Your cart is empty
The Economic and Opportunity Gap has a great deal of information, ideas and resources focused on children and families living in poverty. Specifically, how teachers and other professionals working with students can reflect, improve, and implement inclusive practices. The information in this book is based in research, such as the foundational starting piece that nearly one-fourth of our children in the United States are living in poverty, a whopping 21%. This number, one that is doubled in some communities and does not consider children in families near the poverty line, is striking when compared to other similarly situated countries. Understanding that many students and families are on the trajectory of poverty will come to light as readers make their way through from statistics, to research, to definitions, to action items.
The Soul of the Schoolhouse: Cultivating Student Engagement's primary focus is to help readers understand the many, diverse factors that make up engaged learning and students' motivation to learn. The authors acknowledge the importance of cognitive aspects of education and the techniques that skilled educators use to enhance the learning process; such information is contained in chapters on motivation and models of thinking about how to engage those in our schools. This tome also reflects the essential and interrelated nature of emotional, social, spiritual, and relational elements of engagement in the learning process. As such, chapters of this book cover such topics as educational leadership for engaged learning, school-community connections, co-curricular activities, models of curriculum design, and school law and policies that bolster student learning, as well.
Colonized through Art explores how the federal government used art education for American Indian children as an instrument for the "colonization of consciousness," hoping to instill the values and ideals of Western society while simultaneously maintaining a political, social, economic, and racial hierarchy. Focusing on the Albuquerque Indian School in New Mexico, the Sherman Institute in Riverside, California, and the world's fairs and local community exhibitions, Marinella Lentis examines how the U.S. government's solution to the "Indian problem" at the end of the nineteenth century emphasized education and assimilation. Educational theories at the time viewed art as the foundation of morality and as a way to promote virtues and personal improvement. These theories made art a natural tool for policy makers and educators to use in achieving their assimilationist goals of turning student "savages" into civilized men and women. Despite such educational regimes for students, however, Indigenous ideas about art often emerged "from below," particularly from well-known art teachers such as Arizona Swayney and Angel DeCora. Colonized through Art explores how American Indian schools taught children to abandon their cultural heritage and produce artificially "Native" crafts that were exhibited at local and international fairs. The purchase of these crafts by the general public turned students' work into commodities and schools into factories. Marinella Lentis is an independent researcher specializing in historical Native arts and education.
Adolescent Realities: Engaging Students in SEL through Young Adult Literature offers a connection between young adult literatures and social and emotional learning. Students have many SEL needs, and this book focuses on exploring SEL through the experiences of characters in contemporary books published in the last few years. Each chapter offers a specific focus in SEL, a middle school and high school book for teens to read, and a guided plan that can be adapted to fit the needs of educators, counselors, and parents. A great tool for guiding teen book clubs or workshops, Adolescent Realities has the potential to make teens aware of how to apply SEL in their own lives.
The essence of this second edition, under the revised title Teacher as Traveler: Enhancing the Intercultural Development of Teachers and Students, is to examine the development of intercultural competence through various dimensions of student travel, study abroad and intercultural encounters. Cushner, who has traveled with students and teachers to all seven continents for more than 40 years, uses his firsthand experiences as the foundation to introduce essential concepts related to cross-cultural communication and intercultural interaction and to point out strategies educators can employ to enhance intercultural learning. This second edition reflects the considerable research that has occurred in recent years that has helped us better understand the impact and design of international travel experiences that have the potential to enhance intercultural development. In addition to updated research, the chapters examine new study abroad initiatives while looking closely at the critical role that guided teacher-led experience plays in facilitating intercultural growth and development.
The history of Mexico in the twentieth century is marked by conflict between church and state. This book focuses on the efforts of the Roman Catholic Church to influence Mexican society through Jesuit-led organizations such as the Mexican Catholic Youth Association, the National Catholic Student Union, and the Universidad Iberoamericana. Dedicated to the education and indoctrination of Mexico's middle- and upper-class youth, these organizations were designed to promote conservative Catholic values. The author shows that they left a very different imprint on Mexican society, training a generation of activists who played important roles in politics and education. Ultimately, Espinosa shows, the social justice movement that grew out of Jesuit education fostered the leftist student movement of the 1960s that culminated in the Tlatelolco massacre of 1968. This study demonstrates the convergence of the Church, Mexico's new business class, and the increasingly pro-capitalist PRI, the party that has ruled Mexico in recent decades.
