and how to develop a more critical, reflexive lens focused upon the politics of Trade Review«There is ample evidence that race continues to be an issue in American schools. This book provides guidance and invaluable insights to educators on what they can do to be effective with all students, particularly those whose racial and ethnic and linguistic backgrounds differ from their own. As the authors in this volume make clear, crossing racial boundaries is possible when educators understand the nature of the challenges they and their students face. This book will contribute to their mutual success.» (Pedro Noguera) «This timely volume underscores our need to keep focused on the nested and complex problems that race presents. In a time of ‘post-racial’ and ‘colorblind’ discourses, we see that race is more present than ever. Hughes and Berry have lined up an all-star cast of scholar activists to shine a bright light on the racial realities that define life in the U.S. This is a must-have volume.» (Gloria Ladson-Billings, Professor and Chair, Department of Curriculum and Instruction, Kellner Family Chair in Urban Education) «As the contributors to this volume demonstrate, there are few myths as dangerous as the one about a ‘post-racial America.’ These are the times we most desperately need fresh angles on questions of race and racism in schooling. Hughes and Berry, in their refusal to soften or depoliticize injustice, have assembled a volume of important reading for anybody who believes that all students deserve the best possible education we can offer them.» (Paul C. Gorski, Founder, EdChange and Board of Directors, International Assoc. for Intercultural Education) «Immensely engaging and boldly written! ‘The Evolving Significance of Race’ offers sharply analytical narratives that are grounded in personal experience, representing critical race theory at its best. This book provides compelling tools educators can use to incite productive dialog and to move their work forward.» (Christine Sleeter, PhD, Professor Emerita, California State University Monterey Bay and President-Elect, National Association for Multicultural Education)«There is ample evidence that race continues to be an issue in American schools. This book provides guidance and invaluable insights to educators on what they can do to be effective with all students, particularly those whose racial and ethnic and linguistic backgrounds differ from their own. As the authors in this volume make clear, crossing racial boundaries is possible when educators understand the nature of the challenges they and their students face. This book will contribute to their mutual success.» (Pedro Noguera) «This timely volume underscores our need to keep focused on the nested and complex problems that race presents. In a time of ‘post-racial’ and ‘colorblind’ discourses, we see that race is more present than ever. Hughes and Berry have lined up an all-star cast of scholar activists to shine a bright light on the racial realities that define life in the U.S. This is a must-have volume.» (Gloria Ladson-Billings, Professor and Chair, Department of Curriculum and Instruction, Kellner Family Chair in Urban Education) «As the contributors to this volume demonstrate, there are few myths as dangerous as the one about a ‘post-racial America.’ These are the times we most desperately need fresh angles on questions of race and racism in schooling. Hughes and Berry, in their refusal to soften or depoliticize injustice, have assembled a volume of important reading for anybody who believes that all students deserve the best possible education we can offer them.» (Paul C. Gorski, Founder, EdChange and Board of Directors, International Assoc. for Intercultural Education) «Immensely engaging and boldly written! ‘The Evolving Significance of Race’ offers sharply analytical narratives that are grounded in personal experience, representing critical race theory at its best. This book provides compelling tools educators can use to incite productive dialog and to move their work forward.» (Christine Sleeter, PhD, Professor Emerita, California State University Monterey Bay and President-Elect, National Association for Multicultural Education)Table of ContentsContents: Marvin Lynn: Foreword – Sherick Hughes/Theodorea Regina Berry/Rod Carey: Introduction – Theodorea Regina Berry: Father, Daughter, and Schooling - Curriculum Theorizing From a Critical Race Feminist Perspective – Brian D. Schultz: Two Scoops Vanilla: Teaching Against the Notion of White Savior – Sachi Feris: Constructing Space for Elementary School Students to Talk About Race and Take Action to Create Change – Connie North: Owning the «Buts»: High School Students Confront History and Heterosexism – Tara M. Brown/Summer Clark/Thurman Bridges: Youth Teaching Teachers: Bridging Racial and Cultural Divides Between Teachers and Students – Rita Kohli: Breaking the Cycle of Racism in the Classroom: Critical Race Reflections From Future Teachers of Color – Sherick Hughes: Maggie and Me: A Black Professor and a White Urban School Teacher Connect Autoethnography to Critical Race Pedagogy – Hilton Kelly: Du Boisian Double Consciousness in the Multicultural Classroom and the Questions It Raises – Benjamin Blaisdell: An Academic in the Classroom: Uncovering and Resisting the Barriers to Racial Equity in Public School – Theodorea Regina Berry: Understanding Equity: A Brown Lesson in a Teacher Education Program From a Critical Race Feminist Perspective – Josh Diem: Where Am I Going, Where Have I Been? A Critical Reflexion on Black-Jewish Relations, Jewish Political Shifts to the Right, and the Preparation of Young Jewish Women for Teaching «Other People’s Children» – Leticia Alvarez/Francisco Rios: La Política Vecindaria: A Micro to Macro Lens on Immigrant Newcomer Students in U.S. Schools – Dedrick Muhammad/Chuck Collins: Race, Wealth, and the Commons – Cooper Thompson: Profitting From Racism: A Family History of How Race and Class Privilege Created Wealth – Goodwin Liu: The Myth and Math of Affirmative Action – Sherick Hughes/Dale Snauwaert: Toward an Informed and Transparent Philosophy of Racial Diversity for Colleges of Education – Zeus Leonardo: The Race for President and a Precedent for Race: Lessons from NCLB and Bringing Race to the Top – Nadia Hassan/Sherick Hughes: Interview «I’m the Daughter of a U.S. Marine»: An Interview With Nadia Hassan on the Racialization, Misrepresentation, and Mistreatment of Muslim Women in Post-9/11 America.

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Book SynopsisDisabling Characters provides detailed analyses of selected young adult (YA) novels and short stories. It looks at the relative agency of the disabled character, the behavior of the other characters, the environment in which the character must live, the assumptions that seem to be underlying certain scenes, and the extent to which the book challenges or perpetuates an unsatisfactory status quo. Class discussions about disability-themed literature, however well intentioned, have the potential to reinforce harmful myths or stereotypes about disability. In contrast, discussions informed by a critical disability studies perspective can help readers develop more sophisticated views of disability and contribute to a more just and inclusive society. The book examines discussion questions, lesson plans, study guides, and other supplemental materials aimed at students studying these texts, and it suggests more critical questions to pose about these texts and the positive and/or negative Trade Review«Patricia A. Dunn’s fourth book breaks fresh but long overdue ground. She offers a smart, unique, and accessible critical engagement with YA literature that features characters with disabilities. She explores the agency, awakening, respect, and identity-forging potential in representations of disabled characters in this literature. She also, importantly, conducts a constructive critique of «normal» and the status quo in «supercrip» storytelling. Thus, she fruitfully works disability representation in YA lit in both ways (good and bad) without the reduction of simple binaries. Dunn’s work here is ultimately a character, climate, and cultural analysis that demonstrates how a critical reading of disability in YA literature might break down and redefine barriers that disabled people (and young adults especially) might have in gaining full citizenship and community-cultural participation.» (Brenda Jo Brueggemann, University of Louisville; Author of Deaf Subjects: Between Identities and Places (2009) and Lend Me Your Ear: Rhetorical Constructions of Deafness (1999)) «In Disabling Characters, Patricia A. Dunn brings together the fields of disability studies and young adult literature, in ways that push both in new and exciting directions. Her thoughtful analysis of YA texts, through a disability studies-influenced lens, will push scholars, teachers, and students to think about YA, indeed all cultural artifacts, in challenging ways. While reading, I found myself looking at books I’ve read many times in the past, in ways I had never before considered. The questions Dunn poses about her selected titles will make readers think not only about those particular books, but about how we treat all texts in our classrooms. How we, as a society, view people with disabilities/disabled people, and how society itself plays a role in disabling individuals, are issues that need to be examined. Dunn provides a clear, comprehensive way of doing just that. This is a welcome and vital addition to the academic conversation, but an even more powerful addition to pedagogy. Theory and practice are woven together in expert fashion, with an eye toward how teachers and students can talk about texts and characters. I have long admired Dunn’s work, and this is the book that only she could have written. I see Disabling Characters opening up thoughtful, fruitful discussions about texts in classrooms at all levels. Dunn begins by positing that ‘the status quo is not acceptable,’ and then proceeds to change it in significant ways. I know I will be a better teacher for having read this work, and both YA and disability studies are richer for her contribution.» (Mark Letcher, Purdue University Calumet; Editor of the young adult literature column «Off the Shelves» in English Journal (2008–2013))«Patricia A. Dunn’s fourth book breaks fresh but long overdue ground. She offers a smart, unique, and accessible critical engagement with YA literature that features characters with disabilities. She explores the agency, awakening, respect, and identity-forging potential in representations of disabled characters in this literature. She also, importantly, conducts a constructive critique of ‘normal’ and the status quo in «supercrip» storytelling. Thus, she fruitfully works disability representation in YA lit in both ways (good and bad) without the reduction of simple binaries. Dunn’s work here is ultimately a character, climate, and cultural analysis that demonstrates how a critical reading of disability in YA literature might break down and redefine barriers that disabled people (and young adults especially) might have in gaining full citizenship and community-cultural participation.» (Brenda Jo Brueggemann, University of Louisville; Author of Deaf Subjects: Between Identities and Places (2009) and Lend Me Your Ear: Rhetorical Constructions of Deafness (1999)) «In Disabling Characters, Patricia A. Dunn brings together the fields of disability studies and young adult literature, in ways that push both in new and exciting directions. Her thoughtful analysis of YA texts, through a disability studies-influenced lens, will push scholars, teachers, and students to think about YA, indeed all cultural artifacts, in challenging ways. While reading, I found myself looking at books I’ve read many times in the past, in ways I had never before considered. The questions Dunn poses about her selected titles will make readers think not only about those particular books, but about how we treat all texts in our classrooms. How we, as a society, view people with disabilities/disabled people, and how society itself plays a role in disabling individuals, are issues that need to be examined. Dunn provides a clear, comprehensive way of doing just that. This is a welcome and vital addition to the academic conversation, but an even more powerful addition to pedagogy. Theory and practice are woven together in expert fashion, with an eye toward how teachers and students can talk about texts and characters. I have long admired Dunn’s work, and this is the book that only she could have written. I see Disabling Characters opening up thoughtful, fruitful discussions about texts in classrooms at all levels. Dunn begins by positing that ‘the status quo is not acceptable,’ and then proceeds to change it in significant ways. I know I will be a better teacher for having read this work, and both YA and disability studies are richer for her contribution.» (Mark Letcher, Purdue University Calumet; Editor of the young adult literature column «Off the Shelves» in English Journal (2008–2013))Table of ContentsContents: Agency, Rebellion, and Challenging the Status Quo: Accidents of Nature and The Acorn People – Respect, Etiquette, and the Drama of Rude Behavior – Awakening Stories: The Scarlet Ibis and The Cay – Carving Out an Identity: Peeling the Onion, Stoner and Spaz, and The Absolutely True Diary of a Part-Time Indian – «Normal» Talents, Rudolph Stories, and «Supercrips».

