Secondary schools Books
Duke University Press Whiteness Interrupted
Book SynopsisMarcus Bell presents a revealing portrait of white teachers in a majority Black schools to outline how white racial identity is constructed based on localized interactions and the ways whiteness takes a different form in predominantly Black spaces.Trade Review“A rich and insightful book, Whiteness Interrupted is an original contribution that will impact numerous disciplines—sociology, black studies, ethnic studies, whiteness studies, and education—while also appealing to a broader readership interested in the formation of racial identity.” -- Victor M. Rios, author of * Human Targets: Schools, Police, and the Criminalization of Latino Youth *“Whiteness Interrupted makes a crucial intervention by showing how whites are racialized when they are the minority. Marcus Bell's examination of white teachers in black schools raises important questions about racial asymmetry in all its forms. Framing the construction of race around spatial negotiation interrupts the theorizing of whiteness in much-needed ways.” -- Freeden Blume Oeur, author of * Black Boys Apart: Racial Uplift and Respectability in All-Male Public Schools *“Whiteness Interrupted is an important investigation on the contemporary ways in which White identity forms and reforms. Bell lays out a persuasive call for sociologists of race and ethnicity to pay more attention to locality.” -- Matthew W. Hughey * Social Forces *“Whiteness Interrupted tackles the complex subject of racial identity among white educators and makes it understandable for many Americans. . . . This is definitely a must-read for all, particularly as the US becomes a majority-minority society. Essential.” -- K. H. Jones * Choice *“Individuals who are interested in racial inequality within select institutions (education, government, the economy, etc.) will find this research stimulating, although graduate students, undergraduates, teachers, and professors should be particularly interested in [Whiteness Interrupted].” -- Michael Parrish * Ethnic and Racial Studies *Table of ContentsPreface and Acknowledgments vii Introduction: Whiteness in America 1 1. White Racelessness 17 2. The Color Line and the Classroom 38 3. Becoming White Teachers 63 4. The White Race Card 85 5. Colorblind 117 Conclusion: White Identity Politics and the Coming Crisis of Place 153 Appendix: Methodology and Research Design 166 Notes 179 Bibliography 219 Index 241
£72.25
Human Kinetics Publishers Fitness for Life Middle School
Book Synopsis A winner of the Texty Award for textbook excellence with its first edition, Fitness for Life: Middle School is even stronger in its second edition. Fitness for Life: Middle School is thoroughly updated to address the new national physical education standards, physical activity guidelines, FITT formulas, and USDA nutrition guidelines. In addition, it is greatly expanded and offers plenty of new material: New material on coordinated school health, nutrition, skills, and safety (making the book easy to use in schools with combined PE/health classes) New integration of fitness concepts into math, science, and language arts New technology sections that engage students in applying technology to their fitness A new student interactive web textbook A new teacher online bundle New Interactive Web Texts Offer Great Benefits The student interactive web textbook contains the same content as the pTable of Contents Unit I. Fitness and Activity for All Chapter 1. Introduction to Physical Activity and Fitness Lesson 1.1: Introduction to Physical Fitness Lesson 1.2: Introduction to Physical Activity Chapter Review Chapter 2. Learning Skills for Enjoying Physical Activity Lesson 2.1: Learning Motor Skills Lesson 2.2: The Importance of Practice Chapter Review Chapter 3. Moderate Physical Activity Lesson 3.1: Step 1 of the Physical Activity Pyramid Lesson 3.2 Benefits of Moderate Physical Activities Chapter Review Unit II. Vigorous Aerobics, Sports, Recreation, and Muscle Fitness Exercises Chapter 4. Vigorous Aerobics Lesson 4.1: Step 2 of the Physical Activity Pyramid Lesson 4.2: Benefits of Vigorous Aerobics Chapter Review Chapter 5. Vigorous Sports and Recreation Lesson 5.1: Step 3 of the Physical Activity Pyramid Lesson 5.2: Benefits of Vigorous Sports and Recreation Chapter Review Chapter 6. Muscle Fitness Exercises Lesson 6.1: Step 4 of the Physical Activity Pyramid Lesson 6.2: Benefits of Muscle Fitness Exercises Chapter Review Unit III. Flexibility, Body Composition, and Planning Chapter 7. Flexibility Exercises Lesson 7.1: Step 5 of the Physical Activity Pyramid Lesson 7.2: Benefits of Flexibility Chapter Review Chapter 8. Body Composition, Physical Activity, and Nutrition Lesson 8.1: Body Composition Lesson 8.2: Energy Balance: Physical Activity and Nutrition Chapter Review Chapter 9. Planning for Physical Activity Lesson 9.1: Personal Planning: Self-Assessing Fitness and Physical Activity Lesson 9.2: Personal Planning: Setting Goals, Putting It in Writing, and Reassessing Chapter Review
£52.20
Human Kinetics Publishers Lesson Planning for High School Physical
Book SynopsisLesson Planning for High School Physical Education offers more than 240 lesson plans that are standards-based and ready-to-use. These innovative plans are great for fostering physical literacy in your students. The book also provides guidance on how to plan effective lessons that align with SHAPE America's National Standards and Grade-Level OutcomTable of ContentsPart I Planning for Student Success in High School Chapter 1. The Importance of Teaching for Student Learning in High School Lynn Couturier MacDonald, Robert J. Doan, and Stevie Chepko Factors That Influence Student Learning The Instructional Environment How the Grade-Level Outcomes Are Coded Understanding the Scope and Sequence for K-12 Physical Education Chapter 2. Teaching to Standards: Planning Lessons Using the Grade-Level Outcomes Lynn Couturier MacDonald, Stevie Chepko, and Robert J. Doan Planning for the Module Planning for Individual Lessons Setting Up the Lesson Planning for Embedded Outcomes Optimizing Learning Through Embedded Outcomes Summary Chapter 3. Meeting the National Standards and Grade-Level Outcomes in High School Lynn Couturier MacDonald, Robert J. Doan, and Stevie Chepko High School Is Different The Progression From Middle School High School Instructional Environment Grade-Level Outcomes for High School Students (Grades 9-12) Operational Definitions of Activity Categories Chapter 4. Developing an Electives-Based Program for High School Students Aaron Hart Why Consider Electives-Based Physical Education? Select a Design, Create a Plan, and Then Implement the Program Personalized Curriculum Design Take the First Step Part II Lesson Plans for High School Physical Education Chapter 5. Extending Students' Skills and Knowledge to Outdoor Pursuits Tracy Krause Integrated Fly Fishing Hiking Rock Climbing Chapter 6. Extending Students' Skills and Knowledge to Individual-Performance Activities Adrienne Koesterer and Mary Westkott Aquatics Multi-Sport Events Chapter 7. Extending Students' Skills and Knowledge to Net and Wall Games Charla Tedder Krahnke, Melanie Perrault, and Charlie Rizzuto Badminton Tennis Tennis Doubles Chapter 8. Extending Students' Skills and Knowledge to Target Games Brandon Allen Beginning Golf Chapter 9. Extending Students' Skills and Knowledge to Dance and Rhythms Patrice Lovdahl and Lisa Jacob Line Dance Choreography Chapter 10. Extending Students' Skills and Knowledge to Fitness Activities Ericka Fangiullo, Anthony Smith, and Joni M. Boyd Yoga and Stress Management Resistance Training Pilates Chapter 11. Extending Students' Skills and Knowledge to Designing and Implementing Personal Fitness Plans Rebecca Bryan Fitness Assessment and Program Planning Fitness Walking
£49.50
Human Kinetics Publishers Core Teaching Practices for Health Education
Book SynopsisCore practices—content-specific practices that offer strategies to support student learning—are common in many subject areas but have been curiously missing for health educators... until now.Core Teaching Practices for Health Education is a compact and precise book that serves up effective core teaching practices for preservice and practicing health educators as well as for health teacher educators. Teachers can apply the evidence-based practical tips and strategies the minute they step into their classrooms; even veteran instructors will discover new teaching tactics that will be useful.Core Teaching Practices for Health Education offers the following: Twenty-first-century teaching skills that are specific to health education Practices that are highly transferable across the spectrum of health education and applicable across grade levels Fifteen concise and practical chapters, each of which details a core practice in action, explains the practice, gives additional examples of the practice, and provides clear guidance on how to use the practice in health classrooms Great Prep for Teaching Assessments Such as the edTPA The text is a great resource for aspiring teachers as they embark on their student teaching semester and as they prepare for teaching assessments such as the edTPA, increasingly required in many states. They will learn how to design lesson plans, unit plans, and complete health education curricula to effectively teach health concepts and skills; this directly relates to the video portion of the edTPA. In addition, the book’s final two chapters directly relate to the Analyzing Teaching portion of the edTPAIdeal for Preparing Curriculum In addition, Core Teaching Practices for Health Education is ideal for teachers who are charged with creating health curricula for middle and high school programs—and for other teachers who are thrust into the role of health educators with little or no health education background.Book OrganizationCore Teaching Practices for Health Education is organized into three parts. Part I introduces the idea of core practices and focuses on planning to teach health education (e.g., big ideas, enduring understandings, essential questions, sequencing health content, assessment). Part II explores the pedagogy of health education, including organizational routines and procedures, building a safe and caring environment that is focused on learning, and adapting instruction to meet the needs of students. Part III guides readers through reflective practices on teaching and lesson improvement. Each core practice has its own chapter.Perfect Companion to Two Other Guides This affordable guide is a perfect companion to Essentials of Teaching Health Education, Second Edition, by Sarah Benes and Holly Alperin (Human Kinetics, 2022) and Health Education edTPA Online Preparation Guide by Stacy Furness (Human Kinetics, 2022). For future teachers in states that require the edTPA, these three resources supply everything they need to become successful health educators. Preservice teachers, current teachers, and health teacher educators will find Core Teaching Practices for Health Education to be of lasting value as they use the book’s health-education-specific teaching practices to improve teaching and learning.Table of ContentsPart I. Planning for TeachingChapter 1. Improving Your Effectiveness Using Core Practices of Teaching Health EducationChapter 2. Big IdeasChapter 3. Using Enduring Understandings to Focus Student LearningChapter 4. Using Essential Questions to Promote Enduring UnderstandingsChapter 5. Sequencing Health ContentChapter 6. Teaching Health ContentChapter 7. Assessing LearningPart II. Pedagogical ConsiderationsChapter 8. Creating Expectations Using Rules and Managerial RoutinesChapter 9. Building a Classroom Community That Is Positive, Safe, Caring, Inclusive, and Focused on LearningChapter 10. Facilitating Classroom DiscussionChapter 11. Providing Feedback to StudentsChapter 12. Adapting Teaching to Meet the Needs of StudentsChapter 13. Developing Students’ Decision-Making SkillsPart III. Reflective PracticesChapter 14. Reflecting on TeachingChapter 15. Being a Professional
£34.20
John Wiley & Sons Inc Schools for the 21st Century: Leadership
Book Synopsis"Schlechty's common-sense approach to restructuring is combinedwith a strategic planner's vision and the translation of beliefsinto action... A wide audience, including principals andsuperintAndents, can find in this book practical outlines forrestructuring, and a distinctive and focused view of their role inthe educational system sof the twenty-first century." --The School Administrator Schlechty provides an innovative, adaptable framework for helpingleaders in all areas of education to identify where change isneeded in order to make schools more useful and responsive tochildren and society.Trade Review``Schlechty's common-sense approach to restructuring is combined with a strategic planner's vision and the translation of beliefs into action.... A wide audience, including principals and superintAndents, can find in this book practical outlines for restructuring, and a distinctive and focused view of their role in the educational systems of the twenty-first century.''Table of ContentsForeword. Part One: The Purpose of Schools. 1. A Future in Jeopardy: Why the Schools of Today MustChange. 2. How the Past Has Shaped the Present: The Shaky Foundation ofSchool System Structures. 3. New Purposes for a New Era: Reinventing Our Schools. Part Two: The Ingredients of Invention. 4. The Power of Vision: Creating and Sharing the Seeds ofInnovation. 5. The Capacity to Respond Quickly: Building Adaptability into theSystem. 6. The Ability to Rally Support for Change: Managing to Satisfy theNeeds of Constituents. 7. The Creation of Change Systems: Tackling Problems at TheirSource. 8. A Focus on Results: Evaluating Performers andPerformances. Part Three: Leadership for the Twenty-First Century. 9. Leading a School System Through Change: Key Steps for MovingReform Forward. 10. A Bright Future Secured: Developing Strong Leaders for OurSchools.
