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Educators of every kind such as school superintendents, principals, teachers, higher education practitioners, community organizers and even students will gain essential skills, resources and examples to encourage and support individual as well as collective empowerment from early childhood education through college in both traditional classrooms and in the broader community. Working toward the goal of empowering young people as active citizens, this collection of chapters presents voices from across the broad community of educators who share their successful individual work of methods and practices that empower young people to engage in their own agency. By using student centered practices in and out of the classroom, their stories demonstrate multiple ways to successfully achieve these ends. The book clearly and effectively presents these concepts: How to encourage self-directed learning; methods and examples of participatory practices and inquiry methods; strategies designing and supporting Problem Based Learning; models for civic engagement; organizing strategies; and practices related to Critical Race Theory. This collection can provide practitioners with strategies and skills that will encourage and develop self-confidence and self-direction in many arenas working together to create change in a democratic landscape as youth learn to use their power.
Many colleges and universities have not engaged in the critical self-examination of their campuses necessary for effectively serving racially diverse student populations. This timely edited collection provides insights into how campus cultures can and do shape the experiences and outcomes of their increasingly diverse college student populations. By cultivating values, beliefs, and assumptions that focus on including, validating, and creating equitable outcomes among diverse undergraduate students, an institution can foster their success.While attention to campus climate is critical for gauging the nature of an institution s culture and how students are experiencing the campus environment, changes in climate alone will not lead to holistic and deep rooted institutional transformation. Moving beyond previous explorations of campus racial climates, Creating Campus Cultures addresses the considerable institutionally embedded obstacles practitioners face as they attempt to transform entrenched institutional cultures to meet the needs of diverse student bodies. A broad range of chapters include voices of students, new research, practical experiences, and application of frameworks that are conducive to success. This book will help student affairs and higher education administrators navigate this increasingly difficult terrain by providing practical advice on how to foster success among racial minority students and enact long-term, holistic change at any institution.
As this book was being written, the United States exploded in outrage against the murder by police of people of color across the country. Corporations, branches of state and local government and educational institutions all pledged to work for racial justice and the Black Lives Matters movement moved into the mainstream as people from multiple racial and class identities pledged their support to its message. Diversity initiatives abounded, mission statements everywhere were changed to incorporate references to racial justice, and the rampant anti-blackness endemic to US culture was brought strikingly to the surface. Everywhere, it seemed, white people were looking to learn about race. "What do we do?" "How can we help?" These were the cries the authors heard most frequently from those whites whose consciousness of racism was being raised. This book is their answer to those cries. It's grounded in the idea that white people need to start with themselves, with understanding that they have a white racial identity. Once you've learned about what it means to be white in a white supremacist world, the answer of "what can I do" becomes clear. Sometimes you work in multiracial alliances, but more often you work with white colleagues and friends. In this book the authors explore what it means for whites to move from becoming aware of the extent of their unwitting collusion in racism, towards developing a committed antiracist white identity. They create a road map, or series of paths, that people can consider traveling as they work to develop a positive white identity centered around enacting antiracism. The book will be useful to anyone trying to create conversations around race, teach about white supremacy, arrange staff and development workshops on racism, and help colleagues explore how to create an antiracist culture or environment. This work happens in schools, colleges and universities, and we suspect many readers will be located in K-12 and higher education. But helping people develop an antiracist identity is a project that occurs in corporations, congregations, community groups, health care, state and local government, arts organizations, and the military as well. Essentially, if you have an interest in helping the whites you interact with become antiracist, then this book is written very specifically for you.
Honoring Identities argues that creating culturally responsive learning communities is a process which begins with building community, cultivating certain student and teacher dispositions, nurturing social justice, leveraging the power of talk and dialogic exchange, using Cultural Identity Literature (CIL) to build bridges and to normalize difference, and fostering a culture of civil discourse. Honoring Identities provides both theory and practice to advance the important mission of building culturally responsive mindsets and to ensure that all students feel like they have a place at the learning table. CIL reflects and honors the lives of all young people, and GREEN APPLE questions focus their reading on key facets of identity, multiplying the effectiveness of the reading experience. GREEN APPLE questions also provide a lens for anyone else wishing to select CIL. The questions not only illuminate different perspectives of a text but make readers aware that individual experiences color the reading of a text.