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Book SynopsisQuality rating systems discourses and practices are increasingly dominating early childhood care and education around the globe. These rating systems are constructed with the assumption that universally appropriate environments can be constructed for all those who are younger. This deterministic, ratings, and measurement oriented perspective is consistent with neoliberal discourses that privilege competition, accountability, consumer materialism, and notions such as human capital; this contemporary neoliberal condition does not support concern for the common good, democracy, equity, justice, or diversity (unless the support can facilitate new forms of capitalist gains). Ultimately, this is not a positive situation for those who are younger. The chapters in this book have two goals: (1) to provide the reader with an opportunity to engage with some of the specific problems that result from putting forward quality' as a dominant construct, and (2) to generate conversations and locations fTable of ContentsContents: Gaile S. Cannella: Introduction: Quality in Early Childhood Education and Care (ECEC): Ratings and Systems Performances of Global Erasure and Governmentality – Michelle Salazar Pérez/Betsy Cahill: «Readiness» as Central to the (Re)production of Quality Discourses in the United States: An Early Childhood Public Policy Analysis – Lisa Miller: Power and the Framing of Quality Discourses in Early Childhood Education and Care: A Case Study of Arizona’s Proposition 203 – Jenny Ritchie: Discourses of Governmentality in Early Childhood Care and Education Policy in Aotearoa New Zealand – Mere Skerrett: The Determinants of «Quality» in Aotearoa/New Zealand: Māori Perspectives – Mathias Urban: Starting Wrong? The Trouble with a Debate That Just Won’t Go Away – I-Fang Lee: The Dangers of the Neoliberal Imaginary of Quality: The Making of Early Childhood Education and Care as a Service Industry – Ann Merete Otterstad/Marcela Montserrat/ Fonseca Bustos/Camilla Eline Andersen: Reconfiguring Quality: Experiment/t(h)ing with Quality as Matter in Norwegian Early Childhood Education and Care – Jayne Osgood/Red Ruby Scarlet/Miriam Giugni: Reconfiguring Quality: Beyond Discourses and Subjectivities to Matter, Bodies and Becomings in Early Childhood Education – Mary Caroline Rowan: Qualities of Inuit Early Childhood Education in the Era of the Anthropocene.

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Book SynopsisQuality rating systems discourses and practices are increasingly dominating early childhood care and education around the globe. These rating systems are constructed with the assumption that universally appropriate environments can be constructed for all those who are younger. This deterministic, ratings, and measurement oriented perspective is consistent with neoliberal discourses that privilege competition, accountability, consumer materialism, and notions such as human capital; this contemporary neoliberal condition does not support concern for the common good, democracy, equity, justice, or diversity (unless the support can facilitate new forms of capitalist gains). Ultimately, this is not a positive situation for those who are younger. The chapters in this book have two goals: (1) to provide the reader with an opportunity to engage with some of the specific problems that result from putting forward quality' as a dominant construct, and (2) to generate conversations and locations fTable of ContentsContents: Gaile S. Cannella: Introduction: Quality in Early Childhood Education and Care (ECEC): Ratings and Systems Performances of Global Erasure and Governmentality – Michelle Salazar Pérez/Betsy Cahill: «Readiness» as Central to the (Re)production of Quality Discourses in the United States: An Early Childhood Public Policy Analysis – Lisa Miller: Power and the Framing of Quality Discourses in Early Childhood Education and Care: A Case Study of Arizona’s Proposition 203 – Jenny Ritchie: Discourses of Governmentality in Early Childhood Care and Education Policy in Aotearoa New Zealand – Mere Skerrett: The Determinants of «Quality» in Aotearoa/New Zealand: Māori Perspectives – Mathias Urban: Starting Wrong? The Trouble with a Debate That Just Won’t Go Away – I-Fang Lee: The Dangers of the Neoliberal Imaginary of Quality: The Making of Early Childhood Education and Care as a Service Industry – Ann Merete Otterstad/Marcela Montserrat/ Fonseca Bustos/Camilla Eline Andersen: Reconfiguring Quality: Experiment/t(h)ing with Quality as Matter in Norwegian Early Childhood Education and Care – Jayne Osgood/Red Ruby Scarlet/Miriam Giugni: Reconfiguring Quality: Beyond Discourses and Subjectivities to Matter, Bodies and Becomings in Early Childhood Education – Mary Caroline Rowan: Qualities of Inuit Early Childhood Education in the Era of the Anthropocene.

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Book SynopsisMobile Learning through Digital Media Literacy proposes media literacy education as a conceptual framework for bridging mobile technologies in teaching and learning. As cell phones have become more advanced and applications more innovative and fitting, candid conversations are taking place as to how technology can be a purposeful tool in the classroom. Mobile technology already attracts students and encourages text-language development; yet its accessibility affords the potential for more extended use, offering enhancement and flexibility for instructional development. In light of a shared vision of collaboration and growth developing globally within educational circles, this book examines mobile learning as a formal literacy, as a productivity environment for creative growth in and out of the classroom, and as an advancement to social learning through online networks. The book surveys media literacy educationboth within the classroom and its extended implicationsfor concer

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Book SynopsisMobile Learning through Digital Media Literacy proposes media literacy education as a conceptual framework for bridging mobile technologies in teaching and learning. As cell phones have become more advanced and applications more innovative and fitting, candid conversations are taking place as to how technology can be a purposeful tool in the classroom. Mobile technology already attracts students and encourages text-language development; yet its accessibility affords the potential for more extended use, offering enhancement and flexibility for instructional development. In light of a shared vision of collaboration and growth developing globally within educational circles, this book examines mobile learning as a formal literacy, as a productivity environment for creative growth in and out of the classroom, and as an advancement to social learning through online networks. The book surveys media literacy educationboth within the classroom and its extended implicationsfor concer

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Book SynopsisThis book, a sequel to A Resource Book for Improving Principals' Learning-Centered Leadership, first introduces the content and process of the Learning-Centered Leadership Development Program. It then presents nine case studies and a cross-case analysis of how schools enacted the content and process, in a framework of school renewal, to improve their school operations and student achievement. The book is unique in offering an inside view from the perspective of the school personnel. Finally, it summarizes the parameters of the renewal model (versus the reform model). The book will be useful for school administrators and teachers, educational policy makers, and educational researchers.Trade Review«Shen and Burt provide a refreshing perspective on renewing ownership of learning from within schools as opposed to blindly implementing reform. The authors remind us that school renewal is far more challenging and satisfying than simple reform fixes. They build on the generational legacy of John Goodlad and bring school renewal into the complex world of accountability forresults. Their work extends the field of school leadership.» (Bradley Portin, Dean and Professor of Education, University of Washington, Bothell) «As a Learning-Centered School Leadership practitioner, I have lived the meaningful philosophies of school renewal versus the informational blizzard from the cottage industry of school reform. I can fully attest to the truth and accuracy of this important work in school improvement. The authors have encapsulated in written form and action research what took decades for me to stumble upon on my own. I wish I had this knowledge and insight at my fingertips years ago!» (Dave Powers, Former Michigan Middle Level Principal of the Year and Past President of the Michigan Association of Secondary School Principals)«Shen and Burt provide a refreshing perspective on renewing ownership of learning from within schools as opposed to blindly implementing reform. The authors remind us that school renewal is far more challenging and satisfying than simple reform fixes. They build on the generational legacy of John Goodlad and bring school renewal into the complex world of accountability forresults. Their work extends the field of school leadership.» (Bradley Portin, Dean and Professor of Education, University of Washington, Bothell) «As a Learning-Centered School Leadership practitioner, I have lived the meaningful philosophies of school renewal versus the informational blizzard from the cottage industry of school reform. I can fully attest to the truth and accuracy of this important work in school improvement. The authors have encapsulated in written form and action research what took decades for me to stumble upon on my own. I wish I had this knowledge and insight at my fingertips years ago!» (Dave Powers, Former Michigan Middle Level Principal of the Year and Past President of the Michigan Association of Secondary School Principals)Table of ContentsContents: Jianping Shen/Van E. Cooley: Facilitating School Renewal via the Learning-Centered Leadership Development Program ‒ Patricia Robinson/Gary L. Wegenke: Kindergarten Discovery Center’s School Renewal Activities ‒ Kimberly Johnson-Ray/Lisa Frey/Louann Bierlein Palmer: Urban School Finds Stronger Coherence and Better Understanding about Learning and Leadership via the Renewal Matrix ‒ Garth Cooper/J. Mark Rainey/Misty Pfeiffer: Use Data Notebook for School Renewal ‒ Patricia Reeves/Chandra Youngblood: School Renewal for Shared Leadership and Improved Student Results in a Persistently Low Achieving School ‒ Walter L. Burt/Michelle Asmus: Implementing and Sustaining School Renewal Activities: Lessons Learned from Howard-Ellis Elementary School ‒ Dee Voss/Debora Stermer/Dennis McCrumb: Sam Adams Elementary School Renewal Activities ‒ Delsa Chapman/Janice Marchal/Louann Bierlein Palmer: Two Closed Urban Schools - One New School: Using the Renewal Matrix Dimensions to Guide Success ‒ Tina L. Muñoz/Charles S. Pearson: Zilwaukee School Culture Renewal: Implementation of The Leader in Me® Process ‒ Rick Reo/Robert Leneway: Learning-Centered Digital Leadership ‒ Sue Poppink: Lessons from Eight Schools: Leadership Teams and Direction from a School Renewal Activities Matrix ‒ Jianping Shen: Summaries and Reflections: Toward School Renewal.

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Book SynopsisThis book, a sequel to A Resource Book for Improving Principals' Learning-Centered Leadership, first introduces the content and process of the Learning-Centered Leadership Development Program. It then presents nine case studies and a cross-case analysis of how schools enacted the content and process, in a framework of school renewal, to improve their school operations and student achievement. The book is unique in offering an inside view from the perspective of the school personnel. Finally, it summarizes the parameters of the renewal model (versus the reform model). The book will be useful for school administrators and teachers, educational policy makers, and educational researchers.Trade Review«Shen and Burt provide a refreshing perspective on renewing ownership of learning from within schools as opposed to blindly implementing reform. The authors remind us that school renewal is far more challenging and satisfying than simple reform fixes. They build on the generational legacy of John Goodlad and bring school renewal into the complex world of accountability forresults. Their work extends the field of school leadership.» (Bradley Portin, Dean and Professor of Education, University of Washington, Bothell) «As a Learning-Centered School Leadership practitioner, I have lived the meaningful philosophies of school renewal versus the informational blizzard from the cottage industry of school reform. I can fully attest to the truth and accuracy of this important work in school improvement. The authors have encapsulated in written form and action research what took decades for me to stumble upon on my own. I wish I had this knowledge and insight at my fingertips years ago!» (Dave Powers, Former Michigan Middle Level Principal of the Year and Past President of the Michigan Association of Secondary School Principals)«Shen and Burt provide a refreshing perspective on renewing ownership of learning from within schools as opposed to blindly implementing reform. The authors remind us that school renewal is far more challenging and satisfying than simple reform fixes. They build on the generational legacy of John Goodlad and bring school renewal into the complex world of accountability forresults. Their work extends the field of school leadership.» (Bradley Portin, Dean and Professor of Education, University of Washington, Bothell) «As a Learning-Centered School Leadership practitioner, I have lived the meaningful philosophies of school renewal versus the informational blizzard from the cottage industry of school reform. I can fully attest to the truth and accuracy of this important work in school improvement. The authors have encapsulated in written form and action research what took decades for me to stumble upon on my own. I wish I had this knowledge and insight at my fingertips years ago!» (Dave Powers, Former Michigan Middle Level Principal of the Year and Past President of the Michigan Association of Secondary School Principals)Table of ContentsContents: Jianping Shen/Van E. Cooley: Facilitating School Renewal via the Learning-Centered Leadership Development Program ‒ Patricia Robinson/Gary L. Wegenke: Kindergarten Discovery Center’s School Renewal Activities ‒ Kimberly Johnson-Ray/Lisa Frey/Louann Bierlein Palmer: Urban School Finds Stronger Coherence and Better Understanding about Learning and Leadership via the Renewal Matrix ‒ Garth Cooper/J. Mark Rainey/Misty Pfeiffer: Use Data Notebook for School Renewal ‒ Patricia Reeves/Chandra Youngblood: School Renewal for Shared Leadership and Improved Student Results in a Persistently Low Achieving School ‒ Walter L. Burt/Michelle Asmus: Implementing and Sustaining School Renewal Activities: Lessons Learned from Howard-Ellis Elementary School ‒ Dee Voss/Debora Stermer/Dennis McCrumb: Sam Adams Elementary School Renewal Activities ‒ Delsa Chapman/Janice Marchal/Louann Bierlein Palmer: Two Closed Urban Schools - One New School: Using the Renewal Matrix Dimensions to Guide Success ‒ Tina L. Muñoz/Charles S. Pearson: Zilwaukee School Culture Renewal: Implementation of The Leader in Me® Process ‒ Rick Reo/Robert Leneway: Learning-Centered Digital Leadership ‒ Sue Poppink: Lessons from Eight Schools: Leadership Teams and Direction from a School Renewal Activities Matrix ‒ Jianping Shen: Summaries and Reflections: Toward School Renewal.