Espinosa's archival research has led him to important but long-overlooked events like the student strike of 1944, the internal upheavals of the Church over liberation theology, and the complicated relations between the Jesuits and the conservative business class. His book offers vital new perspectives for scholars of education, politics, and religion in twentieth-century Mexico.
The release of a report by the Modern Language Association, "Foreign Languages and Higher Education: New Structures for a Changed World," focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued "Diversity and Inclusion in Language Programs," a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors-adjunct faculty, long-time instructors, and graduate assistants alike-confronting a changing and diversifying world language classroom.
The theme of the book is defining the role of teachers in blended learning environments. The book encourages teachers to use the blended classroom to engage with digital learners in highly intentional ways. The book articulates the need to create a moral exemplar approach to digital learning environments and posits a dual parallel education theory. The book offers a model of the theory that is currently operating. Finally, the book encourages teachers to accept the challenge to be engaged, shepherd teachers.
Using assessment systems to improve student outcomes requires shared understanding and collaboration among education stakeholders at multiple levels. Assessment Education: Bridging Research, Theory, and Practice to Promote Equity and Student Learning presents a powerful call to action for an assessment system that advances equity and offers educators practical applications that promote sound instructional decision making. Each section outlines a research-based approach that supports classroom teaching and student learning. We then draw on the expertise of various education leaders (most notably members of the National Taskforce on Assessment Education) to provide case studies of on-the-ground examples of what these strategies look like in different settings. Every chapter includes stories from the field from various perspectives-teachers, principals, district administrators, and other educational leaders. We conclude with reflection questions that provide an opportunity for readers to examine how the chapter connects to their own context.
Brain Changers: The Most Important Advances in Children's Learning and Intelligence represents my second book of The Brain Smart Trilogy. This book presents an in-depth look at successful learning techniques and current brain research about how to increase children's learning potential at all age levels. In my opinion, the words brain changing supports an often-ignored, yet obvious concept that children learn best when they are interested or passionate about learning. Our brain's limbic system knows this when it forms emotional connections or attachment (bonding) to learning. For example, a major area of our brain associated with the brain changing concept is called the hippocampus. In fact, the hippocampus is the only part of your child's learning brain where neurons regenerate or make more neurons. The medical world connects this positive brain changing experience and calls it brain plasticity or the brain's ability to modify its connections or rewire itself. Studies show that without this ability, any brain, not just the human brain, would be unable to develop from infancy to adulthood. In my opinion, this book's information provides readers with up-to-date brain research and proven learning techniques to support my brain changing thesis for all individuals interested in helping children reach high levels of learning.
Mixed presents engaging and incisive first-person experiences of what it is like to be multiracial in what is supposedly a postracial world. Bringing together twelve essays by college students who identify themselves as multiracial, this book considers what this identity means in a reality that occasionally resembles the post-racial dream of some and at other times recalls a familiar world of racial and ethnic prejudice.
Exploring a wide range of concerns and anxieties, aspirations and ambitions, these young writers, who all attended Dartmouth College, come from a variety of racial, ethnic, and socioeconomic backgrounds. Unlike individuals who define themselves as having one racial identity, these students have lived the complexity of their identity from a very young age. In Mixed, a book that will benefit educators, students, and their families, they eloquently and often passionately reveal how they experience their multiracial identity, how their parents' race or ethnicity shaped their childhoods, and how perceptions of their race have affected their relationships.
Asking "Who's Being Served?" reveals who truly benefits from what gets planned, implemented and assessed in today's classrooms. Think about what student-centered classrooms and good restaurants have in common: they each put the customer first! Education is a service industry where relationship building matters. Learn how to transform schools and learning opportunities to be more engaging and effective for students. In this helpful and relevant volume, John Hayward offers advice from over twenty years of teaching about how and why to make the move from teacher-centric control to student-centered facilitation. Each chapter references secrets from the dining industry in regards to how research, planning and observation influence how one serves others. Whether you are an administrator, instructor or school staff, your daily interaction with students needs to be at the level outlined in this book to make a lasting, positive difference. When students choose more, interact more and fully live their learning, their education serves them for longer than a unit or a year. If schools focus on students personally, putting relationships first, the experience and the positive results will last for a lifetime.