£17.84
John Wiley & Sons Inc Promoting Active Learning: Strategies for the
Book SynopsisGives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers. --Stephen Brookfield, distinguished professor of education, University of St. Thomas, St. Paul, MinnesotaTrade Review"Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers." (Stephen Brookfield, distinguished professor of education, University of St. Thomas, St. Paul, Minnesota)Table of ContentsUNDERSTANDING ACTIVE LEARNING. 1. The Case for Active Learning. 2. What Active-Learning Is and How It Works. 3. Creating an Active Learning Environment. STRATEGIES AND TECHNIQUES. 4. Informal Small Groups. 5. Cooperative Student Projects. 6. Simulations. 7. Case Studies. RESOURCES THAT ENCOURAGE ACTIVE LEARNING. 8. Integrating Reading Materials and Guest Speakers. 9. Using Technology Effectively. 10. Developing and Assessing Instructional Expertise.
£32.29
Gallaudet University Press,U.S. Learning American Sign Language in High School
Book SynopsisReflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL. This new book addresses these issues to better prepare high schools in their recruitment and education of new ASL students. Author Russell S. Rosen begins with the history of ASL as a foreign language in high schools, including debates about the foreign language status of ASL, the situation of deaf and hard of hearing students in classes, and governmental recognition of ASL as a language. Based on his study of five high school ASL programs, he defines the factors that motivate students, including community and culture, and analyzes strategies for promoting language processing and learning. Learning American Sign Language in High School provides strategies for teaching ASL as a second language to students with learning disabilities as well. Its thorough approach ensures the best opportunity for high school students to attain high levels of achievement in learning ASL.
£39.42
Information Age Publishing Surviving the Transition?: Case Studies of Schools and Schooling in the Kyrgyz Republic Since Independence
Book SynopsisThis is a book about four rural secondary schools of the Republic of Kyrgyzstan, a newly independent Central Asian state of the former USSR. Utilizing case study methods, we describe and discuss how teachers, administrators and students are attempting to survive the proclaimed ""transition"" to democracy and a market economy within their particular schools and communities. We view this work primarily as a cultural study of schools and school life, not a work about the national education system. There is in fact a growing volume of other writings on issues and problems in education in Central Asia, some of which we have ourselves contributed to. The focus in this study, however, involves school, individual, and group lives and dynamics in and around the four village schools we studied during 2004 and 2005. Two of the four schools are in Chui Oblast; one in Naryn Oblast, and one in Batken Oblast. One Chui school lies within an economically and demographically stable community by Kyrgyz standards; the other school faces more serious economic and migratory issues.Our Naryn school is located in an isolated livestock-breeding region of Kyrgyzstan high in the Tien Shan mountains near China. Finally, we describe community and school situations in an agricultural community in the south that is characterized by considerable poverty-driven labor migration. Our work involved schools in the small town of Shopokov, and the villages of Tash Dobo, At-Bashy and Ak-Tatyr. These are all actual places on the map of Kyrgyzstan - if your map is detailed enough. In several cases, nearby smaller schools are also discussed as they relate to our primary institutions.
£44.96
Brookes Publishing Co Planning the Transition to Employment
Book SynopsisThe latest book in the Brookes Transition to Adulthood Series, this is a practical handbook for helping youth with disabilities transition into integrated, competitive employment alongside their peers, providing advice ranging from career planning and preparation to the job search and sustaining employment.Trade ReviewThis book reflects optimism for employment outcomes for students with disabilities as well as the importance of student-centered approaches that result in post-school employment. It is full of practical strategies for making that happen."- Richard Luecking, Ed.D., Center for Transition and Career Innovation, University of MarylandTable of ContentsSeries Preface Editorial Advisory Board About the Authors Preface About the Downloads Acknowledgments1 Getting StartedTransition to EmploymentImportance of WorkWhat Do the Statistics Say?Changing the Landscape of Disability and EmploymentUpcoming Chapters2 Strategies to Facilitate Effective TransitionsTeacher VignetteThe Crucial Importance of CollaborationGrow Your Own Collective Impact TeamCollective Impact: A Practical ApplicationIntegrating Best Practices3 How Do We Plan for Employment , Support Self -Directed Team Meetings , and Encourage Adult Agency InvolvementTeacher/Transition Coordinator VignettePlanning for EmploymentReady and ReliableEmployment FirstWhy Is Person-Centered Planning Important? 4 How Do We Develop Skills, Identify Passions, and Explore Careers?Teacher/Transition Coordinator VignetteDeveloping High School ServicesIdentifying Learning Styles and PreferencesUtilizing Online Career Exploration ToolsProviding Community Work and InternshipOpportunitiesEstablishing Employment or Post-Secondary Education Areas of Interest5 Developing Employer Relationships to Develop Job OpportunitiesTeacher/Transition Coordinator VignetteCompetitive Integrated EmploymentKnowing the Business CommunityBusiness KnowledgeNetworkingMeeting with EmployersEmployment ProposalsPreparing Students for Employment Through Work-Based Learning or InternshipsPartnership AgreementWorksite AnalysisIntern Criteria and Job DescriptionApplication and Interview ProcessOrientation and TrainingEvaluation Process6 Providing Training and Supports While in School and AfterTeacher/Transition Coordinator VignetteTeaching Self-DeterminationIdentifying Instructional Strategies and SupportInstructional StrategiesNatural Supports7 Ways to Overcome the Yeah, but . . . SyndromeStudent VignetteCase StudiesChallenges That Teachers Face References Index
£29.66
Harvard Educational Publishing Group Ready, Willing and Able: A Developmental Approach
Book SynopsisHow can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning. The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They show how well-intended college-access efforts can miss the mark—for instance, by focusing on students who already see themselves as college material, rather than working to help all students develop a “college-going identity.” In addition, most college-access programs and practices focus almost exclusively on providing academic preparation and financial support. In Ready, Willing, and Able, Savitz-Romer and Bouffard call for a new approach: one that emphasizes the key developmental tasks and processes of adolescence and integrates them into existing college-access practices in meaningful ways. Rather than treating young people as passive recipients of services, they argue, adults can engage them as active agents in the construction of their own futures.
£25.46
Harvard Educational Publishing Group High Schools, Race and America's Future: What Students Can Teach Us About Morality, Diversity and Community
Book SynopsisIn High Schools, Race, and America’s Future, Lawrence Blum offers a lively account of a rigourous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students’ engagement with one another, with a rich and challenging academic curriculum, and with questions that relate powerfully to their daily lives. Blum, an acclaimed moral philosopher whose work focuses on issues of race, reflects with candour, insight, and humour on the challenges and surprises encountered in teaching—the unexpected turns in conversation, the refreshing directness of students’ questions, the “aha” moments and the awkward ones, and the paradoxes of his own role as a white college professor teaching in a multiracial high school classroom. High Schools, Race, and America’s Future provides an invaluable resource for those who want to teach students to think deeply and talk productively about race.
£27.16
Information Age Publishing Research Supporting Middle Grades Practice (PB)
Book Synopsis
£44.96
Information Age Publishing Research Supporting Middle Grades Practice (HC)
Book Synopsis
£82.80
Information Age Publishing Catholic Schools and the Public Interest: Past,
Book SynopsisThis book is a study of the contributions of Catholic K-12 schools in the United States to the public interest from the 1800’s to the present. It presents seven strategies that have the possibility of leading Catholic schools in positive, new directions. Outsiders often misunderstand the mission, purpose, and inclusivity of Catholic schools. This book brings a new focus on Catholic schools from the perspective of their service to this country through the education of Catholics and non-Catholics. In 16 chapters, a variety of scholars examine these schools across three periods: echoes of the past, realities of the present, and future directions. The intention of the editor and authors of this volume is that Catholic schools and those interested in conducting Catholic school research will find guidance, especially in examining newer types of partnerships flourishing in different types of Catholic schools in different regions of the country and types of schools from rural, suburban to city and inner-city schools. By increasing the data we have, such studies could help stem the tide of Catholic school demise. In addition, Catholic school leaders, and parents who chose them or are thinking about choosing them, will find here a balanced description of what constitutes a Catholic school and how they are different from public schools. In understanding better the role and function of Catholic schools in serving the public interest, new ideas, innovations, and improvements can help these schools survive and grow.
£49.95
Information Age Publishing Catholic Schools and the Public Interest: Past,
Book SynopsisThis book is a study of the contributions of Catholic K-12 schools in the United States to the public interest from the 1800’s to the present. It presents seven strategies that have the possibility of leading Catholic schools in positive, new directions. Outsiders often misunderstand the mission, purpose, and inclusivity of Catholic schools. This book brings a new focus on Catholic schools from the perspective of their service to this country through the education of Catholics and non-Catholics. In 16 chapters, a variety of scholars examine these schools across three periods: echoes of the past, realities of the present, and future directions. The intention of the editor and authors of this volume is that Catholic schools and those interested in conducting Catholic school research will find guidance, especially in examining newer types of partnerships flourishing in different types of Catholic schools in different regions of the country and types of schools from rural, suburban to city and inner-city schools. By increasing the data we have, such studies could help stem the tide of Catholic school demise. In addition, Catholic school leaders, and parents who chose them or are thinking about choosing them, will find here a balanced description of what constitutes a Catholic school and how they are different from public schools. In understanding better the role and function of Catholic schools in serving the public interest, new ideas, innovations, and improvements can help these schools survive and grow.
£87.40
Information Age Publishing Paul Diederich and the Progressive American High
Book Synopsis
£44.93
Information Age Publishing Mathematics in Middle and Secondary School: A
Book SynopsisThe experience and knowledge acquired in teacher education courses should build important fundamentals for the future teaching of mathematics. In particular, experience in mathematical problem solving, and in planning lessons devoted to problem solving, is an essential component of teacher preparation. This book develops a problem solving approach and is intended to be a text used in mathematics education courses (or professional development) for pre-service or in-service middle and secondary school teachers. It can be used both in graduate and undergraduate courses, in accordance with the focus of teacher preparation programs.The content of the book is suited especially for those students who are further along in their mathematics education preparation, as the text is more involved with mathematical ideas and problem solving, and discusses some of the intricate pedagogical considerations that arise in teaching. The text is written not as an introduction to mathematics education (a first course), but rather as a second, or probably, third course. The book deals both with general methodology issues in mathematics education incorporating a problem solving approach (Chapters 1-6) and with more concrete applications within the context of specific topics – algebra, geometry, and discrete mathematics (Chapters 7-13).The book provides opportunities for teachers to engage in authentic mathematical thinking. The mathematical ideas under consideration build on specific middle and secondary school content while simultaneously pushing the teacher to consider more advanced topics, as well as various connections across mathematical domains. The book strives to preserve the spirit of discussion, and at times even argument, typical of collaborative work on a lesson plan. Based on the accumulated experience of work with future and current teachers, the book assumes that students have some background in lesson planning, and extends their thinking further. Specifically, this book aims to provide a discussion of how a lesson plan is constructed, including the ways in which problems are selected or invented, rather than the compilation of prepared lesson plans. This approach reflects the authors’ view that the process of searching for an answer is often more important than the formal result.