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Book SynopsisLearning to Teach in the Digital Age tells the story of a group of K12 teachers as they began to connect with digital making and learning pedagogies. Guiding questions at the heart of this qualitative case study asked how teaching practices engaged with and responded to the maker movement and digital making and learning tools and materials. Over the course of one school year, Sean Justice attended to the ebb and flow of teaching and learning at an independent K12 girls school the northeastern United States. Teachers and administrators from across grade levels and academic domains participated in interviews and casual conversations, and opened their classrooms to ad hoc observations. In conducting the study, Justice interwove a sociomaterial disposition with new materialism, posthumanism, and new media theory. Methods were inspired by narrative inquiry and actor-network theory. Findings suggested that digital making and learning pedagogies were stabilizing at the schooTable of ContentsIntroduction – Field Notes (Racecars) – Tracing the Emergence of the Inquiry – Field Notes (Robots) – Traditions of Learning and Knowing – Field Notes (Parachute Drop) – Digital Materialities – Field Notes (Invention Convention) – Methods and Practice – Field Notes (Prosthetic Hand) – Participants and Site – Field Notes (Biodiversity) – Contact Points: The Ways – Field Notes (Rube Goldberg) – Contact Points: The Challenges – Music, Art, Engineering: Enacted Encounters – History and Reconceptualized Objects – The Feeling of Knowing – What was Learned – After Research – References – Index

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Book SynopsisLearning to Teach in the Digital Age tells the story of a group of K12 teachers as they began to connect with digital making and learning pedagogies. Guiding questions at the heart of this qualitative case study asked how teaching practices engaged with and responded to the maker movement and digital making and learning tools and materials. Over the course of one school year, Sean Justice attended to the ebb and flow of teaching and learning at an independent K12 girls school the northeastern United States. Teachers and administrators from across grade levels and academic domains participated in interviews and casual conversations, and opened their classrooms to ad hoc observations. In conducting the study, Justice interwove a sociomaterial disposition with new materialism, posthumanism, and new media theory. Methods were inspired by narrative inquiry and actor-network theory. Findings suggested that digital making and learning pedagogies were stabilizing at the schooTable of ContentsIntroduction – Field Notes (Racecars) – Tracing the Emergence of the Inquiry – Field Notes (Robots) – Traditions of Learning and Knowing – Field Notes (Parachute Drop) – Digital Materialities – Field Notes (Invention Convention) – Methods and Practice – Field Notes (Prosthetic Hand) – Participants and Site – Field Notes (Biodiversity) – Contact Points: The Ways – Field Notes (Rube Goldberg) – Contact Points: The Challenges – Music, Art, Engineering: Enacted Encounters – History and Reconceptualized Objects – The Feeling of Knowing – What was Learned – After Research – References – Index

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Book SynopsisThe Dynamic Student Development Metatheodel (DSDM) is a meta-theory based on empirically based inferences drawn from a national survey entitled the University Learning Outcomes Assessment (UniLOA). The UniLOA's current dataset consists of over 500,000 college student participants and has supported impressive findings that allow for the reconceptualization of long-held cultural artifacts and assumptions regarding the way students grow, learn, and develop (GLD) and how decision makers within postsecondary education have selected to engage the domains of student development measured by the UniLOA. This book champions a model of student success. The DSDM was developed from common factors identified in multiple theories and models within the areas of human and student development as well as empirically based theories and models of education. By first defining complementary elements within the theories and models then establishing accurate operational definitions, the planning anTrade Review“The DSDM, as presented, is a very impressive and thorough framework that puts into words what many separate theories have articulated in a single easily applicable model. This metatheodel allows researchers and practitioners to draw conclusions on students’ experiences as it relates to behavior, cognition, and affect. These three domains affect students’ meaning making of their experience and with the DSDM and evidenced-based model, higher education is able to improve the growth, learning, and development of students.”—Matthew Varga, Assistant Professor of Counselor Education and College Student Affairs, West Georgia University“The notion of a metatheodel is pioneering and it is a disruptive paradigm shift within higher education. The DSDM attends to meeting the affiliation and belonging needs of students. The DSDM text informs the co-curricular experience, engages the student experience, and provides new ways in which to improve student success through the affective domain of student development.”—Karrisa Merkel, Assistant Dean for Student Development, Agnes Scott CollegeTable of ContentsList of Figures – List of Tables – Mark A. Frederick/Pietro A. Sasso: Foreword – Pietro A. Sasso/Mark A. Frederick: Preface: Chapter Summaries—Use of This Text – Pietro A. Sasso/Mark A. Frederick: Dynamic Student Development Metatheodel: A Superstructure for Informing Higher Educators – Pietro A. Sasso/Shelley Price-Williams: Theoretical Foundations of the DSDM – Mark A. Frederick/Michael J. Baker/Steven C. Flowers/Will Barratt/Pietro A. Sasso: Results from the UniLOA: Outcomes Informing the DSDM – Rebekah Reysen/Phillis L. George/Suzanne M. Dugger/Kassie R. Terrell: A Holistic Approach to College Student Retention: Using a Four-Tier Student Support and Retention Model – April Herring/Jacqueline S. Hodes: A Relationship-Centered Approach to Working with Adult and Nontraditional Students – Kathie T. Erwin: Bridging the Digital Gap for Distance Learning Students – Daniel A. Bureau/James P. Barber: DSDM: Application to Fraternity and Sorority Life – Pietro A. Sasso/Mark A. Frederick/Alexis Appezzato/Brianna McCarthy: Student-Athletes: The Dumb Jock Myth – Gloria Aquino Sosa/Tracy Pascua Dea: Next Generation First Generation: Applying DSDM to Foster Student GLD – Sean Robinson: Campus-Based Mentoring for LGBTQ Student Success – Karen A. Myers/J. Mark Pousson/Madeline R. Rich: College Students with Disabilities and Their Allies – Nicole Pulliam/Carolina E. González: Experiences at the Convergence: Understanding the Intersectionality of College Student Identities – Will Barratt: The DSDM and Social Class – José Miguel Maldonado/Jason D. Kushner/Samantha Bartek/Tevis Bryant/Pietro A. Sasso: Diversity: Accounting for Culture in the DSDM – Kristen L. Tarantino/Madeline Smith: Student Leadership Programs – April Perry/Lane Perry: Transformative Learning and High Impact Practices – Needham Yancey Gulley/Carolina B. Angelo: The DSDM in the American Community College Setting – Denise Balfour Simpson/Tourgeé D. Simpson/Sara Kupferer: Student Learning at Small Colleges: Size Does Not Matter! – Kevin Majewski/Tiffany Onorato/Thea Zunick: STEM-Based Institutions and Programs – Stephanie Veltman Santarosa/Amy Aldous Bergerson: Meeting Students Where They Are: Student Success at a Large Flagship University – Antonio G. Estudillo/Griselda Flores/José Miguel Maldonado/Samantha Bartek: Latina/o-Serving Institutions – Andrew T. Arroyo/Marybeth Gasman – Toward an Afrocentric Expansion of the Dynamic Student Development Metatheodel for Black American Students – Steve Gruenert/Ryan A. Donlan/Mark A. Frederick: Domains Interrupted: The Guardian – Contributors.

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Book SynopsisThe Dynamic Student Development Metatheodel (DSDM) is a meta-theory based on empirically based inferences drawn from a national survey entitled the University Learning Outcomes Assessment (UniLOA). The UniLOA's current dataset consists of over 500,000 college student participants and has supported impressive findings that allow for the reconceptualization of long-held cultural artifacts and assumptions regarding the way students grow, learn, and develop (GLD) and how decision makers within postsecondary education have selected to engage the domains of student development measured by the UniLOA. This book champions a model of student success. The DSDM was developed from common factors identified in multiple theories and models within the areas of human and student development as well as empirically based theories and models of education. By first defining complementary elements within the theories and models then establishing accurate operational definitions, the planning anTrade Review“The DSDM, as presented, is a very impressive and thorough framework that puts into words what many separate theories have articulated in a single easily applicable model. This metatheodel allows researchers and practitioners to draw conclusions on students’ experiences as it relates to behavior, cognition, and affect. These three domains affect students’ meaning making of their experience and with the DSDM and evidenced-based model, higher education is able to improve the growth, learning, and development of students.”—Matthew Varga, Assistant Professor of Counselor Education and College Student Affairs, West Georgia University“The notion of a metatheodel is pioneering and it is a disruptive paradigm shift within higher education. The DSDM attends to meeting the affiliation and belonging needs of students. The DSDM text informs the co-curricular experience, engages the student experience, and provides new ways in which to improve student success through the affective domain of student development.”—Karrisa Merkel, Assistant Dean for Student Development, Agnes Scott CollegeTable of ContentsList of Figures – List of Tables – Mark A. Frederick/Pietro A. Sasso: Foreword – Pietro A. Sasso/Mark A. Frederick: Preface: Chapter Summaries—Use of This Text – Pietro A. Sasso/Mark A. Frederick: Dynamic Student Development Metatheodel: A Superstructure for Informing Higher Educators – Pietro A. Sasso/Shelley Price-Williams: Theoretical Foundations of the DSDM – Mark A. Frederick/Michael J. Baker/Steven C. Flowers/Will Barratt/Pietro A. Sasso: Results from the UniLOA: Outcomes Informing the DSDM – Rebekah Reysen/Phillis L. George/Suzanne M. Dugger/Kassie R. Terrell: A Holistic Approach to College Student Retention: Using a Four-Tier Student Support and Retention Model – April Herring/Jacqueline S. Hodes: A Relationship-Centered Approach to Working with Adult and Nontraditional Students – Kathie T. Erwin: Bridging the Digital Gap for Distance Learning Students – Daniel A. Bureau/James P. Barber: DSDM: Application to Fraternity and Sorority Life – Pietro A. Sasso/Mark A. Frederick/Alexis Appezzato/Brianna McCarthy: Student-Athletes: The Dumb Jock Myth – Gloria Aquino Sosa/Tracy Pascua Dea: Next Generation First Generation: Applying DSDM to Foster Student GLD – Sean Robinson: Campus-Based Mentoring for LGBTQ Student Success – Karen A. Myers/J. Mark Pousson/Madeline R. Rich: College Students with Disabilities and Their Allies – Nicole Pulliam/Carolina E. González: Experiences at the Convergence: Understanding the Intersectionality of College Student Identities – Will Barratt: The DSDM and Social Class – José Miguel Maldonado/Jason D. Kushner/Samantha Bartek/Tevis Bryant/Pietro A. Sasso: Diversity: Accounting for Culture in the DSDM – Kristen L. Tarantino/Madeline Smith: Student Leadership Programs – April Perry/Lane Perry: Transformative Learning and High Impact Practices – Needham Yancey Gulley/Carolina B. Angelo: The DSDM in the American Community College Setting – Denise Balfour Simpson/Tourgeé D. Simpson/Sara Kupferer: Student Learning at Small Colleges: Size Does Not Matter! – Kevin Majewski/Tiffany Onorato/Thea Zunick: STEM-Based Institutions and Programs – Stephanie Veltman Santarosa/Amy Aldous Bergerson: Meeting Students Where They Are: Student Success at a Large Flagship University – Antonio G. Estudillo/Griselda Flores/José Miguel Maldonado/Samantha Bartek: Latina/o-Serving Institutions – Andrew T. Arroyo/Marybeth Gasman – Toward an Afrocentric Expansion of the Dynamic Student Development Metatheodel for Black American Students – Steve Gruenert/Ryan A. Donlan/Mark A. Frederick: Domains Interrupted: The Guardian – Contributors.