Buddhist-Based Universities in the United States: Searching for a New Model in Higher Education investigates in depth four American Buddhist universities, namely, the Dharma Realm Buddhist University, the University of the West, the Soka University of America, and the Naropa University, all of which offer degrees in liberal arts and professional fields, and at the same time educate their students in the philosophy and practices of Buddhism. Buddhist universities in the United States are unique because there are no comparable universities based on the philosophy and practices of other Asian religions also popular in the United States, such as Hinduism, Confucianism, or Sikhism. Even the Jewish community has created only two universities in which professional skills and liberal arts are taught from the position of the moral-philosophical principles of Judaism. This book presents the institutional history and academic programs of four Buddhist universities in America and analyzes Buddhist-based pedagogical principles, as well as teaching and learning techniques, which can be very useful for other colleges and universities in the United States.
Students with few resources rarely apply to top colleges. Even when they have the academic and extracurricular merits to be admitted to institutions like Harvard, Yale and Princeton, these students usually opt for less selective universities. Many ignore that top colleges are actively seeking outstanding candidates regardless of their economic background. What's more, a great number of colleges offers generous financial aid to make sure every student can afford to attend. This book is the definitive resource to help high-achieving, low-income students access the best possible college. The author draws from her extensive experience in education to provide advice on important aspects of the path to college such as pursuing a strong high school curriculum, preparing for standardized exams, complementing learning at school, developing leadership, and finding expert help and role models-all through affordable strategies. In the book, the author also guides students through the college application and selection processes, as well as the steps to obtain enough financial aid. From the very first page, the author sheds light on her own journey to college through deeply personal vignettes, demonstrating by example that students with few resources can reach and succeed at the top universities in the United States.
Quiet Riot offers an anthropological critique of teaching and learning in two U.S. high schools over a twenty-seven year period. Based on the author's experiences shadowing two average students in 1983 and 2009, it presents detailed observations that powerfully capture the reality of student experiences in school. Despite many changes in schools over this near thirty year period, observations show a remarkable continuity in what goes on in classrooms. This is because the culture of teaching and learning in classrooms has remained relatively unchanged. While teachers are sincere, they also undermine their own efforts in a variety of ways. Students are disengaged not because they do not care, but because the instruction they receive systematically prevents them from engaging at a deep intellectual level with subject matter. Observations in high schools are supplemented with elementary school observations that demonstrate the early trajectories of disengagement that capture many students. The book illustrates the powerful patterning of the culture of teaching and learning in schooling that undermines the true goals of an authentic education.
Learning communities are now an integral part of campus life at colleges and universities. They help to create smooth transitions for first-year students, positively influencing intellectual and social development and leading to greater satisfaction with the undergraduate experience. The essays collected here bring into focus the challenges, lessons, and practices that emerge from this effort. The first section of the book examines the history of the learning community movement and strategies for assessing the effectiveness of programs. The second shows learning communities in operation from a variety of perspectives.
Web 2.0 and the Political Mobilization of College Students investigates how college students' online activities, when politically oriented, can affect their political participatory patterns offline. Kenneth W. Moffett and Laurie L. Rice find that online forms of political participation-like friending or following candidates and groups as well as blogging or tweeting about politics-draw in a broader swathe of young adults than might ordinarily participate. Political scientists have traditionally determined that participatory patterns among the general public hold less sway in shaping civic activity among college students. This book, however, recognizes that young adults' political participation requires looking at their online activities and the ways in which these help mobilize young adults to participate via other forms. Moffett and Rice discover that engaging in one online participatory form usually begets other forms of civic activity, either online or offline.
Curious about the world around you? Brushing up for Trivia Night? Studying for a test? Looking for new dinner-table discussion topics? Take a deep-dive into subjects you may have learned about in school, but not in the kind of depth you wanted or needed. Entertaining, educational, and full of interesting information, Fun Facts to Engage Students: Questions to Inspire Thinking and Learning includes hundreds of multiple-choice, true/false, and open-ended questions about myriad topics ranging from astronomy to zoology, history to modern technology. Written for all ages and grade levels, Fun Facts to Engage Students takes everyone-from children to seniors, casually curious to trivia buffs-down a path of learning, enrichment, and enlightenment. Special Did You Know facts provide a more detailed look into the topics and leave you thirsting for more.
Reform in education has focused mainly on development of new programs and procedures to increase the achievement of the student in the classroom. Teacher evaluations are now based on how students perform in their classrooms on yearly standardized tests. The advent of integrating students with special needs into the regular classroom has brought both benefits and concerns for average and above average students. Special education in the United States has evolved from institutional and segregated environments to inclusion in the regular education classrooms. We examine how the practice has affected all students and question whether this change has created equal opportunity for those students without special education needs. This book researches and reports on issues of current practice: e.g., teacher preparation, placement of students with special needs, implications for the average and above in the classroom and the financial costs driving placement decisions in the education system. We examine the lowering of standards so all can pass tests, report on loss of engagement of students by middle school, and mourn the squandering of creativity to appease a mandate. Sir Ken Robinson relates that, "Education is meant to take us into a future we cannot even grasp." Yet we continue on a road that lowers our educational ranking internationally. We recommend to provide services for all students, and take the system from its current state to one that provides a "Free and appropriate education for all!"