£49.95
Information Age Publishing What Do Principals Do?: A Study of a Principal's
Book SynopsisWhat Do Principals Do? provides a comprehensive and expansive look into a high school principal's job. Rather than a survey asking principals how much time they spend on various tasks, this work provides empirical evidence of exactly what a principal does every day of the year and how much time he spends doing it. Based on the results of a three-year longitudinal study conducted by a California High School Principal of the Year (Association of California School Administrators, 2012), this book reveals precisely what a principal does, when he does it, and how much time he spends doing it. The study identifies 72 discrete tasks performed by principals and examines how much time (disaggregated by day, week, month, and year) they spend on each of those 72 tasks.The results of the data collection are the foundation of the book. The findings are supplemented with explanations and analyses that reveal the workings of K-12 education and give readers a glimpse of life in a comprehensive high school. This is a must read for everyone considering a life in public school administration. The author, Dr. Jonathan Hurst, the longest running principal in Elsinore High School's 130-year history, provides insightful commentary and relevant anecdotes from a rich and rewarding career served in a large comprehensive high school in Southern California.This book provides detailed, quantitative evidence and an explanation for just what a principal does and how much time he spends doing it. In the process, it demonstrates the requisite skills for effective school governance, administrative multi-tasking, and productive principal behavior. Data collected covers three years and encompasses over 20,500 tasks and 7,500 hours of work. This is a useful augmentation to existing administrative credential course readings as it provides evidence for what the research and authors are saying and demonstrates those skills, procedures, and operations that are an everyday part of a school administrator's job. But the appeal for What Do Principal's Do? goes beyond those seeking knowledge about educational administration. Besides the facts and figures about how a principal spends his time, Dr. Hurst offers explanations for why and how the time is spent, and he provides insight into the educational scene. This book has appeal for students in teacher education programs, because it explains school communities and life in a school system, and that also makes it appealing to the lay person or parent who wants to understand how schools work.Table of Contents Preface Introduction Chapter 1: Time Chapter 2: Students Chapter 3: Checking on Things Chapter 4: The District Office Chapter 5: Administrative Planning Chapter 6: Computer Work Chapter 7: Teachers Chapter 8: Outside People Chapter 9: Discuss Issues Chapter 10: Writing and Composing Chapter 11: Give Directions Chapter 12: Parents Chapter 13: Help People and Solve Problems Chapter 14: Assistant Principals Chapter 15: E-mails Chapter 16: Prepare Presentations Chapter 17: Principal Duties and Give Information Chapter 18: Special Education Issues Chapter 19: Security Chapter 20: Athletic Activities Chapter 21: Complaints Chapter 22: Data Chapter 23: WASC Chapter 24: School Activities Chapter 25: Yard Duty Chapter 26: School Programs Chapter 27: Acquire Information About School Chapter 28: Paperwork Chapter 29: Classified Staff Chapter 30: Individualized Educational Plans Chapter 31: Maintenance Chapter 32: Cleaning Up Chapter 33: Curriculum and Instruction Chapter 34: Professional Development Chapter 35: Coaches Chapter 36: Chitchat Chapter 37: Driving Chapter 38: Classroom Visits Chapter 39: Evaluations Chapter 40: Paraeducators Chapter 41: Counselors Chapter 42: Observations Chapter 43: Tutor Students Chapter 44: Interviews Chapter 45: Grades Chapter 46: SPSA Chapter 47: Landscaping Chapter 48: Water Trees Chapter: Personal Maintenance Chapter 50: Regular Mail Chapter 51: Master Schedule Chapter 52: Telephone Chapter 53: School Site Council Chapter 54: Discipline Chapter 55: Settle In Chapter 56: Letters of Recommendation Chapter 57: Computer/IT Issues Chapter 58: Bully Questionnaire Chapter 59: Budget Chapter 60: Student of the Month Chapter 61: Signature Required Chapter 62: Medical Chapter 63: Testing Chapter 64: PAWS Chapter 65: PTSA Chapter 66: Graduation Chapter 67: Activity Log Chapter 68: Update Marquees Chapter 69: Union Issues Chapter 70: Conduct Reference Checks Chapter 71: Reference Checks Paperwork Chapter 72: Health Office Issues Chapter 73: School Messenger Chapter 74: Conclusion Appendix A: Time Codes Appendix B: Monthly Minutes by School Year Appendix C: Categories Grouped by Principal Survey Tasks Appendix D: Total Percentage of Time Spent on Tasks E: Bully Questionnaire
£49.95
Information Age Publishing What Do Principals Do?: A Study of a Principal's
Book SynopsisWhat Do Principals Do? provides a comprehensive and expansive look into a high school principal's job. Rather than a survey asking principals how much time they spend on various tasks, this work provides empirical evidence of exactly what a principal does every day of the year and how much time he spends doing it. Based on the results of a three-year longitudinal study conducted by a California High School Principal of the Year (Association of California School Administrators, 2012), this book reveals precisely what a principal does, when he does it, and how much time he spends doing it. The study identifies 72 discrete tasks performed by principals and examines how much time (disaggregated by day, week, month, and year) they spend on each of those 72 tasks.The results of the data collection are the foundation of the book. The findings are supplemented with explanations and analyses that reveal the workings of K-12 education and give readers a glimpse of life in a comprehensive high school. This is a must read for everyone considering a life in public school administration. The author, Dr. Jonathan Hurst, the longest running principal in Elsinore High School's 130-year history, provides insightful commentary and relevant anecdotes from a rich and rewarding career served in a large comprehensive high school in Southern California.This book provides detailed, quantitative evidence and an explanation for just what a principal does and how much time he spends doing it. In the process, it demonstrates the requisite skills for effective school governance, administrative multi-tasking, and productive principal behavior. Data collected covers three years and encompasses over 20,500 tasks and 7,500 hours of work. This is a useful augmentation to existing administrative credential course readings as it provides evidence for what the research and authors are saying and demonstrates those skills, procedures, and operations that are an everyday part of a school administrator's job. But the appeal for What Do Principal's Do? goes beyond those seeking knowledge about educational administration. Besides the facts and figures about how a principal spends his time, Dr. Hurst offers explanations for why and how the time is spent, and he provides insight into the educational scene. This book has appeal for students in teacher education programs, because it explains school communities and life in a school system, and that also makes it appealing to the lay person or parent who wants to understand how schools work.Table of Contents Preface Introduction Chapter 1: Time Chapter 2: Students Chapter 3: Checking on Things Chapter 4: The District Office Chapter 5: Administrative Planning Chapter 6: Computer Work Chapter 7: Teachers Chapter 8: Outside People Chapter 9: Discuss Issues Chapter 10: Writing and Composing Chapter 11: Give Directions Chapter 12: Parents Chapter 13: Help People and Solve Problems Chapter 14: Assistant Principals Chapter 15: E-mails Chapter 16: Prepare Presentations Chapter 17: Principal Duties and Give Information Chapter 18: Special Education Issues Chapter 19: Security Chapter 20: Athletic Activities Chapter 21: Complaints Chapter 22: Data Chapter 23: WASC Chapter 24: School Activities Chapter 25: Yard Duty Chapter 26: School Programs Chapter 27: Acquire Information About School Chapter 28: Paperwork Chapter 29: Classified Staff Chapter 30: Individualized Educational Plans Chapter 31: Maintenance Chapter 32: Cleaning Up Chapter 33: Curriculum and Instruction Chapter 34: Professional Development Chapter 35: Coaches Chapter 36: Chitchat Chapter 37: Driving Chapter 38: Classroom Visits Chapter 39: Evaluations Chapter 40: Paraeducators Chapter 41: Counselors Chapter 42: Observations Chapter 43: Tutor Students Chapter 44: Interviews Chapter 45: Grades Chapter 46: SPSA Chapter 47: Landscaping Chapter 48: Water Trees Chapter: Personal Maintenance Chapter 50: Regular Mail Chapter 51: Master Schedule Chapter 52: Telephone Chapter 53: School Site Council Chapter 54: Discipline Chapter 55: Settle In Chapter 56: Letters of Recommendation Chapter 57: Computer/IT Issues Chapter 58: Bully Questionnaire Chapter 59: Budget Chapter 60: Student of the Month Chapter 61: Signature Required Chapter 62: Medical Chapter 63: Testing Chapter 64: PAWS Chapter 65: PTSA Chapter 66: Graduation Chapter 67: Activity Log Chapter 68: Update Marquees Chapter 69: Union Issues Chapter 70: Conduct Reference Checks Chapter 71: Reference Checks Paperwork Chapter 72: Health Office Issues Chapter 73: School Messenger Chapter 74: Conclusion Appendix A: Time Codes Appendix B: Monthly Minutes by School Year Appendix C: Categories Grouped by Principal Survey Tasks Appendix D: Total Percentage of Time Spent on Tasks E: Bully Questionnaire
£87.40
Information Age Publishing Hollywood or History?: An Inquiry-Based Strategy
Book SynopsisThe rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History stems from two main things. First and foremost is the fact that the reviews of the first two volumes in the Hollywood or History? series have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioners. Classroom utility and teacher practice have continued to be the primary objectives in developing the Hollywood or History? strategy. The second thing is that this most recent volume in the series takes it in a new direction--rather than focusing on eras in history, it focuses on the themes of inequity and inequality throughout history, and how teachers can utilize the Hollywood or History? strategy to tackle some of the more complicated content throughout history that many teachers tend to shy away from.There is a firm belief that students' connection to film, along with teachers' ability to use film in an effective manner, will help alleviate some of the challenges of teaching challenging topics such as inequity and inequality in terms of gender, race, socioeconomic status, and so much more. The book provides 30 secondary lesson plans (grades 6-12) that address nine different topics centered around inequity and inequality throughout history, many of which connect students to the world we are living in today. The intended audience for the book are teachers who teach social studies at the 6th-12th grade level both in the United States and other countries. An additional audience will be college and university social studies/history methods professors in the United States and worldwide.
£63.90
Information Age Publishing Hollywood or History?: An Inquiry-Based Strategy
Book SynopsisThe rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History stems from two main things. First and foremost is the fact that the reviews of the first two volumes in the Hollywood or History? series have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioners. Classroom utility and teacher practice have continued to be the primary objectives in developing the Hollywood or History? strategy. The second thing is that this most recent volume in the series takes it in a new direction--rather than focusing on eras in history, it focuses on the themes of inequity and inequality throughout history, and how teachers can utilize the Hollywood or History? strategy to tackle some of the more complicated content throughout history that many teachers tend to shy away from.There is a firm belief that students' connection to film, along with teachers' ability to use film in an effective manner, will help alleviate some of the challenges of teaching challenging topics such as inequity and inequality in terms of gender, race, socioeconomic status, and so much more. The book provides 30 secondary lesson plans (grades 6-12) that address nine different topics centered around inequity and inequality throughout history, many of which connect students to the world we are living in today. The intended audience for the book are teachers who teach social studies at the 6th-12th grade level both in the United States and other countries. An additional audience will be college and university social studies/history methods professors in the United States and worldwide.