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Book SynopsisInside the Inclusive' Childhood Classroom: The Power of the Normal' offers a critique of current practices and alternative view of inclusion. The rich data created inside three classrooms will challenge those who work in the field, as the children and their performances, previously overlooked, are foreground. Although at times confronting, it is ultimately invaluable reading for classroom teachers, students, academics, and researchers as well as anyone who desires to deepen their understanding of inclusive processes. The inclusion of children with diagnosed special needs in mainstream early childhood classrooms is a policy and practice that has gained universal support in recent decades. Exploring ways to include the diagnosed child has been of interest to inclusive research. Adopting a poststructural perspective, this book interrupts taken for granted assumptions about inclusive processes in the classroom. Attention is drawn to the role played byTable of ContentsAcknowledgements – Introduction: Questioning My ‘Truth’ about Inclusion – Troubling Inclusion: Policy and Practice – Doing Poststructural Ethnography Inside the ‘Inclusive’ Classroom – Exploring the Production, Reproduction and Maintenance of the ‘Normal’ – Exploring the Role of Non-Human Actors in the Production and Maintenance of the ‘Normal’ – Disrupting Tolerance as a Practice – Nuanced Silences and Their Effects – Fear, Separation and Asylum-Like Practices – Rethinking ‘Inclusive’ Practice: Shifting the Focus – Index.

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Book SynopsisInside the Inclusive' Childhood Classroom: The Power of the Normal' offers a critique of current practices and alternative view of inclusion. The rich data created inside three classrooms will challenge those who work in the field, as the children and their performances, previously overlooked, are foreground. Although at times confronting, it is ultimately invaluable reading for classroom teachers, students, academics, and researchers as well as anyone who desires to deepen their understanding of inclusive processes. The inclusion of children with diagnosed special needs in mainstream early childhood classrooms is a policy and practice that has gained universal support in recent decades. Exploring ways to include the diagnosed child has been of interest to inclusive research. Adopting a poststructural perspective, this book interrupts taken for granted assumptions about inclusive processes in the classroom. Attention is drawn to the role played byTable of ContentsAcknowledgements – Introduction: Questioning My ‘Truth’ about Inclusion – Troubling Inclusion: Policy and Practice – Doing Poststructural Ethnography Inside the ‘Inclusive’ Classroom – Exploring the Production, Reproduction and Maintenance of the ‘Normal’ – Exploring the Role of Non-Human Actors in the Production and Maintenance of the ‘Normal’ – Disrupting Tolerance as a Practice – Nuanced Silences and Their Effects – Fear, Separation and Asylum-Like Practices – Rethinking ‘Inclusive’ Practice: Shifting the Focus – Index.

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Book SynopsisArtists have always had a role in imagining a more socially just, inclusive worldmany have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, examining the role of arts in multicultural teaching for social justice is a timely focus. In Activist Art in Social Justice Pedagogy approaches to using activist art to teach a multicultural curriculum are examined and critiqued. Examples of activist artists and their strategies illustrate how study of and engagement in activist art processes glocallyconnecting local and global issuescan deepen critical literacy and commitment to social justice. This book is relevant to those (1) interested in teaching more about artist/activist social movements around the globe, (2) preparing pre-service teachers to teach for social justice, (3) concerned about learning how to engage diverse learners through the arts, (4) teaching courses related to arts-based multicultural education, critTrade Review“Engaged. Inspired. Empowered. Agentic. What we wish for our students is exactly what this visionary revised edition of Activist Art in Social Justice Pedagogy offers its readers. Regardless of what or where you teach, this timely book will invite you to visualize yourself, your work, and your classroom as a site of creativity, imagination, and social power. Indeed, this book’s wonderful portraits of well-grounded activist work with children and youth are needed now more than ever.”—Christine Sleeter, Professor Emerita, California State University, Monterey Bay“We should tremble with outrage at how arts education is being stolen from the most marginalized students. This is especially true in today’s era of de-conscientization, when the radical counter-normative possibilities of the arts grow increasingly vital. Activist Art in Social Justice Pedagogy is one antidote: a collective and subversive call from artists, educators, and activists to recenter the arts in the lives of youth and an invaluable collection of on-the-ground illustrations of student-centric activist art in motion. Read this book and join the revolution.”—Paul Gorski, Associate Professor of Integrative Studies, New Century College, George Mason UniversityTable of ContentsList of Illustrations – Acknowledgments – Cynthia Clabough: Note on the Cover Art: "The Night the Artist Became Activist" – Barbara Beyerbach: Introduction – Barbara Beyerbach: Social Justice Education Through the Arts – Tania Ramalho and Leah Russell – Learning About the Farmworkers and the Landless Rural Workers Movements Through the Arts – Leah Russell: Art and Change in the AfroReggae Cultural Group – Jacquelyn S. Kibbey: Media Literacy and Social Justice in a Visual World – Mary Harrell: Enlivening the Curriculum Through Imagination – Dennis Parsons: Photography and Social Justice: Preservice Teachers and the Ocularized, Urban Other – Jane Winslow: Creating Student Activists Through Community Participatory Documentaries – Jennifer Kagan/Chris Capella: Art Class at the Onondaga Nation School: A Practice of the Good Mind – Lisa Roberts Seppi: Indigenous Activism: Art, Identity, and the Politics of the Quincentenary – Carrie Nordlund/Peg Speirs/Marilyn Stewart/Judy Chicago: Activist Art and Pedagogy: The Dinner Party Curriculum Project – Lisa K. Langlois: Acting Up In and Out of Class: Student Social Justice Activism in the Tertiary General Education, Fine Arts, and Performing Arts Curriculum – Patricia E. Clark/Ulises A. Mejias/Peter Cavana/Daniel Herson/Sharon M. Strong: Interactive Social Media and the Art of Telling Stories: Strategies for Social Justice Through Osw3go.net 2010: Racism on Campus – Barbara Stout: In the Grey: Finding Beauty Without Labels – Suzanne Bellamy: The Art of Growing Food – Arnon A.m. de Andrade/Tania Ramalho (Translator): Complexity, Communication, Education, and the Making of Art – Ritu Radhakrishnan: It Starts With an Idea: Integrating Arts into the Classroom – Anneke McEvoy/Peter Cardone/Elias Williams: Sharing Our True Identity: Taking Environmental Portraits to Subvert Existing Community Narratives – Cynthia Clabough/Todd Behrendt/Elizabeth Brownell/Christi Harrington/Sharon Kane/Lacey McKinney/Kelly Roe: A Collective Endeavor—The Creatively Exploring Place, Self, and Collective Identity Project – Barbara Beyerbach/Tania Ramalho: Activist Art in Social Justice Pedagogy – About the Authors.

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Book SynopsisWith surprising candor, the authors of (Re)narrating Teacher Identity: Telling Truths and Becoming Teachers crack open what it means to become and be a teacher in the twenty-first century United States. In an effort to dig deeper into the challenge of teaching, four new teachers engaged in a summer writers workshop. Drawing from the work of Barbara Kamler (2001), the teachers used artifacts such as school graffiti and text messages to reposition and (re)narrate their identities as teachers. In braving truth-telling, the authors built a collective well-being. These stories are an important resource for novice teachers, experienced teachers, and teacher educators alike for disrupting dominant teacher narratives and moving towards alternatives.Trade Review“This courageous exploration of what it means to be Teacher invites us to take our deepest selves to school. The brave and poetic educator authors empower by showing (not just telling about) ways to live beyond the limits of the ubiquitous traditional narratives of Teacher, inviting us to claim the power of self-definition as we choose which stories we believe about ourselves and about our students. Refreshingly honest and exquisitely crafted, (Re)narrating Teacher Identity can change the way you live in and out of school.” Jan Burkins, co-author of Who’s Doing the Work? “The icon of the controlled and controlling teacher, calm, sure and poised is repudiated in the accounts of these novice teachers, who reveal their anxieties and their anguish even as they extend themselves to the very edges of their effort and humor and compassion. Lensmire and Schick’s work with these students reveals the sustained sisterhood that supports this honesty about the challenge of learning to be a good teacher.” Madeleine R. Grumet, University of North Carolina at Chapel Hill “In the cold squeeze of market-based reforms in and out of public schools, six women find each other’s warm embrace as they re-search their becoming teachers. Lensmire and Schick permit us to see the power of writing (and talk) about our lives to disrupt the tidy production of Stepford teachers and to enable us to imagine ourselves as flesh and blood humans who teach.” Patrick Shannon, Distinguished Professor of Education, Penn State UniversityTable of ContentsTable of Contents Foreword Angela Coffee, Erin Studelberg, and Colleen Clements Chapter 1 On Becoming a Group of Women Audrey Lensmire Chapter 2 (Re)narrating Anna Schick Chapter 3 Human/Teacher Amanda Mohan Chapter 4 We’re All Learning Aubrey Hendry Chapter 5 Teacher as a Role to Play Marie D. S. Voreis Chapter 6 Profound Thoughts on a Bathroom Wall Samantha Scott Epilogue The Wild Horses

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Book SynopsisWith surprising candor, the authors of (Re)narrating Teacher Identity: Telling Truths and Becoming Teachers crack open what it means to become and be a teacher in the twenty-first century United States. In an effort to dig deeper into the challenge of teaching, four new teachers engaged in a summer writers workshop. Drawing from the work of Barbara Kamler (2001), the teachers used artifacts such as school graffiti and text messages to reposition and (re)narrate their identities as teachers. In braving truth-telling, the authors built a collective well-being. These stories are an important resource for novice teachers, experienced teachers, and teacher educators alike for disrupting dominant teacher narratives and moving towards alternatives.Trade Review“This courageous exploration of what it means to be Teacher invites us to take our deepest selves to school. The brave and poetic educator authors empower by showing (not just telling about) ways to live beyond the limits of the ubiquitous traditional narratives of Teacher, inviting us to claim the power of self-definition as we choose which stories we believe about ourselves and about our students. Refreshingly honest and exquisitely crafted, (Re)narrating Teacher Identity can change the way you live in and out of school.” Jan Burkins, co-author of Who’s Doing the Work? “The icon of the controlled and controlling teacher, calm, sure and poised is repudiated in the accounts of these novice teachers, who reveal their anxieties and their anguish even as they extend themselves to the very edges of their effort and humor and compassion. Lensmire and Schick’s work with these students reveals the sustained sisterhood that supports this honesty about the challenge of learning to be a good teacher.” Madeleine R. Grumet, University of North Carolina at Chapel Hill “In the cold squeeze of market-based reforms in and out of public schools, six women find each other’s warm embrace as they re-search their becoming teachers. Lensmire and Schick permit us to see the power of writing (and talk) about our lives to disrupt the tidy production of Stepford teachers and to enable us to imagine ourselves as flesh and blood humans who teach.” Patrick Shannon, Distinguished Professor of Education, Penn State UniversityTable of ContentsTable of Contents Foreword Angela Coffee, Erin Studelberg, and Colleen Clements Chapter 1 On Becoming a Group of Women Audrey Lensmire Chapter 2 (Re)narrating Anna Schick Chapter 3 Human/Teacher Amanda Mohan Chapter 4 We’re All Learning Aubrey Hendry Chapter 5 Teacher as a Role to Play Marie D. S. Voreis Chapter 6 Profound Thoughts on a Bathroom Wall Samantha Scott Epilogue The Wild Horses