A unique answer to the perennial question--why do college students drink so much? Most American college campuses are home to a vibrant drinking scene where students frequently get wasted, train-wrecked, obliterated, hammered, destroyed, and decimated. The terms that university students most commonly use to describe severe alcohol intoxication share a common theme: destruction, and even after repeated embarrassing, physically unpleasant, and even violent drinking episodes, students continue to go out drinking together. In Getting Wasted, Thomas Vander Ven provides a unique answer to the perennial question of why college students drink. Vander Ven argues that college students rely on "drunk support:" contrary to most accounts of alcohol abuse as being a solitary problem of one person drinking to excess, the college drinking scene is very much a social one where students support one another through nights of drinking games, rituals and rites of passage. Drawing on over 400 student accounts, 25 intensive interviews, and one hundred hours of field research, Vander Ven sheds light on the extremely social nature of college drinking. Giving voice to college drinkers as they speak in graphic and revealing terms about the complexity of the drinking scene, Vander Ven argues that college students continue to drink heavily, even after experiencing repeated bad experiences, because of the social support that they give to one another and due to the creative ways in which they reframe and recast violent, embarrassing, and regretful drunken behaviors. Provocatively, Getting Wasted shows that college itself, closed and seemingly secure, encourages these drinking patterns and is one more example of the dark side of campus life.
This book offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using contemporary young adult literature. Authors discuss adolescence and adolescent readers, young adult literature and its possibilities in the classroom, and ways to teach thematic analysis. The book provides context, traditional approaches to teaching and examples of thematic explorations of each of the chosen themes. Chapters include developed teaching instructional units to study three universal themes: a journey of self-discovery; good vs. bad, right vs. wrong, and making difficult choices, and developing positive self-perception. Each instructional unit includes rationale, essential questions and objectives, calendar plans for up to six weeks, examples of introductory, reading and discussing, and enrichment activities and assessments. The activities target academic skills for ELA curricula and create safe spaces for exploring topics of identity struggles and personal growth complicated by social issues, all of which adolescents face today. Each instructional chapter suggests a wide range of additional texts and resources for theme explorations.
In their first edition, authors Chad Mason and Karen Brackman examined and explained the difficulties associated with attempting to successfully educate today's, often, over-indulged and narcissistic student population. The proliferation of narcissistic tendencies had consequences reaching every aspect of the educational environment from student achievement to the spate of school shootings across the United States. Included in the original edition were signs to observe of narcissistic traits and steps educators could take to alleviate the negative repercussions of students exhibiting those tendencies. The second edition not only reviews many of those same aspects from the first edition but seeks to add additional information based on further research, additional observations of contemporary incidents across the United States, and updated strategies educators can utilize when faced with over-indulged and narcissistic students who affect their already busy and difficult educational tasks. New material includes a greater in-depth examination into the history and growth of narcissism in the United States, the state and federal government's roles in fueling the narcissistic fire, and additional material regarding social media's role and how to effectively navigate that medium when educating students. This is a must-read book for all educators who work with today's 'me-driven' society and parent population. In an easy-to-read format, Mason and Brackman zero in on the problem, describe the consequences for failing to act, and provide practical solutions for those individuals in the educational trenches.
You may like...
Ambitious and Anxious - How Chinese…
Yingyi Ma Hardcover R620 Discovery Miles 6 200
Anastasia Tohme, Martin Worner Paperback
Fees Must Fall - Student Revolt…
Susan Booysen Paperback (1)
Free Fall - Why South African…
Malcolm Ray Paperback (5)
Never Again - A New Generation Draws The…
David Hogg, Lauren Hogg Paperback
Your First Year Of Varsity - A Survival…
Shelagh Foster, Lehlohonolo Mofokeng Paperback R306 Discovery Miles 3 060
The Inequality Machine - How College…
Paul Tough Paperback
Letters from a Father to His Sons in…
Samuel Miller Paperback R396 Discovery Miles 3 960
Free Speech and Koch Money…
Ralph Wilson, Isaac Kamola Paperback R437 Discovery Miles 4 370
The Pocket Advisor - A Family Guide to…
Sue Ohrablo Ed D Paperback