£97.85
Information Age Publishing The Wisdom Way of Teaching: Educating for Social
Book SynopsisImmense challenges now face the global community. How can educators train the next generation of students to deal with the vast array of issues awaiting them in every sector of society? Written as a testimony to three decades of experimentation with these challenges in mind, Hong Kong International School humanities teacher Dr. Marty Schmidt draws upon the universal Wisdom tradition to propose pedagogical frameworks that combine what he calls the yang of social conscience with the yin of inner awakening. This yin-yang approach forms the basis of the The Wisdom Way of Teaching, which describes in curricular detail how to cultivate the whole person development of students.Trade ReviewThe Wisdom Way of Teaching is both a manifesto and a manual of what transformative education needs to be in the years to come. I felt inspired to read about the impact of a holistic curriculum that integrates service-learning and spiritual practice. Brick by brilliant brick, Marty Schmidt builds that all-important bridge between the inner world and the outer world. The principles and practices that Marty lays out in generous detail can be applied to classrooms of all kinds and ages. I wish every teacher could read this book!" — Fran Grace, University of Redlands "For secondary teachers and other educators working at the intersection of social justice and spirituality, Marty's book offers practical examples, creative activities, and cross-cultural teaching stories from a lifetime of impassioned teaching. Informed by his deep study of Eastern and Western spiritual traditions, this book comes from the heart of a teacher, infused with contemplative insight, and inspired by a love of the world — the broken world that is and the better world that could be." — Vachel Miller, Appalachian State UniversityTable of ContentsDedication and Acknowledgements. Foreword, Cynthia Bourgeault. Introduction: Introducing the Wisdom Way of Teaching. PART I: TEACHING FOR SOCIAL CONSCIENCE. CHAPTER 1: My Journey of Teaching for Social Conscience. CHAPTER 2: Humanities I in Action Curriculum and the Impact of Social Conscience Education. CHAPTER 3: Is Ignorance Bliss? Teaching About Chocolate Slavery on Day One. CHAPTER 4: The Heroic Journey from Self-Focus to Compassion: Mentoring Students Through an Orphanage Trip Experience. CHAPTER 5: The Elixir Project: Initiating a Path Towards Meaningful Adulthood. CHAPTER 6: Principles of Social Conscience Curriculum Design. CHAPTER 7: The Four Essential Roles of Social Conscience Teachers. PART II: TEACHING FOR INNER AWAKENING. CHAPTER 8: My Journey of Teaching for Inner Awakening. CHAPTER 9: The Essentials of a Curriculum for Self-Understanding: The Body-Mind-Heart Framework in Service, Society, and the Sacred. CHAPTER 10: Balancing Body, Mind, and Heart: Introducing the Wisdom Tradition in a World Religions Class. CHAPTER 11: Waking Up to the Vertical Dimension: Student Reflections on a PracticeBased Religion Curriculum in Spiritual Explorations. CHAPTER 12: Teaching Toward Inner Awakening Through a Spiritual Practices Project in SPEX. CHAPTER 13: The Wisdom Way of Knowing and Teaching: The Epistemological Foundations of SPEX Teachers. PART III: SPECIAL TOPICS IN INNER AWAKENING. CHAPTER 14: Teaching Consciousness of the Body: Two Practitioners in Dialogue, Sangeeta Bansal and Marty Schmidt. CHAPTER 15: Non-Reactivity: The Supreme Practice of Everyday Life. CHAPTER 16: Dealing With the Accuser: Befriending Your Inner Critic, Sangeeta Bansal and Marty Schmidt. PART IV: REFLECTIONS ON THE WISDOM WAY OF TEACHING. CHAPTER 17: Teacher Perspectives. CHAPTER 18: Student Voices. CHAPTER 19: My Wisdom Way of Teaching Philosophy. Appendix A: Interview about Humanities I in Action. Appendix B: Exemplary "Service, Society, and the Sacred" Final Essays. Appendix C: My Worldview: Do I Believe in a Vertical Dimension? Appendix D: Overview of the SPEX Curriculum. References.
£47.45
Information Age Publishing The Wisdom Way of Teaching: Educating for Social
Book SynopsisImmense challenges now face the global community. How can educators train the next generation of students to deal with the vast array of issues awaiting them in every sector of society? Written as a testimony to three decades of experimentation with these challenges in mind, Hong Kong International School humanities teacher Dr. Marty Schmidt draws upon the universal Wisdom tradition to propose pedagogical frameworks that combine what he calls the yang of social conscience with the yin of inner awakening. This yin-yang approach forms the basis of the The Wisdom Way of Teaching, which describes in curricular detail how to cultivate the whole person development of students.Trade ReviewThe Wisdom Way of Teaching is both a manifesto and a manual of what transformative education needs to be in the years to come. I felt inspired to read about the impact of a holistic curriculum that integrates service-learning and spiritual practice. Brick by brilliant brick, Marty Schmidt builds that all-important bridge between the inner world and the outer world. The principles and practices that Marty lays out in generous detail can be applied to classrooms of all kinds and ages. I wish every teacher could read this book!" — Fran Grace, University of Redlands "For secondary teachers and other educators working at the intersection of social justice and spirituality, Marty's book offers practical examples, creative activities, and cross-cultural teaching stories from a lifetime of impassioned teaching. Informed by his deep study of Eastern and Western spiritual traditions, this book comes from the heart of a teacher, infused with contemplative insight, and inspired by a love of the world — the broken world that is and the better world that could be." — Vachel Miller, Appalachian State UniversityTable of ContentsDedication and Acknowledgements. Foreword, Cynthia Bourgeault. Introduction: Introducing the Wisdom Way of Teaching. PART I: TEACHING FOR SOCIAL CONSCIENCE. CHAPTER 1: My Journey of Teaching for Social Conscience. CHAPTER 2: Humanities I in Action Curriculum and the Impact of Social Conscience Education. CHAPTER 3: Is Ignorance Bliss? Teaching About Chocolate Slavery on Day One. CHAPTER 4: The Heroic Journey from Self-Focus to Compassion: Mentoring Students Through an Orphanage Trip Experience. CHAPTER 5: The Elixir Project: Initiating a Path Towards Meaningful Adulthood. CHAPTER 6: Principles of Social Conscience Curriculum Design. CHAPTER 7: The Four Essential Roles of Social Conscience Teachers. PART II: TEACHING FOR INNER AWAKENING. CHAPTER 8: My Journey of Teaching for Inner Awakening. CHAPTER 9: The Essentials of a Curriculum for Self-Understanding: The Body-Mind-Heart Framework in Service, Society, and the Sacred. CHAPTER 10: Balancing Body, Mind, and Heart: Introducing the Wisdom Tradition in a World Religions Class. CHAPTER 11: Waking Up to the Vertical Dimension: Student Reflections on a PracticeBased Religion Curriculum in Spiritual Explorations. CHAPTER 12: Teaching Toward Inner Awakening Through a Spiritual Practices Project in SPEX. CHAPTER 13: The Wisdom Way of Knowing and Teaching: The Epistemological Foundations of SPEX Teachers. PART III: SPECIAL TOPICS IN INNER AWAKENING. CHAPTER 14: Teaching Consciousness of the Body: Two Practitioners in Dialogue, Sangeeta Bansal and Marty Schmidt. CHAPTER 15: Non-Reactivity: The Supreme Practice of Everyday Life. CHAPTER 16: Dealing With the Accuser: Befriending Your Inner Critic, Sangeeta Bansal and Marty Schmidt. PART IV: REFLECTIONS ON THE WISDOM WAY OF TEACHING. CHAPTER 17: Teacher Perspectives. CHAPTER 18: Student Voices. CHAPTER 19: My Wisdom Way of Teaching Philosophy. Appendix A: Interview about Humanities I in Action. Appendix B: Exemplary "Service, Society, and the Sacred" Final Essays. Appendix C: My Worldview: Do I Believe in a Vertical Dimension? Appendix D: Overview of the SPEX Curriculum. References.
£87.40
Academica Press The Instructional Designers: A Guide for Dual
Book SynopsisThe Instructional Designers: A Guide for Dual Credit Teachers—Theory and Practice presents a thorough examination of American higher education, and particularly the emergence of dual credit education, as a viable program of teaching and learning, within the higher education paradigm. Professor Roscoe Johnson introduces the first half of the book with an examination of the history and development of education in the West, and higher education in particular. He then moves on to an exhaustive retracing of the history and theory of education curriculum in the United States.The book also explores, in significant detail, several theoretical approaches to learning that have been utilized in education over the history of Western higher education. The text also introduces psychological theories of learning which undergird Dr. Johnson’s theoretical work, chiefly among them Cognitive Load Theory (Sweller, 1988). Lastly, The Instructional Designers provides helpful pedagogical suggestions for dual credit teachers which may benefit them practically in their curriculum work in the dual credit classroom.
£112.50
Information Age Publishing Mathematical Understanding for Secondary
Book SynopsisA perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-based response to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50 events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics that teachers could use—each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. We developed our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. We call the work practice-based because the MUST framework is based on actual events that we witnessed in our observations of secondary mathematics practice.Groups of mathematics teachers can use this volume to enhance their own understandings of secondary mathematics. School leaders and professional developers in secondary mathematics will find our MUST Framework and Situations useful as they work with teachers in enhancing and deepening their understanding of secondary mathematics. Mathematics teacher educators and mathematicians who teach mathematics to prospective and in-service secondary teachers will be able to couch their mathematical discussions in the Situations—examples that arise from secondary mathematics classrooms. They will be able to use this volume as they design courses and programs that enhance mathematics from the perspectives identified in the MUST framework. Policymakers and researchers can use our MUST framework as they consider the mathematics background needed by teachers.
£67.50
Information Age Publishing Mathematical Understanding for Secondary
Book SynopsisA perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-based response to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50 events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics that teachers could use—each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. We developed our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. We call the work practice-based because the MUST framework is based on actual events that we witnessed in our observations of secondary mathematics practice.Groups of mathematics teachers can use this volume to enhance their own understandings of secondary mathematics. School leaders and professional developers in secondary mathematics will find our MUST Framework and Situations useful as they work with teachers in enhancing and deepening their understanding of secondary mathematics. Mathematics teacher educators and mathematicians who teach mathematics to prospective and in-service secondary teachers will be able to couch their mathematical discussions in the Situations—examples that arise from secondary mathematics classrooms. They will be able to use this volume as they design courses and programs that enhance mathematics from the perspectives identified in the MUST framework. Policymakers and researchers can use our MUST framework as they consider the mathematics background needed by teachers.
£96.90
Information Age Publishing Understanding Neoliberal Rule in K-12 Schools:
Book SynopsisThe word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase “free market” gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between K-12 schools and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery.The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on schools and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside K-12 schools.Teacher educators, schoolteachers, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic schools and a society would consider this volume essential reading.
£49.95
Information Age Publishing Understanding Neoliberal Rule in K-12 Schools:
Book SynopsisThe word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase “free market” gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between K-12 schools and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery.The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on schools and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside K-12 schools.Teacher educators, schoolteachers, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic schools and a society would consider this volume essential reading.
£87.40
Information Age Publishing Polling Students for School Improvement and
Book SynopsisPeople generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress.Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.
£47.45
Information Age Publishing Polling Students for School Improvement and
Book SynopsisPeople generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress.Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.
£87.40
Information Age Publishing Chicago Charter Schools: The Hype and the Reality
Book SynopsisThe book compares the standardized test scores of both elementary and high schools charter schools with the scores for regular public schools located nearby. It examines the position supported by charter school advocates that charter schools should be supported because they outperform regular public schools. Given that charter schools in Chicago have enjoyed a great deal of support from the past two mayors, and that they make up some 20% of all public schools in the city, Chicago is the perfect location in which to examine this critical issue. Charter schools siphon money and in theory better students from regular public schools at a time when public schools in almost every big city faces financial difficulties. Teachers unions oppose them, as do most liberal scholars. Conservatives and big business support them, as do most conservative scholars. The existence of charter schools is a most divisive issue! Yet, little real data exist to allow us to properly judge the effectiveness of charters. The current work changes that by examining test data in a sophisticated manner that allows comparisons between charters and regular schools. This work should move the debate forward, but will no doubt generate controversy as well.Table of Contents Preface CHAPTER 1: Introduction CHAPTER 2: Research Methods CHAPTER 3: Elementary Schools CHAPTER 4: High Schools CHAPTER 5: Real Reform or Cruel Hoax? References About the Author
£42.46
Information Age Publishing Chicago Charter Schools: The Hype and the Reality
Book SynopsisThe book compares the standardized test scores of both elementary and high schools charter schools with the scores for regular public schools located nearby. It examines the position supported by charter school advocates that charter schools should be supported because they outperform regular public schools. Given that charter schools in Chicago have enjoyed a great deal of support from the past two mayors, and that they make up some 20% of all public schools in the city, Chicago is the perfect location in which to examine this critical issue. Charter schools siphon money and in theory better students from regular public schools at a time when public schools in almost every big city faces financial difficulties. Teachers unions oppose them, as do most liberal scholars. Conservatives and big business support them, as do most conservative scholars. The existence of charter schools is a most divisive issue! Yet, little real data exist to allow us to properly judge the effectiveness of charters. The current work changes that by examining test data in a sophisticated manner that allows comparisons between charters and regular schools. This work should move the debate forward, but will no doubt generate controversy as well.Table of Contents Preface CHAPTER 1: Introduction CHAPTER 2: Research Methods CHAPTER 3: Elementary Schools CHAPTER 4: High Schools CHAPTER 5: Real Reform or Cruel Hoax? References About the Author
£78.20
Information Age Publishing The Encyclopedia of Middle Grades Education
Book SynopsisThe second edition of The Encyclopedia of Middle Grades Education has been revised, updated, and expanded since its original publication in 2005. The Encyclopedia is a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, this is a 25% increase in the number of entries over the first edition. The Encyclopedia is aimed at a general audience including undergraduate students in middle?level teacher preparation programs, graduate students, higher education faculty, and practitioners andadministrators. The comprehensive list of entries are comprised of both short entries (500 words) and longer entries (2000 words). A significant number of entries appearing in the first edition have been revised and updated. Citations and references are provided for each entry.