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Book SynopsisThis book provides a deeper understanding of the phone-based composing practices of youth and their implications for literacy learning. In the United States, smartphone use among teens is nearly universal, yet many youth who are avid digital composers still struggle with formal schooled literacy. The widespread and rapid embrace of smartphones by youth from all income levels has had a substantial impact on the way that young people approach the act of composing, yet to date, little to no work has explored digital photography and text curation through popular apps like Twitter and Instagram and their impact on literacy, including formal schooled literacy. As more schools are moving to Bring Your Own Device (BYOD) models and lifting classroom bans on cellphones, classroom teachers need information about the affordances of phones for formal literacy learning, which this book provides.This book will also be of interest to those in courses in the fields of education, new literacieTrade Review“Julie Warner’s Adolescents’ New Literacies with and through Mobile Phones is timely and important. It is timely because many young people’s most pervasive literacy practices today seem trivial to many adults. It is important because these new practices can, in fact, lead to twenty-first-century skills and seriously compete, in depth and impact, with school-based literacy practices…Warner’s book is crucial today.” From the Foreword by James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Regents’ Professor, Arizona State University“Easily the most anticipated book of 2017 when it comes to understanding young people’s steadfast commitment to learning on, through, and with their mobile phones. Julie Warner knows firsthand of which she writes.” Donna E. Alvermann, Distinguished Research Professor, The University of Georgia“Adolescents today are writing more than ever and in spaces that we never before knew existed. These new digital and portable writing spaces are as dialogic as they are distinct. So it seems today’s youth hold the world quite literally in their hands. They palm the future of literacy, newer literacies, in ways that translate cultural practices of old into meaningful social practices anew. In this most important contribution to the new literacy studies, Julie Warner takes us into the life of youth through mobile phones, hashtags, and ‘digital curation’ practices that illuminate an exciting and critical digital world of words to which we should become more attuned.” David E. Kirkland, Director, New York University Metropolitan Center for Research on Equity and the Transformation of Schools, and Professor of English Education“There is so much more to mobile phones than calling friends and family. Mobile phones are portals to diverse, engaging, and creative practices. Julie Warner invites us into this rich world of phoned-centered literacy practices with respect and wonder for the young people who enact them. Sometimes playful, sometimes affect-laden, sometimes intellectual, the literacy practices that young people apply in their use and enjoyment of cell phones prominently display their everyday multimodal and discursive competencies. Taking a landscape view of mobile phone knowledge work, Adolescents’ New Literacies with and through Mobile Phones examines mobile phones across spaces; social mediation of phone content and images; chronotopic explorations; and digital curation as telling examples of younger generations’ often invisible repertoires of practice and ways of knowing.” Jennifer Rowsell, Canada Research Chair, Brock University“Smartphone use is likely the most pervasive form of embodied digital capital for youth. They are constantly integrating and adding new elements to their repertoires from each other, the environment, and in the quietude of their beds at night. Their coded speech or digital discourse, though, is under constant scrutiny and threat for extinction when schools put digital discourse on silent or mute. Julie Warner understands this, and provides pedagogical strategies and roadmaps for teachers to mediate this threat by unsilencing, unmuting and unlocking this digital capital in the classroom. For every teacher who has perceived smartphones as disruption, this book is your answer for powerful and innovative ways to unleash coded speech as a motivator for learning. In fact, by the time you finish reading this book, selfies will take on an entirely different meaning in your life and in classrooms. Snap and type away!” sj Miller, Deputy Director of Educational Equity Supports and Services, Metropolitan Center for Research and Equity and the Transformation of Schools, New York UniversityTable of ContentsList of Figures – Foreword – Preface – Acknowledgements – Overview of the Study – Conceptual Landscape – Mobile Phone Composing and the Spatial Turn – Composing Socially – Challenging Theories of Design – Mobile Phones and Visual Communication – Digital Curation – Critical Digital Literacies – Chronotopic Explorations of Mobile Phone Composing – Proposing an Expanded Understanding of Composing – Biography – Index.

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Book SynopsisThis book provides a deeper understanding of the phone-based composing practices of youth and their implications for literacy learning. In the United States, smartphone use among teens is nearly universal, yet many youth who are avid digital composers still struggle with formal schooled literacy. The widespread and rapid embrace of smartphones by youth from all income levels has had a substantial impact on the way that young people approach the act of composing, yet to date, little to no work has explored digital photography and text curation through popular apps like Twitter and Instagram and their impact on literacy, including formal schooled literacy. As more schools are moving to Bring Your Own Device (BYOD) models and lifting classroom bans on cellphones, classroom teachers need information about the affordances of phones for formal literacy learning, which this book provides.This book will also be of interest to those in courses in the fields of education, new literacieTrade Review“Julie Warner’s Adolescents’ New Literacies with and through Mobile Phones is timely and important. It is timely because many young people’s most pervasive literacy practices today seem trivial to many adults. It is important because these new practices can, in fact, lead to twenty-first-century skills and seriously compete, in depth and impact, with school-based literacy practices…Warner’s book is crucial today.” From the Foreword by James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Regents’ Professor, Arizona State University“Easily the most anticipated book of 2017 when it comes to understanding young people’s steadfast commitment to learning on, through, and with their mobile phones. Julie Warner knows firsthand of which she writes.” Donna E. Alvermann, Distinguished Research Professor, The University of Georgia“Smartphone use is likely the most pervasive form of embodied digital capital for youth. They are constantly integrating and adding new elements to their repertoires from each other, the environment, and in the quietude of their beds at night. Their coded speech or digital discourse, though, is under constant scrutiny and threat for extinction when schools put digital discourse on silent or mute. Julie Warner understands this, and provides pedagogical strategies and roadmaps for teachers to mediate this threat by unsilencing, unmuting and unlocking this digital capital in the classroom. For every teacher who has perceived smartphones as disruption, this book is your answer for powerful and innovative ways to unleash coded speech as a motivator for learning. In fact, by the time you finish reading this book, selfies will take on an entirely different meaning in your life and in classrooms. Snap and type away!” sj Miller, Deputy Director of Educational Equity Supports and Services, Metropolitan Center for Research and Equity and the Transformation of Schools, New York University“Adolescents today are writing more than ever and in spaces that we never before knew existed. These new digital and portable writing spaces are as dialogic as they are distinct. So it seems today’s youth hold the world quite literally in their hands. They palm the future of literacy, newer literacies, in ways that translate cultural practices of old into meaningful social practices anew. In this most important contribution to the new literacy studies, Julie Warner takes us into the life of youth through mobile phones, hashtags, and ‘digital curation’ practices that illuminate an exciting and critical digital world of words to which we should become more attuned.” David E. Kirkland, Director, New York University Metropolitan Center for Research on Equity and the Transformation of Schools, and Professor of English Education“There is so much more to mobile phones than calling friends and family. Mobile phones are portals to diverse, engaging, and creative practices. Julie Warner invites us into this rich world of phoned-centered literacy practices with respect and wonder for the young people who enact them. Sometimes playful, sometimes affect-laden, sometimes intellectual, the literacy practices that young people apply in their use and enjoyment of cell phones prominently display their everyday multimodal and discursive competencies. Taking a landscape view of mobile phone knowledge work, Adolescents’ New Literacies with and through Mobile Phones examines mobile phones across spaces; social mediation of phone content and images; chronotopic explorations; and digital curation as telling examples of younger generations’ often invisible repertoires of practice and ways of knowing.” Jennifer Rowsell, Canada Research Chair, Brock UniversityTable of ContentsList of Figures – Foreword – Preface – Acknowledgements – Overview of the Study – Conceptual Landscape – Mobile Phone Composing and the Spatial Turn – Composing Socially – Challenging Theories of Design – Mobile Phones and Visual Communication – Digital Curation – Critical Digital Literacies – Chronotopic Explorations of Mobile Phone Composing – Proposing an Expanded Understanding of Composing – Biography – Index.

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Book SynopsisThis second edition of Reconceptualizing Early Childhood Education and CareA Reader: Critical Questions, New Imaginaries & Social Activism is a foundational text that presents contemporary theories, debates and political concerns regarding early education and child care around the globe. Chapter authors are leading contributors in discussions about critical early childhood studies over the past twenty-five years. The volume editors of Reconceptualizing Early Childhood Education and Care are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood, early years, and primary education, critical childhood studies, critical curriculum studies and critical theories/perspectives. Trade Review“Weaving together as well as juxtaposing theoretical perspectives, conceptual concerns and activist-oriented commitments, the editors and authors of this reader compel educators not only to ponder but also to enact new imaginaries of early childhood and child care pedagogies, research, theories, policies and curricula. Representing cross-generational, transnational and theoretically rich and yet diverse perspectives, this text is a must-read for educators concerned with the care and education of all children, especially within current education climates dominated by the rage for accountability, ‘normalization’ and standardization. Reconceptualizing early childhood care and education is an on-going commitment, one that these contributors perform in challenging and inspiring ways.”—Janet L. Miller, Professor, Department of Arts & Humanities, Teachers College, Columbia University“The authors draw on twenty-five years of research and scholarship on reconceptualizing early childhood education to push us to intensify our struggles for equity, justice, inclusion, redistributive economics and social politics. With stories and voices that are both discomfiting and inspirational, they ask hard questions about how it could be and how we can use our imaginations and our activisms to make it better for all children.”—Mara Sapon-Shevin, Professor of Inclusive Education, Faculty Member, Disabilities Studies, Women’s Studies, Programs in the Analysis & Resolution of Conflicts, Syracuse University“Today when the disenchantment with the dominant discourses within the field of early childhood education is pervasive, this is a timely and important book. The editors, as the leading-edge of the reconceptualizing early childhood education movement since the early 1990s, have here assembled researchers who have been influential in contesting the normalizing and universalizing processes of the mainstream discourses within the field, as well as in creating a space for new critical theories and paradigmatic positions that welcome complexity, diversity, uncertainty as well as wonder.”—Gunilla Dahlberg, Professor Emerita, Stockholm University, SwedenTable of ContentsAcknowledgements – Marianne N. Bloch/Beth Blue Swadener/Gaile S. Cannella: Introduction: Reconceptualist Histories and Possibilities – Marianne N. Bloch: Interrogating Reconceptualizing Early Care and Education (RECE)—25 Years Along – Shirley A. Kessler: Reconceptualizing the Early Childhood Curriculum: An Unaddressed Topic – Joseph Tobin: Anxiety, Theory, and the Challenges of Doing Early Childhood Research – Jonathan Silin: Through a Queer Lens: Recuperative Longings and the Reconceptualizing Past – Michael O’Loughlin: Still Waiting for the Revolution – Susan Grieshaber/Felicity McArdle: Social Justice, Risk, and Imaginaries – Gunilla Dahlberg/Peter Moss: Reconceptualising Evaluation in Early Childhood Education – Marek Tesar/Sonja Arndt: Posthuman Childhoods: Questions Concerning ‘Quality’ – Michelle Salazar Pèrez/Cinthya M. Saavedra: Black and Chicana Feminisms: Journeys Toward Spirituality and Reconnection – Liselott Mariett Olsson/Ebba Theorell: Affective/Effective Reading and Writing Through Real Virtualities in a Digitized Society – Gail Boldt/Joseph Michael Valente: Bring Back the Asylum: Reimagining Inclusion in the Presence of Others – Chelsea Bailey: Radical Theories of Presence in Early Childhood Imaginaries – Denise Proud/Cynthia à Beckett: Our Story of Early Childhood Collaboration: Imagining Love and Grace – Cheryl Rau/Jenny Ritchie: Ki te Whai ao, ki te ao Marama: Early Childhood Understandings in Pursuit of Social, Cultural, and Ecological Justice – Affrica Taylor: Situated and Entangled Childhoods: Imagining and Materializing Children’s Common World Relations – Veronica Pacini-Ketchabaw/Fikile Nxumalo: Posthumanist Imaginaries for Decolonizing Early Childhood Praxis – Mariana Souto-Manning/Maisha T. Winn/Nicole McGowan/Jessica Martell: Reconceptualizing Early Childhood Education and the (Im)Possibility of Racial Justice – Valerie Polakow: None for You: Children’s Capabilities and Rights in Profoundly Unequal Times – Mark Nagasawa/Lacey Peters/Beth Blue Swadener: The Costs of Putting Quality First: Neoliberalism, (Ine)quality, (Un)affordability, and (In)accessibility? – Mathias Urban: Learning From the Margins: Early Childhood Imaginaries, "Normal Science," and the Case for a Radical Reconceptualization of Research and Practice – Janette Habashi: [Im]possibilities of Reinvention of Palestinian Early Childhood Education – Jeanne Marie Iorio/Will Parnell/Elizabeth P. Quintero/Catherine Hamm: Early Childhood Teacher Educator as Public Intellectual – Kylie Smith/Sheralyn Campbell: Social Activism: The Risky Business of Early Childhood Educators in Neoliberal Australian Classrooms – I-Fang Lee/Nicola Yelland: The Global Childhoods Project: Complexities of Learning and Living With a Biliterate and Trilingual Literacy Policy – Gaile S. Cannella: Critical Qualitative Research and Rethinking Academic Activism in Childhood Studies – About the Authors.