This book illustrates how teachers can draw upon young adult literature to facilitate students' social action. Each chapter centers on one novel that represents a contemporary topic including police brutality, women's rights, ecojustice, and bullying. In each, authors provide pre-, during-, and after reading strategies for teaching that connect the social issues in the texts to students' lives and to the world around them. They then offer a multitude of avenues for student action, emphasizing the need to move readers from understanding and awareness to asserting their own agency and capacities to effect change in their local, national, and global communities. In addition to methods for scaffolding students' analysis of texts and topics, authors also offer a plethora of additional resources such as documentaries, canonical companions for study, connected music, and supplementary lesson plans.
The Caring Solidarity framework is both descriptive and aspirational. It is an attempt to empower White teachers to do the work of interrogating their racial privilege and join in Caring Solidarity with their African American students. The framework can be used to describe teachers who are working in Caring Solidarity with their students and to develop teachers with intention toward Caring Solidarity. We are in a unique historical moment that demands White teachers become more effective in their schools, classrooms, and communities and for researchers to find ways to describe those teachers who build relationships of solidarity with students. Considering today's tenor of the conversation around race, picking up this book and considering its contents is an act of defiance of the current climate, and/or one of devotion to the art and craft of teaching children. Caring Solidarity is not a replacement for current frameworks such as Culturally Sustaining Pedagogy or Abolitionist Pedagogy but is a map for White teachers to journey toward those pedagogies. Everyone starts from somewhere. The path is winding and long but the goal, to create an equitable and humane classroom, is worth the trip. The purpose of this theory is to point the way.
The eight essays in Campus Conversations provide some of the best scholarly work emerging from individual faculty learning communities in a statewide program called the Chancellor's Learning Scholar (CLS) program. The CLS program began in 2018 as an initiative designed to include large numbers of the University System of Georgia's (USG) about 12,000 fulltime teaching faculty in the USG's statewide student success efforts. The approximately 2,000 faculty who have participated in the first two years of the CLS program learned about the eight pedagogies of student success which can help engage students more deepl, thereby retaining them and deepening their learning. These pedagogies include small teaching (based on the Jim Lang book), inclusive pedagogy, Transparency in Learning and Teaching (TiLT), course design, high impact practices (HIPs), brain-based learning, academic mindset, and the Scholarship of Teaching and Learning (SoTL). As teaching and learning scholarship, each essay has its origin in the topic for which the learning community was formed. The collection demonstrates the range of topics and many of the ways in which USG faculty have explored and applied these pedagogies to their own institutional contexts and courses. The essays selected for inclusion in this volume also embody different responses to the outcomes of the program as set out at the inception of the program.
Connect and Involve: How to Connect with Students and Involve Them in Learning is a practical handbook of strategies and procedures for teaching at all grade levels-elementary, middle, and high school. The secret to increasing teaching effectiveness is to make small changes in what teachers think and do-and to get their students to make small changes in what they think and do. Every time teachers connect with students and involve them in learning, teachers engage them in powerful ways that make it more likely that they will choose to learn and to do quality work. This book shows how to be a more effective teacher through small changes in planning and classroom procedures. Each chapter focuses on a key strategy, and each chapter head and its subheads are an outline of how to put the strategy into practice. Teachers can preview all the ideas by reading the chapter titles, heads, and subheads. There are no prescriptions here; teachers bring their expertise on the age group, the subjects they teach, and the big ideas and key skills students need to achieve on high-stakes testing. The strategies and procedures provide ways for teachers to evaluate where small changes can make a difference in achievement for their students.