£58.50
Information Age Publishing The Encyclopedia of Middle Grades Education
Book SynopsisThe second edition of The Encyclopedia of Middle Grades Education has been revised, updated, and expanded since its original publication in 2005. The Encyclopedia is a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, this is a 25% increase in the number of entries over the first edition. The Encyclopedia is aimed at a general audience including undergraduate students in middle?level teacher preparation programs, graduate students, higher education faculty, and practitioners andadministrators. The comprehensive list of entries are comprised of both short entries (500 words) and longer entries (2000 words). A significant number of entries appearing in the first edition have been revised and updated. Citations and references are provided for each entry.
£92.15
Harvard Educational Publishing Group Steps to Schoolwide Success: Systemic Practices for Connecting Social-Emotional and Academic Learning
Book SynopsisSteps to Schoolwide Success makes a powerful case for the implementation of a school reform that bridges academic and social-emotional learning systems in high schools. Based on a multi-year project in Broward County, Florida, the book describes how the biggest difference in academic success from school to school was not in instructional practice but in the systematic attention to personal relationships between adults and students. In the higher performing schools, educators made deliberate efforts to engage with students; established organizational structures to support students; and encouraged a language and culture of personalization. Working with the National Center on Scaling Up Effective Schools, a research-practice partnership that included Vanderbilt University, Florida State University, and the University of North Carolina at Chapel Hill, educators in Broward County identified five core practices and specific implementation strategies to improve student academic, social-emotional, and behavioral outcomes---practices whose efficacy is supported by prior research and theory. This approach, called Personalization for Academic and Social Emotional Learning (PASL), emphasizes systemic personalization where adults intentionally attend to practices in schools that improve relationships between adults and students. Drawing on multiple sources, the book delves into the five components of PASL, providing stories from educators and students to illustrate how they were adapted in different schools through a process of continuous improvement.Steps to Schoolwide Success challenges conventional, fragmented, and top-down efforts at reform, and points the way to a new generation of efforts that emphasize continuous, systematic improvement. Readers will learn how high schools can be made stronger and more responsive places when educators employ strategies that bridge academic and social emotional systems.
£28.76
Harvard Educational Publishing Group Continuous Improvement in High Schools: Helping
Book SynopsisContinuous Improvement in High Schools gives educators and policymakers an accessible, actionable framework to address one of the nation's most important educational priorities: improving high school graduation and postsecondary preparedness rates. Martha Abele Mac Iver and Robert Balfanz, national experts in dropout prevention, apply the Carnegie Foundation’s continuous improvement framework to the issue of student success in high school, starting with the critical ninth-grade year. A proven tool for organizational change, the continuous improvement framework provides a systematic structure for examining the root causes of problems and testing possible solutions. Mac Iver and Balfanz draw on their decades of experience working with educators and their deep knowledge of challenges faced by high schools to customize the framework to the high school context. They model the use of improvement science principles such as establishing practical measures, conducting disciplined inquiry, and accelerating learning through networked communities. With real-world examples and ideas for change, the authors show how attention to five key areas can enrich student educational experience and improve high school outcomes. These areas include: early warning and intervention systems; family engagement; students’ sense of connectedness to school; social, emotional, and academic development; and teacher instructional practices. The guidance offered in this useful work will enable educators and their collaborating partners to create their own powerful solutions for student success.
£29.66
Human Kinetics Publishers Fitness for Life
Book SynopsisFitness for Life provides teachers and students with the most comprehensive and current evidence- and standards-based content available to help students to become physically literate and to be physically active throughout their lives. The seventh edition of this Texty Award–winning text is based on established education theory and follows a pedagogically sound scope and sequence to enhance learning and help students take responsibility for their own activity, fitness, health, and wellness.New to This EditionFitness for Life is more than a fitness education program—it’s a conceptual physical education (CPE) program that addresses all national physical education standards. New features include the following: Fully updated content includes new videos, photos, and ancillaries. Universal design principles provide accessibility for all students. Reorganized chapters enhance content flow. New emphasis is placed on physical literacy and health literacy. There is expanded coverage of social-emotional learning. A modular approach and a comprehensive teacher’s guide support different schedules and remote learning, in-class learning, and blended approaches. A new delivery platform, HKPropel, allows teachers to assign worksheets and projects, check on student progress, receive reports, and automatically scores tests. An online teacher training course, free to adopters of the student text, includes a test for those who want to earn a certificate of completion. Student and Teacher ResourcesFitness for Life comes with an array of resources, including a print text and ebook with web resource, an interactive web text, and teacher ancillaries. The student text offers 21 chapters in seven units. Chapters include lesson objectives, vocabulary words, muscle art, and self-assessments. Other special features in the book include Tech Trends, Fit Facts, Science in Action, Academic Connection, Taking Action activities, and Consumer Corner. To assist students using the print book or ebook, the Fitness for Life, Seventh Edition, Web Resource features easy access to material referenced in the text, including vocabulary terms with English and Spanish definitions and audio pronunciations, worksheets, and chapter reviews.Fitness for Life, Seventh Edition, is also available as an interactive web text, which students can access from a computer, tablet, or mobile device. The student interactive web textbook contains the same content as the print book but uses interactive audio, video, worksheets, and other great activities to help students engage with the material and enhance learning. The interactive web textbook offers audio vocabulary and definitions in English and Spanish. Introductory videos at the beginning of each lesson help students assess their knowledge going in, while videos at the end of each lesson help students put what they’ve learned into context.Enduring Features of This Iconic Text Meets SHAPE America’s latest grade-level standards and outcomes Employs Dr. Corbin’s iconic HELP philosophy and Stairway to Lifetime Fitness, Health, and Wellness approach Helps students become informed consumers about physical activity and fitness Helps develop students’ self-management skills Separates fitness facts from fiction With its updated content and its new online training course, delivery platform, and ancillaries, Fitness for Life, Seventh Edition, is ideally suited to instruction in a gym, outdoors, in a classroom, entirely online, or in a blended approach. Note: A code for accessing HKPropel is included with all new print books. Table of ContentsUnit I: Building a FoundationChapter 1. Fitness, Health, and Wellness for All Lesson 1.1 Lifelong Fitness, Health, and Wellness Self-Assessment: Physical Fitness Challenges Lesson 1.2 Developing Health and Physical Literacy Taking Charge: Communication Self-Management: Skills for Effective Communication Taking Action: The Warm-Up Chapter ReviewChapter 2. Physical Activity and Healthy Lifestyles for All Lesson 2.1 Adopting Healthy Lifestyles Self-Assessment: Practicing Physical Fitness Tests Lesson 2.2 Learning Self-Management Skills Taking Charge: Self-Assessment Self-Management: Skills for Self-Assessment Taking Action: Fitness Trails Chapter ReviewChapter 3. Goal Setting and Program Planning Lesson 3.1 Goal Setting Self-Assessment: Assessing Muscle Fitness Lesson 3.2 Program Planning Taking Charge: Setting Goals Self-Management: Skills for Setting Goals Taking Action: Exercise Circuits Chapter ReviewUnit II: Safe and Smart Health-Enhancing Physical ActivityChapter 4. Safe and Smart Physical Activity Lesson 4.1 Readiness for Physical Activity Self-Assessment: Body Composition and Flexibility Lesson 4.2 Safe and Injury-Free Physical Activity Taking Charge: Overcoming Barriers Self-Management: Skills for Overcoming Barriers Taking Action: Safe Exercise Circuit Chapter ReviewChapter 5. Social, Health, and Wellness Benefits of Physical Activity Lesson 5.1 Benefits of Social Interactions in Physical Activity Self-Assessment: Modifying Rules in Games Lesson 5.2 Health and Wellness Benefits of Physical Activity Taking Charge: Conflict Resolution Self-Management: Skills for Conflict Resolution Taking Action: Team Building Chapter ReviewChapter 6. How Much Is Enough? Lesson 6.1 How Much Physical Activity Is Enough? Self-Assessment: PACER and Trunk Lift Lesson 6.2 How Much Fitness Is Enough? Taking Charge: Learning to Self-Monitor Self-Management: Skills for Self-Monitoring Taking Action: Physical Activity Pyramid Circuit Chapter ReviewUnit III: Moderate and Vigorous Physical ActivityChapter 7. Moderate Physical Activity and Avoiding Sedentary Living Lesson 7.1 Moderate Physical Activity Facts Self-Assessment: Walking Test Lesson 7.2 Preparing a Moderate Physical Activity Plan Taking Charge: Learning to Manage Time Self-Management: Skills for Managing Time Taking Action: Performing Your Moderate Physical Activity Plan Chapter ReviewChapter 8. Cardiorespiratory Endurance Lesson 8.1 Cardiorespiratory Endurance Facts Self-Assessment: Step Test and One-Mile Run Test Lesson 8.2 Building Cardiorespiratory Endurance Taking Charge: Self-Confidence Self-Management: Skills for Building Self-Confidence Taking Action: Target Heart Rate Workouts Chapter ReviewChapter 9. Vigorous Physical Activity Lesson 9.1 Vigorous Aerobics, Sports, and Recreation Self-Assessment: Assessing Jogging Techniques Lesson 9.2 Anaerobic Activities, Mixed Fitness Activities, and Vigorous Activity Planning Taking Charge: Improving Performance Skills Self-Management: Skills for Improving Performance Taking Action: Performing Your Vigorous Physical Activity Plan Chapter ReviewUnit IV. Muscle Fitness and FlexibilityChapter 10. Muscle Fitness Basics Lesson 10.1 Muscle Fitness Facts Self-Assessment: Muscle Fitness Testing Lesson 10.2 Building Muscle Fitness Taking Charge: Preventing Relapse Self-Management: Skills for Preventing Relapse Taking Action: Resistance Machine Exercises Chapter ReviewChapter 11. Muscle Fitness Applications Lesson 11.1 Core Fitness, Posture, and Back Care Self-Assessment: Healthy Back Test Lesson 11.2 Muscle Fitness Exercise Planning and Ergogenic Aids Taking Charge: Finding Social Support Self-Management: Skills for Finding Social Support Taking Action: Performing Your Muscle Fitness Exercise Plan Chapter ReviewChapter 12. Flexibility Lesson 12.1 Flexibility Facts Self-Assessment: Arm, Leg, and Trunk Flexibility Lesson 12.2 Preparing a Flexibility Exercise Plan Taking Charge: Building Knowledge and Understanding Self-Management: Skills for Building Knowledge and Understanding Taking Action: Performing Your Flexibility Exercise Plan Chapter ReviewUnit V: Skills and Skill-Related Fitness, Body Composition, and Program PlanningChapter 13. Skill-Related Fitness, Skills, Tactics, and Strategy Lesson 13.1 Skill-Related Physical Fitness and Skills Self-Assessment: Assessing Skill-Related Physical Fitness Lesson 13.2 Strategy and Tactics Taking Charge: Developing Tactics Self-Management: Skills for Developing Tactics Taking Action: Skill Learning Experiment Chapter ReviewChapter 14. Body Composition and Energy Balance Lesson 14.1 Body Composition Facts Self-Assessment: Body Measurements Lesson 14.2 Energy Balance Taking Charge: Improving Physical Self-Perception Self-Management: Skills for Improving Physical Self-Perception Taking Action: Elastic Band Workout Chapter ReviewChapter 15. Planning and Maintaining Active Lifestyles Lesson 15.1 Preparing a Comprehensive Physical Activity Plan Self-Assessment: Your Personal Fitness Test Battery Lesson 15.2 Maintaining Active Lifestyles Taking Charge: Changing Attitudes Self-Management: Skills for Building Positive Attitudes Taking Action: Performing Your Physical Activity Plan Chapter ReviewUnit VI: Living Well: Making Healthy ChoicesChapter 16. Choosing Nutritious Food Lesson 16.1 A Healthy Diet Self-Assessment: Energy Balance Lesson 16.2 Making Healthy Food Choices Taking Charge: Saying No Self-Management: Skills for Saying No Taking Action: Burn It Up Workout Chapter ReviewChapter 17. Stress Management Lesson 17.1 Facts About Stress Self-Assessment: Identifying Signs of Stress Lesson 17.2 Managing Stress Taking Charge: Managing Competitive Stress Self-Management: Skills for Managing Competitive Stress Taking Action: Performing Relaxation Exercises Chapter ReviewChapter 18. Making Healthy Choices and Planning for Health and Wellness Lesson 18.1 Lifestyle Choices for Fitness, Health, and Wellness Self-Assessment: Healthy Lifestyle Questionnaire Lesson 18.2 Healthy Lifestyle Planning Taking Charge: Thinking Success Self-Management: Skills for Thinking Success Taking Action: Your Healthy Lifestyle Plan Chapter ReviewUnit VII: Moving Through LifeChapter 19. Making Good Consumer Choices Lesson 19.1 Health and Fitness Quackery Self-Assessment: Assessing Your Posture Lesson 19.2 Evaluating Health Clubs, Equipment, Media, and Internet Materials Taking Charge: Learning to Think Critically Self-Management: Skills for Thinking Critically Taking Action: Your Health and Fitness Club Chapter ReviewChapter 20. The Science of Active Living Lesson 20.1 Moving Your Body Self-Assessment: Analyzing Basic Skills Lesson 20.2 Moving Implements and Objects Taking Charge: Positive Self-Talk Self-Management: Skills for Positive Self-Talk Taking Action: Applying Principles Chapter ReviewChapter 21. Taking Advantage of Opportunities Lesson 21.1 Active Living Opportunities Self-Assessment: Opportunities for Physical Activity Participation Questionnaire Lesson 21.2 Physical Education and Career Opportunities Taking Charge: Choosing Good Activities Self-Management: Skills for Choosing Good Activities Taking Action: Taking Advantage of Opportunities Chapter Review