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Book SynopsisThe stories in The Teacher's Closet: Lesbian and Gay Educators in Georgia's Public Middle Schools reveal the intricate and multifaceted process of identity management that lesbian and gay Georgia middle school teachers regularly engage in, with the intention of carefully negotiating the conservative, heterosexist, and at times homophobic culture of education. Disclosure for a homosexual teacher is not a one-time event. As the stories reveal, managing one''s sexual identity is an ongoing process. A feeling of uneasiness surrounding acceptance from others is also a regular occurrence in the homosexual community. To understand why lesbian and gay teachers feel the need to conceal and protect their homosexual identities, it is necessary to understand the social and political climate that forces them to surrender their real identity. In our heterosexist society where homosexuals are often portrayed as different, even sinful, it is not surprising that many homosexual teachers refraTrade Review“Thoroughly researched and thoughtfully presented, this book takes a critical look into the professional and personal lives of gay teachers and how their experiences impact their careers, their teaching, and their relationships with their students, administrators, friends, and family members. Although focused on teachers in the state of Georgia, their stories transcend region and culture to present the implications of dual identity for teachers everywhere. This book is a powerful read and one that could benefit educators from all perspectives and at all levels for its highly informed, compassionate, and groundbreaking view of the struggles and triumphs of teachers balancing their desire for authenticity with their dedication to education.” —Kathryn Owen Hix, Faculty Fellow at Greenville Technical College“The voices of these 10 middle school teachers provide the reader with a direct and intimate look inside the lives of lesbian and gay teachers who do not share their sexual identity with their students. Through their voices, we see how societal pressures and the lack of legal protection for these teachers impoverishes the educational experiences of their students. As educators, policymakers, parents, and citizens, this book calls on us to implement changes to correct this shortcoming.” —Terrence Keeney, Professor of Education at Lesley UniversityTable of ContentsPreface – Acknowledgements – Introduction – The Invisible Minority – Sandy’s Closet – Becca’s Closet – Daisy’s Closet – Holly’s Closet – Jackie’s Closet – Frank’s Closet – Byron’s Closet – Lisa’s Closet – Marsha’s Closet – Marie’s Closet – Walking in Truth – Final Thoughts – Index.

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Book SynopsisThe stories in The Teacher's Closet: Lesbian and Gay Educators in Georgia's Public Middle Schools reveal the intricate and multifaceted process of identity management that lesbian and gay Georgia middle school teachers regularly engage in, with the intention of carefully negotiating the conservative, heterosexist, and at times homophobic culture of education. Disclosure for a homosexual teacher is not a one-time event. As the stories reveal, managing one''s sexual identity is an ongoing process. A feeling of uneasiness surrounding acceptance from others is also a regular occurrence in the homosexual community. To understand why lesbian and gay teachers feel the need to conceal and protect their homosexual identities, it is necessary to understand the social and political climate that forces them to surrender their real identity. In our heterosexist society where homosexuals are often portrayed as different, even sinful, it is not surprising that many homosexual teachers refraTrade Review“The voices of these 10 middle school teachers provide the reader with a direct and intimate look inside the lives of lesbian and gay teachers who do not share their sexual identity with their students. Through their voices, we see how societal pressures and the lack of legal protection for these teachers impoverishes the educational experiences of their students. As educators, policymakers, parents, and citizens, this book calls on us to implement changes to correct this shortcoming.” —Terrence Keeney, Professor of Education at Lesley University“Thoroughly researched and thoughtfully presented, this book takes a critical look into the professional and personal lives of gay teachers and how their experiences impact their careers, their teaching, and their relationships with their students, administrators, friends, and family members. Although focused on teachers in the state of Georgia, their stories transcend region and culture to present the implications of dual identity for teachers everywhere. This book is a powerful read and one that could benefit educators from all perspectives and at all levels for its highly informed, compassionate, and groundbreaking view of the struggles and triumphs of teachers balancing their desire for authenticity with their dedication to education.” —Kathryn Owen Hix, Faculty Fellow at Greenville Technical CollegeTable of ContentsPreface – Acknowledgements – Introduction – The Invisible Minority – Sandy’s Closet – Becca’s Closet – Daisy’s Closet – Holly’s Closet – Jackie’s Closet – Frank’s Closet – Byron’s Closet – Lisa’s Closet – Marsha’s Closet – Marie’s Closet – Walking in Truth – Final Thoughts – Index.

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Book SynopsisCentering Race in the STEM Education of African American K12 Learners boldly advocates for a transformative approach to the teaching of STEM to African American K12 learners. The achievement patterns of African American learners, so often described as an achievement gap between them and their White peers, is in fact the historical legacy of slavery and the racial hierarchy that was necessary to maintain it. The achievement gap is a contemporary manifestation of the racial hierarchy that continues in STEM to the present time. The racial hierarchy in STEM education is upheld by structural arrangements, policies, and practices, sometimes invisible, but ultimately denies access and depresses performance of African American K12 learners in STEM. This book argues that disrupting these patterns of achievement and realizing more equitable outcomes for this demographic is essentially a political act that requires that race be overtly addressed and centered in the STEM education of tTable of ContentsList of Figures – Acknowledgments – Glenda Prime: Introduction: Race-Visible Pedagogy in the STEM Education of African American Learners – Gale Seiler: Challenging Whiteness in Science Education – Roni Ellington: Toward a Transformative Framework for STEM Education: Achieving Equity Through a Holistic Approach – Jomo W. Mutegi/Crystal H. Morton/Leslie K. Etienne: Reconceptualizing Science Education for Learners of African Descent – Jacqueline Leonard/Scott A. Chamberlin/Elsa Bailey/Geeta Verma/Helen Douglass: Broadening Millennials’ Participation in STEM and the Teaching Professions Through Culturally Relevant, Place-Based, Informal Science Internships – Julius Davis/Ramon B. Goings/Keisha M. Allen: Developing Pre-Service Mathematics Teachers to Meet the Needs of Black Male Students in Teacher Education Programs – Vanessa Dodo Seriki: Toward a Framework for Culturally Relevant Inquiry-Based Science Pedagogy – Felicia Moore Mensah: Antiracist Curriculum and Pedagogies in Science Teacher Education – Contributors.

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Book SynopsisCentering Race in the STEM Education of African American K12 Learners boldly advocates for a transformative approach to the teaching of STEM to African American K12 learners. The achievement patterns of African American learners, so often described as an achievement gap between them and their White peers, is in fact the historical legacy of slavery and the racial hierarchy that was necessary to maintain it. The achievement gap is a contemporary manifestation of the racial hierarchy that continues in STEM to the present time. The racial hierarchy in STEM education is upheld by structural arrangements, policies, and practices, sometimes invisible, but ultimately denies access and depresses performance of African American K12 learners in STEM. This book argues that disrupting these patterns of achievement and realizing more equitable outcomes for this demographic is essentially a political act that requires that race be overtly addressed and centered in the STEM education of tTable of ContentsList of Figures – Acknowledgments – Glenda Prime: Introduction: Race-Visible Pedagogy in the STEM Education of African American Learners – Gale Seiler: Challenging Whiteness in Science Education – Roni Ellington: Toward a Transformative Framework for STEM Education: Achieving Equity Through a Holistic Approach – Jomo W. Mutegi/Crystal H. Morton/Leslie K. Etienne: Reconceptualizing Science Education for Learners of African Descent – Jacqueline Leonard/Scott A. Chamberlin/Elsa Bailey/Geeta Verma/Helen Douglass: Broadening Millennials’ Participation in STEM and the Teaching Professions Through Culturally Relevant, Place-Based, Informal Science Internships – Julius Davis/Ramon B. Goings/Keisha M. Allen: Developing Pre-Service Mathematics Teachers to Meet the Needs of Black Male Students in Teacher Education Programs – Vanessa Dodo Seriki: Toward a Framework for Culturally Relevant Inquiry-Based Science Pedagogy – Felicia Moore Mensah: Antiracist Curriculum and Pedagogies in Science Teacher Education – Contributors.

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Book SynopsisA research-based, practical guide to the Professional Development Schools (PDS) approach to school-university partnershipsSchool-University Partnerships offers an introductory guide for education faculty members and in-service school professionals seeking clinically rich teaching experiences. It provides distinctive learning opportunities and professional development for all stakeholders through collaborative planning and by leveraging resources. Keli Garas-York presents Professional Development Schools (PDS) structures that can be tailored to the specific needs of an institution and its partners. Drawing on the 2021 NAPDS (National Association of Professional Development Schools) framework, which outlines the Nine Essentials, Garas-York defines what it means to be a PDS. Examples of the various aspects of school-university partnerships are provided, as well as document templates to help formalize and organize a consortium and tackle real-world scenarios. This text will be useful to educators interested in developing local school-university partnerships.

