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This book was written as a guide to practitioners, with input and strategies from police authorities, mental health professional and educators. School safety is an issue for school communities across the country. Collaboration with all stakeholders provide comprehensive strategies that can be applied to all schools and districts.
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.
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.
Whether you're an educator, CST member, administrator, or other educational professional, you share one thing in common: dealing with difficult parents and families. Every educator has experienced problematic, unproductive, and/or uncomfortable interactions with parents or families. Whether it be issues of defensiveness, noncompliance, the belief that his or her child "does no wrong," or just plain hostility, it can place an incredible stress on your job duties. Utilize this book to equip yourself with effective, practical tools geared to help productively tailor your interventions around the most common types of challenging parents and families.
Your Community Of Educational Helpers: How To Become Inspired And Inspirational is a source of information to help allow enough time and space for you to develop your talent above and beyond your regular day of responsibilities. You can feel that you are accomplishing something just for yourself. It deals with the importance of your family upbringing as it relates to your talent. It includes being respectful and humble for the community that helps you develop your talent. It will help you both personally and professionally. It can also be helpful so that you can become a mentor to future generations. You ultimately can feel that much more accomplished by fulfilling your own talent and your own creativity for personal fun and/or for your profession.
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.
The transition from middle school to high school poses as one of the most challenging transitions students will make in their academic career in grades K-12. The transition from grade eight to grade posts the greatest loss with the highest dropout rates nationally occurring during this transition. This book shares authentic examples through story telling of the situations students have experienced during their transition to high school. Also included in this book are intervention strategies schools could implement to counter the downward spiral. This book opens dialog and increases communication among teachers, parents and administrators with the goal of seeking solutions and implementing transition activities that increase the chances of student and school success.
Student Ownership details a specific set of strategies used by a case study school to effectively triple the school's number of college and/or career ready students over a two year period. The school moved from the bottom 5 percent in the state in transition readiness for students to the top 5 percent by implementing strategies that helped the students take ownership of their futures by implementing these strategies. In addition, companion strategies are included that were used to change the minds of the teachers and administrators in order to establish ownership in the minds of their students. This book will help you establish student empowerment and ownership of their learning in your school culture.
Almost every teacher has experienced at least one of "those kids." The kids who won't sit still, who won't do their work, who don't attend, who won't conform to the classroom expectations, who are straight out defiant and disrespectful. These kids, these so-called "bad kids," and their stories actually have a great deal to teach us. This book centers around these stories and the lessons learned from them. Whether in education or in your everyday relationships with others, the lessons these kids teach will touch your hearts and make a difference in your lives. Picking up before the award-winning documentary The Bad Kids began, Lessons from The Bad Kids will teach us not only to improve our educational system but also how to become better people.
All children deserve the opportunity to practice freedom of thought, voice, and movement in school. Giving students the opportunity to practice freedom--to teach them how to be autonomous, responsible, cooperative and critically literate--should be done in communities and schools across the country, and this book shows how. The key ability of the human brain that cannot be digitized or mechanized is its ability to interpret-that is, to cope with the intentions of another, to understand what was said and what was meant. Humans have the ability to work together as a team toward a common goal (i.e. cooperate), to be altruistic and make sacrifices to help others, to build trust, and to feel empathy or sympathy-and robots do not. Developing and using these interpretive and cooperative skills is essential to having a nation of thoughtful citizens who are capable of seeing themselves as solutions to the problems and issues we face. Empowered Students: Educating Flexible Minds for a Flexible Future is a theory-to-practice story of how students at a segregated and failing New York City high school were released from years of oppressive schooling practices and learned how to practice freedom, told through the voices and the people who built it: the school leaders, teachers and students.