£76.50
Human Kinetics Publishers Fitness for Life
Book SynopsisFitness for Life provides teachers and students with the most comprehensive and current evidence- and standards-based content available to help students to become physically literate and to be physically active throughout their lives. The seventh edition of this Texty Award–winning text is based on established education theory and follows a pedagogically sound scope and sequence to enhance learning and help students take responsibility for their own activity, fitness, health, and wellness.New to This EditionFitness for Life is more than a fitness education program—it’s a conceptual physical education (CPE) program that addresses all national physical education standards. New features include the following: Fully updated content includes new videos, photos, and ancillaries. Universal design principles provide accessibility for all students. Reorganized chapters enhance content flow. New emphasis is placed on physical literacy and health literacy. There is expanded coverage of social-emotional learning. A modular approach and a comprehensive teacher’s guide support different schedules and remote learning, in-class learning, and blended approaches. A new delivery platform, HKPropel, allows teachers to assign worksheets and projects, check on student progress, receive reports, and automatically scores tests. An online teacher training course, free to adopters of the student text, includes a test for those who want to earn a certificate of completion. Student and Teacher ResourcesFitness for Life comes with an array of resources, including a print text and ebook with web resource, an interactive web text, and teacher ancillaries. The student text offers 21 chapters in seven units. Chapters include lesson objectives, vocabulary words, muscle art, and self-assessments. Other special features in the book include Tech Trends, Fit Facts, Science in Action, Academic Connection, Taking Action activities, and Consumer Corner. To assist students using the print book or ebook, the Fitness for Life, Seventh Edition, Web Resource features easy access to material referenced in the text, including vocabulary terms with English and Spanish definitions and audio pronunciations, worksheets, and chapter reviews.Fitness for Life, Seventh Edition, is also available as an interactive web text, which students can access from a computer, tablet, or mobile device. The student interactive web textbook contains the same content as the print book but uses interactive audio, video, worksheets, and other great activities to help students engage with the material and enhance learning. The interactive web textbook offers audio vocabulary and definitions in English and Spanish. Introductory videos at the beginning of each lesson help students assess their knowledge going in, while videos at the end of each lesson help students put what they’ve learned into context.Enduring Features of This Iconic Text Meets SHAPE America’s latest grade-level standards and outcomes Employs Dr. Corbin’s iconic HELP philosophy and Stairway to Lifetime Fitness, Health, and Wellness approach Helps students become informed consumers about physical activity and fitness Helps develop students’ self-management skills Separates fitness facts from fiction With its updated content and its new online training course, delivery platform, and ancillaries, Fitness for Life, Seventh Edition, is ideally suited to instruction in a gym, outdoors, in a classroom, entirely online, or in a blended approach. Note: A code for accessing HKPropel is included with all new print books. Table of ContentsUnit I: Building a FoundationChapter 1. Fitness, Health, and Wellness for All Lesson 1.1 Lifelong Fitness, Health, and Wellness Self-Assessment: Physical Fitness Challenges Lesson 1.2 Developing Health and Physical Literacy Taking Charge: Communication Self-Management: Skills for Effective Communication Taking Action: The Warm-Up Chapter ReviewChapter 2. Physical Activity and Healthy Lifestyles for All Lesson 2.1 Adopting Healthy Lifestyles Self-Assessment: Practicing Physical Fitness Tests Lesson 2.2 Learning Self-Management Skills Taking Charge: Self-Assessment Self-Management: Skills for Self-Assessment Taking Action: Fitness Trails Chapter ReviewChapter 3. Goal Setting and Program Planning Lesson 3.1 Goal Setting Self-Assessment: Assessing Muscle Fitness Lesson 3.2 Program Planning Taking Charge: Setting Goals Self-Management: Skills for Setting Goals Taking Action: Exercise Circuits Chapter ReviewUnit II: Safe and Smart Health-Enhancing Physical ActivityChapter 4. Safe and Smart Physical Activity Lesson 4.1 Readiness for Physical Activity Self-Assessment: Body Composition and Flexibility Lesson 4.2 Safe and Injury-Free Physical Activity Taking Charge: Overcoming Barriers Self-Management: Skills for Overcoming Barriers Taking Action: Safe Exercise Circuit Chapter ReviewChapter 5. Social, Health, and Wellness Benefits of Physical Activity Lesson 5.1 Benefits of Social Interactions in Physical Activity Self-Assessment: Modifying Rules in Games Lesson 5.2 Health and Wellness Benefits of Physical Activity Taking Charge: Conflict Resolution Self-Management: Skills for Conflict Resolution Taking Action: Team Building Chapter ReviewChapter 6. How Much Is Enough? Lesson 6.1 How Much Physical Activity Is Enough? Self-Assessment: PACER and Trunk Lift Lesson 6.2 How Much Fitness Is Enough? Taking Charge: Learning to Self-Monitor Self-Management: Skills for Self-Monitoring Taking Action: Physical Activity Pyramid Circuit Chapter ReviewUnit III: Moderate and Vigorous Physical ActivityChapter 7. Moderate Physical Activity and Avoiding Sedentary Living Lesson 7.1 Moderate Physical Activity Facts Self-Assessment: Walking Test Lesson 7.2 Preparing a Moderate Physical Activity Plan Taking Charge: Learning to Manage Time Self-Management: Skills for Managing Time Taking Action: Performing Your Moderate Physical Activity Plan Chapter ReviewChapter 8. Cardiorespiratory Endurance Lesson 8.1 Cardiorespiratory Endurance Facts Self-Assessment: Step Test and One-Mile Run Test Lesson 8.2 Building Cardiorespiratory Endurance Taking Charge: Self-Confidence Self-Management: Skills for Building Self-Confidence Taking Action: Target Heart Rate Workouts Chapter ReviewChapter 9. Vigorous Physical Activity Lesson 9.1 Vigorous Aerobics, Sports, and Recreation Self-Assessment: Assessing Jogging Techniques Lesson 9.2 Anaerobic Activities, Mixed Fitness Activities, and Vigorous Activity Planning Taking Charge: Improving Performance Skills Self-Management: Skills for Improving Performance Taking Action: Performing Your Vigorous Physical Activity Plan Chapter ReviewUnit IV. Muscle Fitness and FlexibilityChapter 10. Muscle Fitness Basics Lesson 10.1 Muscle Fitness Facts Self-Assessment: Muscle Fitness Testing Lesson 10.2 Building Muscle Fitness Taking Charge: Preventing Relapse Self-Management: Skills for Preventing Relapse Taking Action: Resistance Machine Exercises Chapter ReviewChapter 11. Muscle Fitness Applications Lesson 11.1 Core Fitness, Posture, and Back Care Self-Assessment: Healthy Back Test Lesson 11.2 Muscle Fitness Exercise Planning and Ergogenic Aids Taking Charge: Finding Social Support Self-Management: Skills for Finding Social Support Taking Action: Performing Your Muscle Fitness Exercise Plan Chapter ReviewChapter 12. Flexibility Lesson 12.1 Flexibility Facts Self-Assessment: Arm, Leg, and Trunk Flexibility Lesson 12.2 Preparing a Flexibility Exercise Plan Taking Charge: Building Knowledge and Understanding Self-Management: Skills for Building Knowledge and Understanding Taking Action: Performing Your Flexibility Exercise Plan Chapter ReviewUnit V: Skills and Skill-Related Fitness, Body Composition, and Program PlanningChapter 13. Skill-Related Fitness, Skills, Tactics, and Strategy Lesson 13.1 Skill-Related Physical Fitness and Skills Self-Assessment: Assessing Skill-Related Physical Fitness Lesson 13.2 Strategy and Tactics Taking Charge: Developing Tactics Self-Management: Skills for Developing Tactics Taking Action: Skill Learning Experiment Chapter ReviewChapter 14. Body Composition and Energy Balance Lesson 14.1 Body Composition Facts Self-Assessment: Body Measurements Lesson 14.2 Energy Balance Taking Charge: Improving Physical Self-Perception Self-Management: Skills for Improving Physical Self-Perception Taking Action: Elastic Band Workout Chapter ReviewChapter 15. Planning and Maintaining Active Lifestyles Lesson 15.1 Preparing a Comprehensive Physical Activity Plan Self-Assessment: Your Personal Fitness Test Battery Lesson 15.2 Maintaining Active Lifestyles Taking Charge: Changing Attitudes Self-Management: Skills for Building Positive Attitudes Taking Action: Performing Your Physical Activity Plan Chapter ReviewUnit VI: Living Well: Making Healthy ChoicesChapter 16. Choosing Nutritious Food Lesson 16.1 A Healthy Diet Self-Assessment: Energy Balance Lesson 16.2 Making Healthy Food Choices Taking Charge: Saying No Self-Management: Skills for Saying No Taking Action: Burn It Up Workout Chapter ReviewChapter 17. Stress Management Lesson 17.1 Facts About Stress Self-Assessment: Identifying Signs of Stress Lesson 17.2 Managing Stress Taking Charge: Managing Competitive Stress Self-Management: Skills for Managing Competitive Stress Taking Action: Performing Relaxation Exercises Chapter ReviewChapter 18. Making Healthy Choices and Planning for Health and Wellness Lesson 18.1 Lifestyle Choices for Fitness, Health, and Wellness Self-Assessment: Healthy Lifestyle Questionnaire Lesson 18.2 Healthy Lifestyle Planning Taking Charge: Thinking Success Self-Management: Skills for Thinking Success Taking Action: Your Healthy Lifestyle Plan Chapter ReviewUnit VII: Moving Through LifeChapter 19. Making Good Consumer Choices Lesson 19.1 Health and Fitness Quackery Self-Assessment: Assessing Your Posture Lesson 19.2 Evaluating Health Clubs, Equipment, Media, and Internet Materials Taking Charge: Learning to Think Critically Self-Management: Skills for Thinking Critically Taking Action: Your Health and Fitness Club Chapter ReviewChapter 20. The Science of Active Living Lesson 20.1 Moving Your Body Self-Assessment: Analyzing Basic Skills Lesson 20.2 Moving Implements and Objects Taking Charge: Positive Self-Talk Self-Management: Skills for Positive Self-Talk Taking Action: Applying Principles Chapter ReviewChapter 21. Taking Advantage of Opportunities Lesson 21.1 Active Living Opportunities Self-Assessment: Opportunities for Physical Activity Participation Questionnaire Lesson 21.2 Physical Education and Career Opportunities Taking Charge: Choosing Good Activities Self-Management: Skills for Choosing Good Activities Taking Action: Taking Advantage of Opportunities Chapter Review
£56.70
John Wiley & Sons Inc Dyslexia in the Secondary School: A Practical
Book SynopsisThis book explains why dyslexic students frequently underachieve and demonstrates that adjustments in teaching and learning methods can make all the difference, provided that underlying problems are identified. After reading 'Dyslexia in Secondary School,' teachers will be able to identify children with specific learning problems and know better how to help them with their school work. Examples are based on the curriculum and used to show how to advise students on essay-writing, note taking, memorising vocabulary and reading to remember. Parents and specialist teachers will find that the book helps them translate educational psychologists' theory into practical action. The students themselves will be encouraged to look carefully at how they learn, and, using their strengths rather than their weaknesses, try out alternative strategies. This book contains diagrams, mind maps,and worksheets as well as many ideas for teachers.Focusing as it does on the way we learn, 'Dyslexia in Secondary School' will interest all teachers and students - not just those with specific learning difficulties.Trade Review"...this is one of the best books ever produced on the subject of dyslexia." (The Teacher, 19th July 2005)Table of ContentsPreface xiii Acknowlegements xv Reading 1 Mind-mapping 43 Computers 71 Note-Taking 117 Essay Writing 153 Languages 187 Revision 231 Summaries 279 Worksheet Section 299 Reference and resources 329 Index 331