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Book SynopsisThe third edition of this popular text uses music and drama to promote learning across the curriculum and with all types of learners. Based on arts integration standards, differentiated instruction techniques, and current research, Creative Drama and Music Methods provides the theory along with applications to help teachers build confidence in using the arts in their daily lesson plans. The text is filled with hands-on activities that guide pre-service and K-8th grade teachers in understanding that integrating drama and music is easy, fun, and vital to fostering a child's desire to explore, imagine, and learn. Examples are provided in each chapter, along with the purpose of the activity and tips for instruction. Rubin and Merrion provide activities that engage elementary and middle school students and range from simple stories and rhythmic activities to story dramatization and composition. All the activities can be comfortably incorporated into the classroom routine and place no additiTrade ReviewTeachers will find Creative Drama and Music Methods: Activities for the Classroom to be an excellent resource for their classroom practice. The book includes many 'tried and true' activities for both creative drama and music, logically layered for building skills, with clear directions for classroom use. Each chapter includes a detailed lesson plan integrating music and drama with other subjects. Readers will also find many book and music titles and useful websites. -- Laura A. McCammon, University of ArizonaImaginative exercises and activities that integrate sound, rhythm and melody with students' creative expression utilizing familiar songs, music and games with creative drama exercises and story material. All are connected to a curriculum focus. Creative Drama and Music Methods is an excellent and useful resource for the elementary and middle school classroom teacher. -- Joanna Kraus, Professor Emeritus, State University of New YorkThis book is ideal for educators who want to integrate drama and music into their curriculum. The activities are practical and easy to use for all classroom teachers. You don’t have to be a music or drama teacher to use this book. The authors know how to make learning fun. -- John Ceschini, Executive Director, Arts Education in Maryland Schools AllianceTable of ContentsPart 1 Preface Part 2 Acknowledgments Chapter 3 Chapter 1. Creative Drama and Music in Instructional Settings Part 4 Merging Theory and Practice Part 5 Terminology and Roles Part 6 Getting Started Part 7 Preparing Successful Lessons Part 8 Content and Achievement Standards Part 9 Patterns of Progression Part 10 The Importance of Arts Education Part 11 Guidelines for Success Chapter 12 Chapter 2. Beginning Activities Part 13 Ice-Breakers Part 14 Name Tags or Tent Cards Part 15 Name Games Part 16 Finger Plays Part 17 Nursery Rhyme Finger Plays Part 18 Noisy Stories Part 19 Replaying Part 20 Listening Levels Part 21 Sound Scavenger Hunt Part 22 Found Sound Part 23 Body Sounds Part 24 Reading Rhythm Part 25 Found Sound Sources Part 26 Familiar Songs Part 27 Sample Lesson Chapter 28 Chapter 3. Listening and Seeing Imaginatively Part 29 Concentration Part 30 Control Part 31 Quieting Activities Part 32 Abstract/Concrete Images Part 33 Musical Echoes Part 34 Rhythmic Dialogues Part 35 Sound Journals Part 36 Sample Lesson Chapter 37 Chapter 4. Expressing Creativity without Sound Part 38 Ensemble Singing Part 39 Ensemble Playing Part 40 Choral Reading Part 41 Characterization Part 42 Group Story Building Part 43 Representative Songs Part 44 Sample Lesson Chapter 45 Chapter 5. Improvisation and Story Creation Part 46 Story Creation Part 47 Story Creation from Props Part 48 Story Creation from Pictures Part 49 Open-Ended Stories Part 50 Improvisation and Music Part 51 Solo Improvisation Part 52 Ensemble Improvisation in Music Part 53 Improvisation in Creative Drama Part 54 Improvisation as Story Creation Part 55 Roleplaying Part 56 Sample Lesson Chapter 57 Chapter 6. Integrating Creative Choices Part 58 Story Dramatization Part 59 Story Dramatization Process Part 60 Accompaniment Part 61 Composition Part 62 Suggested Stories to Dramatize Part 63 Sample Lesson Chapter 64 Appendix A Sample Lesson Chapter 65 Appendix B Reflection Questions Chapter 66 Appendix C Further Resources: Web Site Drama and Music Resources Chapter 67 Appendix D: Glossary Chapter 68 Index

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Book SynopsisThe third edition of this popular text uses music and drama to promote learning across the curriculum and with all types of learners. Based on arts integration standards, differentiated instruction techniques, and current research, Creative Drama and Music Methods provides the theory along with applications to help teachers build confidence in using the arts in their daily lesson plans. The text is filled with hands-on activities that guide pre-service and K-8th grade teachers in understanding that integrating drama and music is easy, fun, and vital to fostering a child''s desire to explore, imagine, and learn. Examples are provided in each chapter, along with the purpose of the activity and tips for instruction. Rubin and Merrion provide activities that engage elementary and middle school students and range from simple stories and rhythmic activities to story dramatization and composition. All the activities can be comfortably incorporated into the classroom routine and place no additTrade ReviewTeachers will find Creative Drama and Music Methods: Activities for the Classroom to be an excellent resource for their classroom practice. The book includes many 'tried and true' activities for both creative drama and music, logically layered for building skills, with clear directions for classroom use. Each chapter includes a detailed lesson plan integrating music and drama with other subjects. Readers will also find many book and music titles and useful websites. -- Laura A. McCammon, University of ArizonaImaginative exercises and activities that integrate sound, rhythm and melody with students' creative expression utilizing familiar songs, music and games with creative drama exercises and story material. All are connected to a curriculum focus. Creative Drama and Music Methods is an excellent and useful resource for the elementary and middle school classroom teacher. -- Joanna Kraus, Professor Emeritus, State University of New YorkThis book is ideal for educators who want to integrate drama and music into their curriculum. The activities are practical and easy to use for all classroom teachers. You don’t have to be a music or drama teacher to use this book. The authors know how to make learning fun. -- John Ceschini, Executive Director, Arts Education in Maryland Schools AllianceTable of ContentsPart 1 Preface Part 2 Acknowledgments Chapter 3 Chapter 1. Creative Drama and Music in Instructional Settings Part 4 Merging Theory and Practice Part 5 Terminology and Roles Part 6 Getting Started Part 7 Preparing Successful Lessons Part 8 Content and Achievement Standards Part 9 Patterns of Progression Part 10 The Importance of Arts Education Part 11 Guidelines for Success Chapter 12 Chapter 2. Beginning Activities Part 13 Ice-Breakers Part 14 Name Tags or Tent Cards Part 15 Name Games Part 16 Finger Plays Part 17 Nursery Rhyme Finger Plays Part 18 Noisy Stories Part 19 Replaying Part 20 Listening Levels Part 21 Sound Scavenger Hunt Part 22 Found Sound Part 23 Body Sounds Part 24 Reading Rhythm Part 25 Found Sound Sources Part 26 Familiar Songs Part 27 Sample Lesson Chapter 28 Chapter 3. Listening and Seeing Imaginatively Part 29 Concentration Part 30 Control Part 31 Quieting Activities Part 32 Abstract/Concrete Images Part 33 Musical Echoes Part 34 Rhythmic Dialogues Part 35 Sound Journals Part 36 Sample Lesson Chapter 37 Chapter 4. Expressing Creativity without Sound Part 38 Ensemble Singing Part 39 Ensemble Playing Part 40 Choral Reading Part 41 Characterization Part 42 Group Story Building Part 43 Representative Songs Part 44 Sample Lesson Chapter 45 Chapter 5. Improvisation and Story Creation Part 46 Story Creation Part 47 Story Creation from Props Part 48 Story Creation from Pictures Part 49 Open-Ended Stories Part 50 Improvisation and Music Part 51 Solo Improvisation Part 52 Ensemble Improvisation in Music Part 53 Improvisation in Creative Drama Part 54 Improvisation as Story Creation Part 55 Roleplaying Part 56 Sample Lesson Chapter 57 Chapter 6. Integrating Creative Choices Part 58 Story Dramatization Part 59 Story Dramatization Process Part 60 Accompaniment Part 61 Composition Part 62 Suggested Stories to Dramatize Part 63 Sample Lesson Chapter 64 Appendix A Sample Lesson Chapter 65 Appendix B Reflection Questions Chapter 66 Appendix C Further Resources: Web Site Drama and Music Resources Chapter 67 Appendix D: Glossary Chapter 68 Index

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Book SynopsisEarly childhood education in Western society has come under increasing scrutiny by governments that see early education as an important factor in economic growth and development. Thus, social traditions in the field are increasingly giving way to an intensified focus on marketization and regulation, but with a corresponding diminishing concern for ethics and social participation. Drawing on the work of contemporary French philosopher Paul Ricoeur, Sandy Farquhar analyzes the problematic way in which we become who we are and the discourse that surrounds that learning. The book explores the ethical basis of identity formation in early childhood education and seeks fresh alternatives to commonly accepted perspectives on social policy, education, and the nature of our ''selves.'' Farquhar uses Aotearoa New Zealand bicultural curriculum and policy context as examples for developing the theme of curriculum as a contest of ideas and a powerful form of resistance. Promoting the importance of nTrade ReviewSandy Farquhar brings a fresh, intense and challenging lens to New Zealand's early childhood pedagogy and policy: that of philosophy. As the paradigm of early childhood shifts even further from its developmental roots where it emerged, this book will become an important tool towards engaging the profession in such a mind change. -- Helen May, Dean University of Otago College of EducationFrench philosopher Paul Ricoeur's theory of "narrative identity," by which individuals come to know and guide themselves through storytelling, is used by Farquhar (Univ. of Auckland, New Zealand) to frame a critique of early childhood education in Aotearoa (Maöri) New Zealand. As in other Western societies, education currently is dominated by market considerations, neoliberal rationality, and individual responsibility, to the detriment of social ethics and participation. From her analysis, both of Ricoeur and the Maöri, Farquhar concludes in the final chapter, "An 'Other' Narrative," that "recognizing difference" and "creativity as an ethical paradigm" have promise for a better early childhood education. The analysis is presented in five chapters that explain Ricoeur's narrative theories and four chapters that outline the ruling, and Farquhar's alternative, ideas of identity and subjectivity in early childhood education. The editor of the series in which the book is published thinks it can be read profitably by "all early childhood educators, indeed teachers at all levels," and Farquhar herself acknowledges that though the focus is on Aotearoa New Zealand, "it is set within a global political context." Summing Up: Recommended. * CHOICE *Table of ContentsChapter 1 Abbreviations Chapter 2 Foreword Chapter 3 Acknowledgments Chapter 4 Chapter 1: Narrative Identity Chapter 5 Chapter 2. Identity, Narrative and Early Education Chapter 6 Chapter 3. Situating Ricoeur's Narrative Theory Chapter 7 Chapter 4. Ricoeur's Hermeneutic 8 Chapter 5. Narrative Identity, Ethics and Education 9 Chapter 6. Social Institutions of Childhood 10 Chapter 7. A Liberal Tradition 11 Chapter 8. An Individual Entrepreneur 12 Chapter 9: An 'Other' Narrative