Student radicals and hippies - in Oklahoma? Though most scholarship about 1960s-era student activism and the counterculture focuses on the East and West Coasts, Oklahoma's college campuses did see significant activism and ""dropping out."" In Prairie Power, Sarah Eppler Janda fills a gap in the historical record by connecting the activism of Oklahoma students and the experience of hippies to a state and a national history from which they have been absent. Janda shows that participants in both student activism and retreat from conformist society sought connections to Oklahoma's past while forging new paths for themselves. She shows that Oklahoma students linked their activism with the grassroots socialist radicalism and World War I-era anti-draft protest of their grandparents' generation, citing Woody Guthrie, Oscar Ameringer, and the Wobblies as role models. Many movement organizers in Oklahoma, especially those in the University of Oklahoma's chapter of Students for a Democratic Society and the anti-war movement, fit into a larger midwestern and southwestern activist mentality of ""prairie power"": a blend of free-speech advocacy, countercultural expression, and anarchist tendencies that set them apart from most East Coast student activists. Janda also reveals the vehemence with which state officials sought to repress campus ""agitators,"" and discusses Oklahomans who chose to retreat from the mainstream rather than fight to change it. Like their student activist counterparts, Oklahoma hippies sought inspiration from older precedents, including the back-to-the-land movement and the search for authenticity, but also Christian evangelicalism and traditional gender roles. Drawing on underground newspapers and declassified FBI documents, as well as interviews the author conducted with former activists and government officials, Prairie Power will appeal to those interested in Oklahoma's history and the counterculture and political dissent in the 1960s.
This illustrated pocket book offers advice, practical tips, and useful exercises for students who want to safely navigate the unique pressures and pleasures that life at university brings. Written by the award-winning student mental health specialist, Dr Dominique Thompson, this easy-to-read guide will ensure that readers have all the tools they need to combat issues around leaving home, exam stress, socialising, safety, sex, and substances, so that they can truly make the most of their time as a student. The book follows the timeline of a student preparing for university, finding their way through freshers' week, the first term, the interruption of holidays, and returning to family. The format makes the book suitable for sixth formers planning ahead for university, as well as first year students. The material is easy to dip in and out of, and addresses all of the major issues they'll experience as a new student. It is written from a non-judgemental perspective, and features extensive contributions form students talking about their own experiences, the things they learned, and the things they'd wished they'd known. This is the book that everyone wishes they'd had when they started university!
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 book discusses the failed reform initiatives of the 20th century's "one size fits all" model for American education. A recommendation is made to adopt a systemic change in how, why, and what we teach, which takes the form of a new whole-child framework. This new educational narrative fosters a more learner-centered, constructivist, interdisciplinary, and meaningful approach to learning. Positive education offers educators new strategies to develop character strengths and promote well-being in their students.
Make sure your Catholic school's LGBT students are getting the support they need Creating Safe Environments for LGBT Students is a comprehensive training guidebook for educators who are committed to diversity and the full inclusion of LGBT students in every aspect of the Catholic high school experience. Based on five years of pilot testing in Catholic schools, this unique book emphasizes safe-staff training in integrating the Church's pastoral, social, and moral dimensions with the special needs of LGBT students. The book presents strategies and resources for building safer schools, helpful materials for communicating with parents, and general guidelines for developing and maintaining professional helping relationships with LGBT students. Based on a "training the trainer" model, Creating Safe Environments for LGBT Students encourages the development of grassroots leadership within the school. This unique book promotes a positive framework for navigating the challenging landscape of the Catholic tradition and the LGBT experience as it helps to establish anti-harassment and anti-bullying protocols for school environments and models for developing LGBT student support groups and gay/straight student alliances. The book promotes role-play by students, alumni, teachers, and parents a hallmark of the ministry work and training methods of the Catholic Pastoral Committee on Sexual Minorities and is flexible enough to allow each school's individual climate and culture to be respected. Creating Safe Environments for LGBT Students includes: * first-hand stories from students and teachers * realistic, dynamic, and creative role-play scenarios that explore various relationships between students, teachers, parents, administrators, and the school board * opening prayer and meditation rituals * a special foreword by Bishop Thomas J. Gumbleton, one of the few Catholic bishops to publicly affirm LGBT persons * an extensive bibliography and glossary regarding the experiences, language, culture, and spirituality of LGBT youth * the latest research findings on at-risk behaviors of LGBT teenagers * training handouts that are easy to duplicate and use as transparencies * a manual log that can be used as a training diary * and much more!Creating Safe Environments for LGBT Students is an essential resource for faculty and staff members at Catholic high schools, particularly school administrators, chaplains, campus ministers, psychologists, social workers, and counselors.