£38.90
John Wiley & Sons Inc Occupational Therapy Approaches for Secondary
Book SynopsisThe current trend towards social inclusion has resulted in an increasing awareness by school staff of the necessity to support students who have a variety of additional needs. Occupational Therapists identify how physical, psychological and learning disabilities affect a student?s ability to operate in the classroom. This highly practical book will help staff recognise when a student?s poor performance within the classroom is the result of a medical condition or underlying motor and perceptual deficit. Clear tables enable the reader to link observed classroom behaviour with possible management approaches and sources for further advice. Each curriculum subject has been analysed to identify areas where practical strategies will help students to achieve their potential. Information, clearly set out with bullet points, will provide a useful resource for special needs co-ordinators, teachers and support staff when devising Individual Education Plans. Paediatric Occuptional Therapists working with secondary aged students will also find it an invaluable tool.Table of ContentsIntroduction. Chapter 1. Foundation Skills. Chapter 2. Medical Conditions. Chapter 3. Curriculum Areas. Chapter 4. Occupational Therapy Skills Sheets. Appendix 1: Alternative Methods of Recording. Appendix 2: Handwriting Self-Evaluation Checklist. Appendix 3: Information kCommunication Technology Checklist and Resources. Appendix 4: Teachers' Checklist for Visual Signs. Appendix 5: Student Work Schedule. Appendix 6: Individual Student Profile. Equipment Resources. Suppliers' addresses. Useful Addresses. Further Reading. Glossary. Index.
£68.35
Harvard Educational Publishing Group Dropouts in America: Confronting the Graduation
Book SynopsisOnly half of our nation's minority students graduate from high school along with their peers. For many groups-Latino, black, or Native American males-graduation rates are even lower. As states hasten to institute higher standards and high-stakes tests in the effort to raise student achievement, this situation is likely to worsen, particularly among minority students. Yet this educational and civil rights crisis remains largely hidden from public view. The dropout problem is far worse than statistics indicate. Many states and districts simply do not count those students who fail to receive diplomas as dropouts. Even the hardest-hit urban districts report dropout rates of only 5-10 percent. In Dropouts in America, The Civil Rights Project reveals the scope of this hidden crisis, reviewing the most recent and accurate data on graduation and dropout rates, exploring the reasons that young people drop out of school, and presenting the most promising models for helping high school students graduate with their peers. Dropouts in America is a call to action for educators, advocates, and policymakers alike, and an invaluable resource for those concerned with equal rights and the quality of American education.
£33.96
Harvard Educational Publishing Group Beyond Tracking: Multiple Pathways to College, Career, and Civic Participation
Book SynopsisIn their introduction to Beyond Tracking, Jeannie Oakes and Marisa Saunders offer a sobering assessment of American high schools: “Evidence abounds that high schools simply don’t work very well: witness strikingly high dropout rates, large percentages of graduates unprepared to succeed in college or career, education gaps that jeopardize African American and Latino students’ life chances, and widespread student disengagement. This pervasive dysfunction exacts a high price from students and from the nation’s social, economic, and civic welfare.” Beyond Tracking responds to this dilemma by delineating and promoting an innovative and well-defined notion of multiple pathways. The book’s authors clearly distinguish their use of the term “multiple pathways” from any updated version of the tracking system that marked so many American high schools during the past century, and from career and technical education programs. Instead, Oakes and Saunders propose a system of multiple pathways that will “provide both the academic and real-world foundations that students need for advanced learning, training, and preparation for responsible civic participation.” All multiple pathways schools will have four main components: a college-preparatory core; a professional/technical core; field-based learning and realistic workplace simulations; and additional support services to meet the particular needs of students and communities. “In this conception of multiple pathways, students and their families choose from among a variety of options, all of which lead students to the same destination: preparation to succeed in both college and career, not one or the other.” In its detailed and innovative examination of multiple pathways, Beyond Tracking makes a crucial contribution to current discussions about high school reform and the educational challenges of the 21st century.
£29.66
Rutgers University Press The Journey Before Us: First-Generation Pathways
Book SynopsisMore students are enrolling in college than ever before in U.S. history. Yet, many never graduate. In The Journey Before Us, Laura Nichols examines why this is by sharing the experiences of aspiring first-generation college students as they move from middle-school to young adulthood. By following the educational trajectories and transitions of Latinx, mainly second-generation immigrant students and analyzing national data, Nichols explores the different paths that students take and the factors that make a difference. The interconnected role of schools, neighborhoods, policy, employment, advocates, identity, social class, and family reveal what must change to address the “college completion crisis.” Appropriate for anyone wanting to understand their own educational journey as well as students, teachers, counselors, school administrators, scholars, and policymakers, The Journey Before Us outlines what is needed so that education can once again be a means of social mobility for those who would be the first in their families to graduate from college.Trade Review“In this approachable yet informative work, Laura Nichols explores why first-generation students struggle to remain on the journey toward college enrollment and completion. This thoroughly-researched book is very impressive!” -- Susan A. Dumais * Lehman College and the Graduate Center, City University of New York *"'The Journey Before Us' - Author describes her book on first-generation students" by Scott Jaschik * Inside Higher Education *The Chronicle of Higher Education 'Selected New Books on Higher Education' round-up https://www.chronicle.com/article/Selected-New-Books-on-Higher/247906 * Chronicle of Higher Education *"This book should appeal to researchers in the fields of the sociology of education, as it contributes to the literature on Latinos and first-generation college students. This is an important text, as it highlights the barriers FGC students confront, in spite of institutional efforts to mitigate the effects of those transitions." * Journal of Latinos and Education *“In this approachable yet informative work, Laura Nichols explores why first-generation students struggle to remain on the journey toward college enrollment and completion. This thoroughly-researched book is very impressive!” -- Susan A. Dumais * Lehman College and the Graduate Center, City University of New York *"'The Journey Before Us' - Author describes her book on first-generation students" by Scott Jaschik * Inside Higher Education *The Chronicle of Higher Education 'Selected New Books on Higher Education' round-up https://www.chronicle.com/article/Selected-New-Books-on-Higher/247906 * Chronicle of Higher Education *"This book should appeal to researchers in the fields of the sociology of education, as it contributes to the literature on Latinos and first-generation college students. This is an important text, as it highlights the barriers FGC students confront, in spite of institutional efforts to mitigate the effects of those transitions." * Journal of Latinos and Education *Table of ContentsIntroduction : "trying to do school" Paths diverged : student outcomes by college generational status Being a transitional generation and navigating schools Middle and high school transitions and experiences on the path to college College transitions : five paths post high school Smoothing pathways from middle school to college The journey before us : first-generation college students and college completion
£27.20
Rutgers University Press Blaming Teachers: Professionalization Policies
Book SynopsisWinner of the 2021 Society of Professors of Education Outstanding Book Award Historically, Americans of all stripes have concurred that teachers were essential to the success of the public schools and nation. However, they have also concurred that public school teachers were to blame for the failures of the schools and identified professionalization as a panacea. In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers’ professional legitimacy. Superficially, professionalism connotes authority, expertise, and status. Professionalization for teachers never unfolded this way; rather, it was a policy process fueled by blame where others identified teachers’ shortcomings. Policymakers, school leaders, and others understood professionalization measures for teachers as efficient ways to bolster the growing bureaucratic order of the public schools through regulation and standardization. Beginning in the mid-nineteenth century with the rise of municipal public school systems and reaching into the 1980s, Blaming Teachers traces the history of professionalization policies and the discourses of blame that sustained them.Trade Review“This accessible and appealing history has an important message for various stakeholders in the professional status and image of teachers.” -- Christine A. Ogren * coeditor of Rethinking Campus Life: New Perspectives on the History of College Students in the US *"How teachers advocating for their students could backfire" by Diana D'Amico Pawlewicz https://www.washingtonpost.com/outlook/2019/12/11/how-teachers-advocating-their-students-could-backfire/#comments-wrapper * Washington Post *"There is a lot of life to this book, which is full of many terrific narratives that are engaging, often astounding, and some almost comical. It’s easy to 'blame teachers' and this excellently researched book offers a way to work through that problem." -- Kate Rousmaniere * author of The Principal's Office: A Social History of the American School Principal *"Why has teaching remained such stubbornly difficult, fraught work despite a long record of policy and reform? D’Amico Pawlewicz’s brilliant new historical analysis lays bare the powerful reasons." -- Jackie Blount * author of Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century *Episode #84 "The Blame Game: 100 Years of Teacher Bashing" Have You Heard * Have You Heard podcast *"The school reopening debate reveals that we don’t listen to teachers about schools," by Diana D'Amico Pawlewicz https://www.washingtonpost.com/outlook/2020/07/10/school-reopening-debate-reveals-that-we-dont-listen-teachers-about-schools/ * Washington Post *"Blaming Teachers is a major contribution to the labor history of teachers as well as an important challenge to how we think about the legacy of teacher unions. It is sure to be a part of the conversation on either of these questions in the history of education. Further, since understanding the history of one’s occupation is one distinction of a 'profession,' this book should be read in any teacher-preparation pro- gram that dares to treat its students as future professionals." * History of Education Quarterly *Table of ContentsContents Introduction 1 “A Chaotic State”: The Rise of Municipal Public School Systems and the Institutionalization of Teaching 2 To “Raise Teachers’ Profession to a Dignity Worthy of its Mission”: The Development of the Modern School Bureaucracy and Tenure Policies During the Progressive Era 3 Teacher Education and the “National Welfare”: Professional Preparation, Character, and Class During the Great DepressionContents Introduction 1 “A Chaotic State”: The Rise of Municipal Public School Systems and the Institutionalization of Teaching 2 To “Raise Teachers’ Profession to a Dignity Worthy of its Mission”: The Development of the Modern School Bureaucracy and Tenure Policies During the Progressive Era 3 Teacher Education and the “National Welfare”: Professional Preparation, Character, and Class during the Great Depression 4 “The Enlistment of Better People”: Responses to the Teacher Shortages of the Post World War II Years 5 “A Brave New Breed”: Teacher Power and Isolation, 1960 - 1980 Epilogue Acknowledgments Index
£30.40
Rutgers University Press Blaming Teachers: Professionalization Policies