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Book SynopsisIntroduction to Effective Music Teaching: Artistry and Attitude provides the prospective teacher with front-line tested strategies and approaches that are based on current research and the author''s three decades of service as a public school music educator, department chairman, and public school district music administrator. Starting with a brief overview of the history of music education in public schools, Alfred Townsend gives the reader a deeper understanding of the importance of music education to all students, gifted or not. Readers then examine artistry (command of content and mastery of methods) and the ABCs of teacher attitude, the critical component that unlocks learning for many students. With an open and accessible writing style, Dr. Townsend reviews the six components of effective teaching, showing that artistry and attitude can be combined to fuel student learning and teacher leadership. Using all of this information, the reader constructs a personal, practical philosophyTrade ReviewTownsend (Old Dominion Univ.) has skillfully analyzed the needed elements for teaching music. He emphasizes the artistry and attitude of music leaders through the use of case studies, thus introducing the reader to the foundations of research and history necessary for effectiveness and mastery of content as well as providing real-life situations in music education settings. Nancy Klein (also Old Dominion) collaborates with the author on the important topic of leadership. Highlights of the book include charts and checklists (such as 'ABCs of Attitude'), interviews with a variety of musicians, bibliographic notes and resources, and excellent end-of-chapter reflection, discussion, and assignments. Townsend takes a practical approach to contemporary teaching strategies. Although intended as a classroom textbook, this book would be a useful addition to any collection supporting study of the teaching of music. Summing Up: Recommended. Upper-division undergraduates and graduate students. * CHOICE *Synthesizing current research and a career of pedagogical experience, Alfred Townsend provides a well-organized music teacher education textbook applicable to choral, instrumental, or general music settings. Introduction to Effective Music Teaching: Artistry and Attitude artfully provides an additional resource for undergraduate music teacher preparation. The author has an eye toward practical advice supported by pedagogical, philosophical, and historical elements appropriate for a preservice teacher. His broad approach is quite helpful for the 21st-century music educator, and he stresses the necessary and teaching attitude necessary for effective music teaching. * Music Educators Journal *This book powerfully illustrates the qualities and characteristics of an effective music teacher. Townsend devotes extensive effort to researching his topic to provide excellent tools for today’s teachers. This book is packed with clear and creative examples of unit planning and guidelines, writing assignments, organization strategies, and ready-to-use projects. Comprehensive discussions and advice on attitude, patience, perseverance, dedication, communication, effective leadership, personal philosophy framework and classroom management are structured within a positive, nurturing approach to establish an inspiring professional philosophy valuable for the first year teacher and classroom veterans alike. -- Chris Armstrong, general/vocal/choral music educator, Hammond Elementary, Howard County Public School SystemFinally, a masterfully written music-education teaching text that is both instructive and pleasant to read! Drawing on rich sources of historical, pedagogical, and philosophical materials, Townsend's wide ranging text gives practical advice and instruction to both pre-service and in-service music educators. Void of teacher talk and educational jargon, this thoroughly research-based book focuses on the essentials of good teaching. While approaching music teaching as an art, Townsend explores the essence of effective teaching. He captivates his readers by laying out the importance of attitude in achieving success as an educator. His chapter ending questions make this a most ideal text for college and university music classrooms. This book provides a great resource for all teachers and educational administrators who need an introduction to or a refresher course on the essentials of music teaching and learning. I most confidently recommend this most useful, comprehensive and important text as required reading for all educators regardless of experience. -- Joseph A. DeLeo, music education student teacher field supervisor, New York University; director of music education, Five Towns College, New YorkTownsend's new book is a treasure trove for music educators if there ever was one. The style is sophisticated, yet personal, insightful, and inspiring. Each chapter is a mini-book in itself with activities, case studies, planning templates, and excellent resource lists. Based on years of experience, it offers a tremendous wealth of practical ideas—a virtual compendium on how to become a successful music educator at any level. Undergraduates to seasoned professionals will love reading this remarkable and influential book. -- Glenn N. Koponen, dean of School of Music, Nyack CollegeWhat qualities do effective music teachers share? Alfred Townsend explores this question in his motivational new book, Introduction to Effective Music Teaching: Artistry and Attitude. Townsend's use of case studies helps to make his arguments vivid and clear. This book will encourage self reflection among student teachers, beginning teachers, and veteran teachers. It is a welcome contribution to the profession. -- Victor V. Bobetsky, associate professor and Director of the Teacher Education Program in Music at Hunter College of the City University of New YorkAt long last, we have a textbook which focuses not on perfecting performance through music education, but rather on consciously considering those affective and cognitive factors which contribute to the creation of a master teacher, a caring individual, a reflective practitioner, and a passionate musician. In his masterfully organized work, Townsend has considered the players [students, colleagues, administrators, parents, and oneself] and the instructional environment (the classroom, the performance venue, and the home) and has imbued his work with a civility which is unique and enticing. By interfacing artistry and attitude, the author invites future music educators to reflect not only on that which is the foundation of musical expression but also on their own practice and their dispositions for teaching. In reading through the chapters and witnessing the experience and skill of their author, one realizes most happily that Townsend's goal in shaping music educators is to achieve Berthold Auerbach's philosophy: 'Music washes … from the soul the dust of everyday life.' -- Peter K. Lynch, Molloy CollegeTable of ContentsForeword by Roger P. Phelps, professor emeritus, New York University Introduction Chapter 1: The Historical and Research Context of Effective Music Teaching Chapter 2: Artistry in Effective Teaching: Command of Content and Mastery of Methods Chapter 3: Effective Instruction Chapter 4: The Critical Element: Teacher Attitude Chapter 5: Effective Communication and Six Components of Effective Teaching: Artistry and Attitude Together Chapter 6: Effective Leadership Chapter 7: Forming Your Personal Philosophy of Music Education: What Do You Believe is Important in Teaching and Learning Music? Chapter 8: Case Studies: Artistry and Attitude in Action Chapter 9: Administering Your Program: Nuts and Bolts Chapter 10: Summary Notes Index

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Book SynopsisIntroduction to Effective Music Teaching: Artistry and Attitude provides the prospective teacher with front-line tested strategies and approaches that are based on current research and the author''s three decades of service as a public school music educator, department chairman, and public school district music administrator. Starting with a brief overview of the history of music education in public schools, Alfred Townsend gives the reader a deeper understanding of the importance of music education to all students, gifted or not. Readers then examine artistry (command of content and mastery of methods) and the ABCs of teacher attitude, the critical component that unlocks learning for many students. With an open and accessible writing style, Dr. Townsend reviews the six components of effective teaching, showing that artistry and attitude can be combined to fuel student learning and teacher leadership. Using all of this information, the reader constructs a personal, practical philosophyTrade ReviewTownsend (Old Dominion Univ.) has skillfully analyzed the needed elements for teaching music. He emphasizes the artistry and attitude of music leaders through the use of case studies, thus introducing the reader to the foundations of research and history necessary for effectiveness and mastery of content as well as providing real-life situations in music education settings. Nancy Klein (also Old Dominion) collaborates with the author on the important topic of leadership. Highlights of the book include charts and checklists (such as "ABCs of Attitude"), interviews with a variety of musicians, bibliographic notes and resources, and excellent end-of-chapter reflection, discussion, and assignments. Townsend takes a practical approach to contemporary teaching strategies. Although intended as a classroom textbook, this book would be a useful addition to any collection supporting study of the teaching of music. Summing Up: Recommended. Upper-division undergraduates and graduate students. * CHOICE *This book powerfully illustrates the qualities and characteristics of an effective music teacher. Townsend devotes extensive effort to researching his topic to provide excellent tools for today’s teachers. This book is packed with clear and creative examples of unit planning and guidelines, writing assignments, organization strategies, and ready-to-use projects. Comprehensive discussions and advice on attitude, patience, perseverance, dedication, communication, effective leadership, personal philosophy framework and classroom management are structured within a positive, nurturing approach to establish an inspiring professional philosophy valuable for the first year teacher and classroom veterans alike. -- Chris Armstrong, general/vocal/choral music educator, Hammond Elementary, Howard County Public School SystemFinally, a masterfully written music-education teaching text that is both instructive and pleasant to read! Drawing on rich sources of historical, pedagogical, and philosophical materials, Townsend's wide ranging text gives practical advice and instruction to both preservice and in-service music educators. Void of teacher talk and educational jargon, this thoroughly research-based book focuses on the essentials of good teaching. While approaching music teaching as an art, Townsend explores the essence of effective teaching. He captivates his readers by laying out the importance of attitude in achieving success as an educator. His chapter ending questions make this a most ideal text for college and university music classrooms. This book provides a great resource for all teachers and educational administrators who need an introduction to or a refresher course on the essentials of music teaching and learning. I most confidently recommend this most useful, comprehensive and important text as required reading for all educators regardless of experience. -- Joseph A. DeLeo, music education student teacher field supervisor, New York University; director of music education, Five Towns College, New YorkTownsend's new book is a treasure trove for music educators if there ever was one. The style is sophisticated, yet personal, insightful, and inspiring. Each chapter is a mini-book in itself with activities, case studies, planning templates, and excellent resource lists. Based on years of experience, it offers a tremendous wealth of practical ideas—a virtual compendium on how to become a successful music educator at any level. Undergraduates to seasoned professionals will love reading this remarkable and influential book. -- Glenn N. Koponen, dean of School of Music, Nyack CollegeWhat qualities do effective music teachers share? Townsend explores this question in his motivational new book, Introduction to Effective Music Teaching: Artistry and Attitude. Townsend's use of case studies helps to make his arguments vivid and clear. This book will encourage self reflection among student teachers, beginning teachers, and veteran teachers. It is a welcome contribution to the profession. -- Victor V. Bobetsky, associate professor and Director of the Teacher Education Program in Music at Hunter College of the City University of New YorkAt long last, we have a textbook which focuses not on perfecting performance through music education, but rather on consciously considering those affective and cognitive factors which contribute to the creation of a master teacher, a caring individual, a reflective practitioner, and a passionate musician. In his masterfully organized work, Townsend has considered the players [students, colleagues, administrators, parents, and oneself] and the instructional environment (the classroom, the performance venue, and the home) and has imbued his work with a civility which is unique and enticing. By interfacing artistry and attitude, the author invites future music educators to reflect not only on that which is the foundation of musical expression but also on their own practice and their dispositions for teaching. In reading through the chapters and witnessing the experience and skill of their author, one realizes most happily that Townsend's goal in shaping music educators is to achieve Berthold Auerbach's philosophy: 'Music washes … from the soul the dust of everyday life.' -- Peter K. Lynch, Molloy CollegeSynthesizing current research and a career of pedagogical experience, Alfred Townsend provides a well-organized music teacher education textbook applicable to choral, instrumental, or general music settings. Introduction to Effective Music Teaching: Artistry and Attitude artfully provides an additional resource for undergraduate music teacher preparation. The author has an eye toward practical advice supported by pedagogical, philosophical, and historical elements appropriate for a preservice teacher. His broad approach is quite helpful for the 21st-century music educator, and he stresses the necessary and teaching attitude necessary for effective music teaching. * Music Educators Journal *Table of ContentsForeword by Roger P. Phelps, professor emeritus, New York University Introduction Chapter 1: The Historical and Research Context of Effective Music Teaching Chapter 2: Artistry in Effective Teaching: Command of Content and Mastery of Methods Chapter 3: Effective Instruction Chapter 4: The Critical Element: Teacher Attitude Chapter 5: Effective Communication and Six Components of Effective Teaching: Artistry and Attitude Together Chapter 6: Effective Leadership Chapter 7: Forming Your Personal Philosophy of Music Education: What Do You Believe is Important in Teaching and Learning Music? Chapter 8: Case Studies: Artistry and Attitude in Action Chapter 9: Administering Your Program: Nuts and Bolts Chapter 10: Summary Notes Index

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Book SynopsisEngaging students in worthwhile learning requires more than a knowledge of underlying principles of good teaching. It demands considerable practice as well as images of what good teaching in particular situations and for particular purposes might look like. This volume provides these images. These cases were written from authentic, unrehearsed lessons taught by upper-elementary classroom teachers to diverse groups of real students in intact classrooms. Each lesson contains elements of sound instructional practice from which both preservice and in-service teachers can benefit. Cases are not meant to be ideal, but rather to evoke ways of seeing and thinking about good classroom instruction for all learners. Accompanied by analytic commentaries from experts representing a particular perspective, such as special education and ESOL, these unrehearsed cases are written with the understanding that teaching is complex and multi-dimensional. The cases are drawn from a four-year study of 4th andTrade ReviewWhat better way to improve instruction than to consider real classroom lessons! With case studies keyed to the Common Core Standards, this book is a powerful tool for professional development. Perfect for teacher study groups or college courses, this book will help both novice and experienced teachers refine their practice in today's diverse classrooms. -- Mariam Jean Dreher, University of MarylandChambliss and Valli have compiled an excellent resource for professional development and university methods courses. I was excited to find such a good collection of case studies that could be used with preservice and in-service teachers. They are well written examples of real classrooms that cover a broad range of concepts in literacy and math instruction that lend themselves to discussion of quality teaching. -- Carol A. Donovan, University of AlabamaTable of ContentsPart 1 Preface Part 2 Alternative Thematic Frameworks Part 3 Introduction Part 4 Part I: The Teaching of Reading Chapter 5 Case 1: Word Study that Supports Reading and Writing Chapter 6 Case 2: Performing Poetry: Explicit Modeling of Fluency Chapter 7 Commentary: A Teacher Educator Perspective Chapter 8 Case 3: Developing Vocabulary Knowledge through Explanation of Words in Context Chapter 9 Case 4: Reading Strategies that Support Comprehension Chapter 10 Commentary: A Teacher's Perspective Chapter 11 Commentary: A Teacher Educator Perspective Chapter 12 Case 5: Developing Personal Connections to Comprehend Text Chapter 13 Case 6: Modeling Reading Comprehension Strategies Across Three Genres Chapter 14 Commentary: A Teacher Educator Perspective Chapter 15 Commentary: An English for Speakers of Other Languages (ESOL) Perspective Chapter 16 Case 7: Coordinating and Employing Multiple Strategies To Comprehend Science Fiction Chapter 17 Case 8: Preparing Students to Comprehend and Learn from an Expository Text Part 18 Part II: Perspectives on Teaching Chapter 19 A Matter of Principle: Evidence of Learner-Centered Psychological Practices among Effective Teachers Chapter 20 Moral Perspectives on Teaching Reading Chapter 21 Accessing the General Education Curriculum: Ideas for Including Students with Disabilities Chapter 22 A Principal's Perspective Part 23 References Part 24 List of Contributors

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