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 focuses primarily on elementary to middle school transitions. This book was developed with a two-fold premise: one, that educators and parents understand the role they play in meeting the basic developmental needs of individual students during times of transition; and two, that school leaders understand how critically important it is for organizations to create structured transition processes to better ensure student success before, during and after transitions that supports the growth and development of students. This book includes authentic scenarios that are research-based to help combat the barriers associated with the transitional moves elementary students may experience. The goal is that school organizations and institutions will work collectively to strategically develop district-wide and inter-agency (high school and college) transition plans to help students with these critical periods.
This book is predicated on the belief that the spiritual development of college students has been largely ignored in our colleges and universities, despite the importance of spiritual matters to young people in their quest to lead integrated lives. Thus, while academics are understandably proud of their "outer" accomplishments in the fields of science, medicine, technology, and commerce, colleges and universities have increasingly come to neglect the student's "inner" development--the sphere of values and beliefs, emotional maturity, spirituality, and self-understanding.
The book defines "spiritual development" very broadly: how students make meaning of their education and their lives, how they develop a sense of purpose, the value and belief dilemmas that they experience, as well as the role of religion, the sacred, and the mystical in their lives. Each student, of course, will view his or her spirituality in a unique way. For many, traditional religious beliefs and practices may form the core of their spirituality; for others such beliefs and practices may play little or no part. While two-thirds of the students in the study express a strong interest in spiritual matters, well over half report that their professors "never" encourage discussions of religious/spiritual matters, and about the same proportion report that professors never provide opportunities to discuss the purpose and meaning of life.
By raising public awareness of the important role that spirituality plays in student learning and development, by alerting academic administrators, faculty, and curriculum committees to the importance of spiritual development, and by identifying possible strategies for enhancing that development, the book will encourage institutions to give greater priority to these spiritual aspects of students' educational and personal development.
Despite improved access to higher education for women, the distribution of women and men varies considerably between different fields of study. The chapters in this edited collection explore the participation status of women in higher education across the varying socio-economic and sociological backgrounds observed in different countries and regions. Diving into the differing social and state intervention policies, individual motives of participation and additional gender inequalities including regional and ethnic disparities, this book offers readers a better understanding of the drivers of gendered trends in higher education, such as the evidently low presence of women in certain scientific and technical disciplines. The analysis focuses on the social construction of gender differences, as well as the roles played by the economy, culture, religion, legal background, and the internal dynamics of society. Ultimately, this book provides a comprehensive overview of recent developments concerning the presence of women in higher education in both developed and developing countries, resulting in a clear picture of the current situation, and how the future might look.
Gender identity and sexuality play crucial roles in the educational experiences of students, parents, and teachers. Teacher education must more directly address the ways that schools reflect and reproduce oppressive gender norms, working to combat homophobia, transphobia, heteronormativity, and gendered expectations in schools. This volume examines teacher candidates' experiences with gender and sexuality in the classroom, offering insight and strategies to better prepare teachers and teacher educators to support LGBTQ youth and families. This volume addresses the need for broader, more in-depth qualitative data describing teacher candidates' responses to diversity in the classroom (including gender, sexuality, race, class and religion). By using pedagogical tools such as narrative writing and positioning theory, teacher candidates explore these issues to better understand their own students' narratives in deeply embodied ways. This book calls for schools to be places where oppression, in all its complexity, is explored and challenged rather than replicated.
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.
If we want our students to be prepared for a life involved with artificial intelligence, global awareness, cultural understanding, racial, religious and lifestyle diversity, and changing economic and political realities, then we have to change what we are doing in our schools from pre-school to graduate school. We can no longer wait for large-scale reforms to develop, because those reforms will only occur due to some kind of tragedy. If schools are going to reform proactively, educators in each school and in each district have to lead the way.
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.
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.