Making choices is one of the more pervasive acts of life. Almost every action we take demands that choices be made. Knowing how to choose wisely, to choose after reflection, to be aware of what motivates that choice, to see the consequences of that choice on others enables us to live healthier, more productive and more responsible lives. We now live in a world in which our traditional moral exemplars have been less than honorable in their public behavior. With fewer "heroes" and flawed role models, how are children to come to an understanding of what's right, what's good, decent and socially responsible? "Do as I say, not as I do" is hardly a viable tenet to guide children's choices. This book offers important tools for carrying out effective strategies that build caring environments in the classroom and home; for teaching children to weigh decisions in the face of potential consequences, examine rationales for their choices, and study the effects of their choices on others, i.e., to think more carefully about ethical problems, in the presence of the moral freedom to determine for themselves what it means to lead a good and virtuous life.
This book is premised on a very powerful social/educational concern about college retention rates: one-third of first-year students seriously consider leaving college during their first term, and only half of all students who start college ultimately graduate. This book examines the first year of college from a variety of perspectives to paint a comprehensive picture of the intersecting challenges facing today's students and higher education institutions. Technological advances, increases in college attendance costs, and increasing political pressure on colleges to prove their value have changed the landscape of the first year of college, but researchers have identified new approaches to improve student and institutional success that have shown considerable success and promise. In this comprehensive volume, top educational researchers explore topics of student success, persistence, and retention in the first year of college.
In Mothering by Degrees, Jillian Duquaine-Watson shows how single mothers pursuing college degrees must navigate a difficult course as they attempt to reconcile their identities as single moms, college students, and in many cases, employees. They also negotiate a balance between what they think a good mother should be, and what society is telling them, and how that affects their choices to go to college, and whether to stay in college or not. The first book length study to focus on the lives and experiences of single mothers who are college students, Mothering by Degrees points out how these women are influenced by dominant American ideologies of motherhood, and the institutional parameters of the schools they attend, and argues for increased attention to the specific ways in which the choices, challenges, and opportunities available to mothers are shaped within their specific environments, as well as the ways in which mothers help shape those environments.
Today's students are tomorrow's leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating. The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities). They also focus on how faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences. Based on the authors' multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and to describe the cultural efforts that are effective in restoring it.
This text is written for the large audience of professionals who recently entered the field of learning center and writing center administration, or who have been working in the field but are now seeking to connect to the broader professional community. The book presents a guide to the major practical concerns and best practices of which administrators should be aware in developing peer-led programming. Every learning center administrator will benefit from this practical advice, including setting a vision, designing and furnishing the physical space, going virtual, assessment and reporting, training and supervising staff, and much more.
The Foremost Authorities on Student Affairs Address Issues Facing The Field Today The Handbook of Student Affairs Administration is a comprehensive and thoughtful resource for the field, with expert insight on the issues facing student affairs. This fourth edition has been fully updated to reflect the most current and effective practices in student affairs administration. New chapters address persistence, retention, and completion; teaching and learning; working with athletics and recreation; leadership; purpose and civic engagement; spirituality; and fundraising. Emerging populations are discussed throughout, featuring specific advice for working with veterans and dual-enrolling high school students. New material includes the role of student affairs in study abroad programs, student use of technology and using social media to serve students, working with student athletes, and more. Professionals at all levels of student affairs administration need practical, timely, and applied information on the myriad issues that fall under the student affairs umbrella. This NASPA-sponsored guide collects the latest information, methods, and advice from the field's leading authorities to bring you up to date on the latest solutions and best practices. * Learn about the dominant organization and administration models in student affairs * Stay up to date on core competencies and professional development models * Examine the latest literature, and consider both the newest and lasting issues facing student affairs * Instructor resources available As both the student population and the college experience grow more diverse, student affairs professionals need to update their toolset to face the broader scope of the field and the new challenges that arise every day. The Handbook of Student Affairs Administration provides invaluable guidance to graduate students and professionals alike, and is the one resource you should not be without.