Book SynopsisWinner of the 2021 Society of Professors of Education Outstanding Book Award Historically, Americans of all stripes have concurred that teachers were essential to the success of the public schools and nation. However, they have also concurred that public school teachers were to blame for the failures of the schools and identified professionalization as a panacea. In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers’ professional legitimacy. Superficially, professionalism connotes authority, expertise, and status. Professionalization for teachers never unfolded this way; rather, it was a policy process fueled by blame where others identified teachers’ shortcomings. Policymakers, school leaders, and others understood professionalization measures for teachers as efficient ways to bolster the growing bureaucratic order of the public schools through regulation and standardization. Beginning in the mid-nineteenth century with the rise of municipal public school systems and reaching into the 1980s, Blaming Teachers traces the history of professionalization policies and the discourses of blame that sustained them.Trade Review“This accessible and appealing history has an important message for various stakeholders in the professional status and image of teachers.” -- Christine A. Ogren * coeditor of Rethinking Campus Life: New Perspectives on the History of College Students in the US *"How teachers advocating for their students could backfire" by Diana D'Amico Pawlewicz https://www.washingtonpost.com/outlook/2019/12/11/how-teachers-advocating-their-students-could-backfire/#comments-wrapper * Washington Post *"There is a lot of life to this book, which is full of many terrific narratives that are engaging, often astounding, and some almost comical. It’s easy to 'blame teachers' and this excellently researched book offers a way to work through that problem." -- Kate Rousmaniere * author of The Principal's Office: A Social History of the American School Principal *"Diversifying the teaching profession requires confronting history" by Diana D’Amico Pawlewicz https://www.sfchronicle.com/opinion/openforum/article/Diversifying-the-teaching-profession-requires-14990452.php * San Francisco Chronicle *"Why has teaching remained such stubbornly difficult, fraught work despite a long record of policy and reform? D’Amico Pawlewicz’s brilliant new historical analysis lays bare the powerful reasons." -- Jackie Blount * author of Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century *Episode #84 "The Blame Game: 100 Years of Teacher Bashing" Have You Heard * Have You Heard podcast *"The school reopening debate reveals that we don’t listen to teachers about schools," by Diana D'Amico Pawlewicz https://www.washingtonpost.com/outlook/2020/07/10/school-reopening-debate-reveals-that-we-dont-listen-teachers-about-schools/ * Washington Post *"Blaming Teachers is a major contribution to the labor history of teachers as well as an important challenge to how we think about the legacy of teacher unions. It is sure to be a part of the conversation on either of these questions in the history of education. Further, since understanding the history of one’s occupation is one distinction of a 'profession,' this book should be read in any teacher-preparation pro- gram that dares to treat its students as future professionals." * History of Education Quarterly *Table of ContentsContents Introduction 1 “A Chaotic State”: The Rise of Municipal Public School Systems and the Institutionalization of Teaching 2 To “Raise Teachers’ Profession to a Dignity Worthy of its Mission”: The Development of the Modern School Bureaucracy and Tenure Policies During the Progressive Era 3 Teacher Education and the “National Welfare”: Professional Preparation, Character, and Class During the Great DepressionContents Introduction 1 “A Chaotic State”: The Rise of Municipal Public School Systems and the Institutionalization of Teaching 2 To “Raise Teachers’ Profession to a Dignity Worthy of its Mission”: The Development of the Modern School Bureaucracy and Tenure Policies During the Progressive Era 3 Teacher Education and the “National Welfare”: Professional Preparation, Character, and Class during the Great Depression 4 “The Enlistment of Better People”: Responses to the Teacher Shortages of the Post World War II Years 5 “A Brave New Breed”: Teacher Power and Isolation, 1960 - 1980 Epilogue Acknowledgments Index
£107.20
Rutgers University Press Making a Mass Institution: Indianapolis and the
Book SynopsisMaking a Mass Institution describes how Indianapolis, Indiana created a divided and unjust system of high schools over the course of the twentieth century, one that effectively sorted students geographically, economically, and racially. Like most U.S. cities, Indianapolis began its secondary system with a singular, decidedly academic high school, but ended the 1960s with multiple high schools with numerous paths to graduation. Some of the schools were academic, others vocational, and others still for what was eventually called “life adjustment.” This system mirrored the multiple forces of mass society that surrounded it, as it became more bureaucratic, more focused on identifying and organizing students based on perceived abilities, and more anxious about teaching conformity to middle-class values. By highlighting the experiences of the students themselves and the formation of a distinct, school-centered youth culture, Kyle P. Steele argues that high school, as it evolved into a mass institution, was never fully the domain of policy elites, school boards and administrators, or students, but a complicated and ever-changing contested meeting place of all three.Trade Review"The details in this valuable case study bring to life the story of discrimination on the basis of race and social class." -- Robert L. Hampel * author of Fast and Curious: A History of Shortcuts in American Education *"Well-written and meticulously researched, Making a Mass Institution impressively examines education in middle America and compels us to revisit the very raison d'être of the American high school." -- Jon N. Hale * author of The Freedom Schools: Student Activists in the Mississippi Civil Rights Movement *"Steele, an assistant professor of educational leadership and policy, writes about how the city of Indianapolis created a divided and unjust system of high schools over the course of the 20th century, and one that effectively sorted students geographically, economically and racially." * UW Oshkosh Today *"A critical addition to a growing body of scholarship that examines the ways that educational institutions interact with class, race, and space to intensify inequality over time." * History of Education Quarterly *Table of ContentsContents Introduction 1 Shortridge, then Manual, then Arsenal: Indianapolis Defines and Develops a High School System, 1890-1919 2 Forced Segregation and the Creation of Crispus Attucks High School, 1919-1929 3 The High School Moves to the Center of the American Adolescent Experience, 1929-1941 4 An End to De Jure School Segregation, Crispus Attucks Basketball Success, and the Limits of Racial Equality, 1941-1955 5 “Life Adjustment” Education, Suburbanization, Unigov, and an Unjust System by a New Name, 1955-1971 Conclusion Acknowledgments Bibliography Index
£30.60
Rutgers University Press Making a Mass Institution: Indianapolis and the
Book SynopsisMaking a Mass Institution describes how Indianapolis, Indiana created a divided and unjust system of high schools over the course of the twentieth century, one that effectively sorted students geographically, economically, and racially. Like most U.S. cities, Indianapolis began its secondary system with a singular, decidedly academic high school, but ended the 1960s with multiple high schools with numerous paths to graduation. Some of the schools were academic, others vocational, and others still for what was eventually called “life adjustment.” This system mirrored the multiple forces of mass society that surrounded it, as it became more bureaucratic, more focused on identifying and organizing students based on perceived abilities, and more anxious about teaching conformity to middle-class values. By highlighting the experiences of the students themselves and the formation of a distinct, school-centered youth culture, Kyle P. Steele argues that high school, as it evolved into a mass institution, was never fully the domain of policy elites, school boards and administrators, or students, but a complicated and ever-changing contested meeting place of all three.Trade Review"The details in this valuable case study bring to life the story of discrimination on the basis of race and social class." -- Robert L. Hampel * author of Fast and Curious: A History of Shortcuts in American Education *"Well-written and meticulously researched, Making a Mass Institution impressively examines education in middle America and compels us to revisit the very raison d'être of the American high school." -- Jon N. Hale * author of The Freedom Schools: Student Activists in the Mississippi Civil Rights Movement *"Steele, an assistant professor of educational leadership and policy, writes about how the city of Indianapolis created a divided and unjust system of high schools over the course of the 20th century, and one that effectively sorted students geographically, economically and racially." * UW Oshkosh Today *"A critical addition to a growing body of scholarship that examines the ways that educational institutions interact with class, race, and space to intensify inequality over time." * History of Education Quarterly *Table of ContentsContents Introduction 1 Shortridge, then Manual, then Arsenal: Indianapolis Defines and Develops a High School System, 1890-1919 2 Forced Segregation and the Creation of Crispus Attucks High School, 1919-1929 3 The High School Moves to the Center of the American Adolescent Experience, 1929-1941 4 An End to De Jure School Segregation, Crispus Attucks Basketball Success, and the Limits of Racial Equality, 1941-1955 5 “Life Adjustment” Education, Suburbanization, Unigov, and an Unjust System by a New Name, 1955-1971 Conclusion Acknowledgments Bibliography Index
£107.20
Springer Nature Switzerland AG Preparing Teachers for Young and Adolescent
Book SynopsisMultilingual learners (MLs) students spend most of their school time with their teachers, who often feel professionally unprepared to meet their linguistically diverse students' needs. As such, preparing teachers for increasing numbers of multilingual learners (MLs) has become a critical factor in promoting equity and success for all students in our global society. This book explores and highlights the reflective narratives of teacher educators, in-service, and preservice teachers. It shows how these narratives are grounded in their personal lives, professional training, and daily teaching, and how they can unfold the complexities in their various experiences and the rich implications for MLs teaching and teacher preparation. The book presents papers that utilize teachers' reflective narratives to prepare and train teachers who are or will be working with MLs. It discusses the challenges and implications of teaching groups of MLs made up of diverse learners, including immigrants, refugees, and learners with disabilities. 'This book seeks to change the narrative of some of our most vulnerable student populations by giving voice to the experiences, challenges, success, and best practices encountered in the international education landscape. The power contained within each chapter is the systematic and intentional reflections that bring the marginalized stories to the center of the discussion. Anyone seeking an understanding of how reflective narrative can build equity and social justice for multilingual learners will appreciate the breadth of experience described. This understanding is critical for culturally and linguistically diverse teaching and learning.' Jordan González, Ph.D., St. John's University, NYTable of ContentsIntroduction Huili Hong, Towson University Patricia Rice Doran, Towson University Chapter 1 Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times Guofang Li, University of British Columbia Chapter 2 Preparing Teachers for Young and Adolescent Multilingual Learners: The Use of Reflective Narratives Huili Hong, Towson University Karin Keith, East Tennessee State University Renee Moran, East Tennessee State University Chapter 3 Reflective Narratives on Problem-Solving Strategies to Address English Language Learner Needs in a Teaching Abroad Context Vanessa Manalo, Massey University Albany Campus Chapter 4 Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times Gregory Knollman, Towson University Kandace M. Hoppin, Towson University Patricia Rice Doran, Towson University Chapter 5 Internationalizing Literacy Coursework: Igniting Preservice Teachers’ Inquiry about Self, Diverse Learners and the World Natalia Ward, East Tennessee State University Karin Keith, East Tennessee State University Renee Moran, East Tennessee State University Shulin Yang, East Tennessee State University Chapter 6 A Retrospective View of the Developmental Trajectory of English as a Discipline in China Ning Yizhong, Shenzhen University Chapter 7 Reflections from the Margins: Learning and Teaching Among Linguistically and Culturally Diverse Learners Stephen Mogge, Towson University Conclusion Patricia Rice Doran, Towson University Huili Hong, Towson University
£98.99