This book is about media transparency and good-faith attempts of honesty by both the sources and the gate-keepers of news and other information that the mass media present as being unbiased. Specifically, this book provides a theoretical framework for understanding media transparency and its antithesis--media opacity--by analyzing extensive empirical data that the authors have collected from more than 60 countries throughout the world. The practice of purposeful media opacity, which exists to greater or lesser extents worldwide, is a powerful hidden influencer of the ostensibly impartial media gate-keepers whose publicly perceived role is to present news and other information based on these gate-keepers' perception of this information's truthfulness. Empirical data that the authors have collected globally illustrate the extent of media opacity practices worldwide and note its pervasiveness in specific regions and countries. The authors examine, from multiple perspectives, the complex question of whether media opacity should be categorically condemned as being universally inappropriate and unethical or whether it should be accepted-or at least tolerated-in some situations and environments.
This book explores how belonging differs based on students' social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging-with peers, in the classroom, or on campus-is a critical dimension of success at college. It can affect a student's degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. The 2nd Edition of College Students' Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students' success. New to this second edition: A refined theory of college students' sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging.
As students begin finalizing college and career decisions, they are faced with tough choices that impact the next 2 to 42 years of their lives. While career decisions can be challenging for anyone, they seem more difficult for students who are considering careers in music. Although there are many viable music career options, there is considerable uncertainty regarding the types of jobs available, and the skills and other traits that help student musicians determine if they will be a good fit in their chosen careers. As a result, music students commonly feel lost regarding music career decisions, turning to parents and teachers who feel just as ill-equipped to provide insight. Music Career Advising: A Guide for Parents Students and Teachers answers the most common music career questions through research-based career advising strategies, a comprehensive inventory of music careers, bibliography of print and on-line music career resources, and additional information gathered through interviews with leading musicians in the field, and faculty members in some of the most prestigious university music programs in the country.
This is an exciting time to be an academic advisor a time in which global recognition of the importance of advising is growing, research affirms the critical role advising plays in student success, and institutions of higher education increasingly view advising as integral to their missions and essential for improving the quality of students' educational experiences. It is essential that advisors provide knowledgeable, realistic counsel to the students in their charge. The New Advisor Guidebook helps advisors meet this challenge. The first and final chapters of the book identify the knowledge and skills advisors must master. These chapters present frameworks for setting and benchmarking self-development goals and for creating self-development plans. Each of the chapters in between focuses on foundational content: the basic terms, concepts, information, and skills advisors must learn in their first year and upon which they will build over the lengths of their careers. These chapters include strategies, questions, guidelines, examples, and case studies that give advisors the tools to apply this content in their work with students, from demonstrations of how student development theories might play out in advising sessions to questions advisors can ask to become aware of their biases and avoid making assumptions about students to a checklist for improving listening, interviewing, and referral skills. The book covers various ways in which advising is delivered: one-to-one, in groups, and online. The New Advisor Guidebook serves as an introduction to what advisors must know to do their jobs effectively. It pairs with Academic Advising Approaches: Strategies That Teach Students to Make the Most of College, also from NACADA, which presents the delivery strategies successful advisors can use to help students make the most of their college experience.
How can we promote the learning and well-being of all students, especially those who come from some of the most disadvantaged backgrounds? Anindya Kundu argues that we can fight against deeply rooted inequalities in the American educational system by harnessing student agency-each person's unique capacity for positive change. To make his case, Kundu draws powerful narratives from a population of individuals who beat the odds to become academically and professionally successful. These strivers have overcome challenges such as broken families, homelessness, unexpected pregnancies, forms of abuse, incarceration, and more, to make it in the world. But it wasn't simply individualism, tenacity, resilience, or grit that helped them. Rather, as Kundu illustrates, it was a combination of social and cultural supports that paved the path towards their dreams, harnessing the inherent power of their agency.Book Features: A counter-narrative to the popular misconception that all students need is "grit." A strengths-based approach to education that is sensitive to students' communities and cultures. Rich, first-person quotes from individuals who have overcome immense odds. Useful diagrams for educational stakeholders on the relationship between grit and agency. Descriptions of dense sociological concepts presented in plain terms. Inclusion of fundamental and new waves in psychology.
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