Exclusion rates of black children in the UK and around the world
continue to rise, highlighting that something is very wrong with
the way their teaching and learning is supported in today's
schools. Teachers often blame parents, parents blame teachers, and
an unhappy downward spiral ensues.
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.
Association for the Study of Higher Education Outstanding Book Award Winner, 2020This book outlines the beginning of student organizing around issues of sexual orientation at Midwestern universities from 1969 to the early 1990s. Collegiate organizations were vitally important to establishing a public presence as well as a social consciousness in the last quarter of the twentieth century. During this time, lesbian and gay students struggled for recognition on campuses while forging a community that vacillated between fitting into campus life and deconstructing the sexist and heterosexist constructs upon which campus life rested. The first openly gay and lesbian student body presidents in the United States were elected during this time period, at Midwestern universities; at the same time, pioneering non-heterosexual students faced criticism, condemnation, and violence on campus. Drawing upon interviews, extensive reviews of campus newspapers and yearbooks, and archival research across the Midwest, Patrick Dilley demonstrates how the early gay campus groups created and provided educational and support services on campus-efforts that later became incorporated into campus services across the nation. Further, the book shows the transformation of gay identity into a minority identity on campus, including the effect of alliances with campus racial minorities.
Helping Parents Understand the Minds and Hearts of Generation Z takes parents into the daily lives of their 24-7, wired-up children. It allows parents and children to speak for themselves. This highly practical book provides parents insights into how Gen Z thinks, the ways their brains learn, and illustrates why children of this technological generation believe and act the ways they do. There are some red flags in American culture and smart technology and digital devices are right there at the center of them all. Students in Gen Z do not recall a time before the Internet and smart technology. As a result, serious issues are arising in American culture within Gen Z. These considerations have implications for families and interpersonal relationships and will also impact future economics, as more and more student from Gen Z graduate college and enter the workforce. Parents will find this book compelling and will be challenged to consider whether their withdrawn, ear-budded children are addicted to their devices and social media, and to where all of this might lead.
A primary mission of universities is promoting student success and well-being. Many college and university personnel have implemented initiatives that offer students the documented benefits of positive human-animal interaction (HAI). Accumulating evidence suggests that assistance dogs, therapy dogs, and shelter dogs can support student wellness and learning. The best programs balance the welfare of humans and canines while assessing students' needs and complying with all laws and regulations. Contributors to this edited volume have drawn upon research across many disciplines as well as their extensive practical experiences to produce a timely and valuable resource - for administrators and students. Whether readers are just getting started or striving to improve well-established programs, The Canine-Campus Connection provides authoritative, evidence-based guidance on bringing college students and canines together in reciprocally beneficial ways. Part one examines the interactions between postsecondary students and canines by reviewing the literature on the human-canine bond. It establishes what necessarily must be the top priority in canine-assisted activities and therapy: the health and safety of both. Part two highlights four major categories of dogs that students are likely to interact with on and off campus: service dogs, emotional support animals (ESAs), therapy dogs, and homeless dogs. Part three emphasizes ways in which dogs can influence student learning during classes and across aspects of their professional development. Part four considers future directions. Authors take the stance that enriching and enlarging interactions between college students and canines will require university personnel who plan and evaluate events, projects, and programs. The book concludes with the recommendation that colleges and universities move toward more dog-friendly campus cultures.
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