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The chief purpose of this book is to explain how public education in this country became dysfunctional as a result of the education policies and programs funded by the federal government to address low academic achievement. It highlights student effort as a central factor in academic achievement, based on research noting its significance. Teachers and school administrators cannot make children ready for college or career by grade 12 if their parents do not make them ready for school learning by kindergarten or grade 1. Once both the schools and students' parents together made students ready for membership in our civic culture. They learned they were politically equal to each other, with a shared civic identity, regardless of academic achievement. Yet, policy makers at USED and philanthropists in this country with a professed interest in the education of low achievers want low achievers to believe that their academic status is all that matters and that they haven't succeeded academically because of bigoted teachers, administrators, and communities. Parent/school partnerships need to revive their community's agreed-upon mission for public education if we are to alter the roots of low achievement in this country.
Young people today know trouble from a host of sources: poverty, sexism and racism; the storms of a climate in turmoil; the loss of loved-ones to incarceration, addiction and suicide. This book is about the role that teachers can play in helping our young people transcend these troubles, honor the pain they feel, and channel their aggression in productive directions. But counseling and anti-bullying programs are not enough. The key is to open up the very content of the curriculum to the emotional life of the whole child.
People who live in poverty consider life in different ways than those who have adequate basic resources. Many educators tend to see the world through their middle-class worldview. Because of this, they do not understand these significant and often rational differences. They may misinterpret behavior they see and ascribe negative connotations to how their students are reacting. Their assumptions can affect the quality of both the teaching and the learning that happens. Most teachers have real passion for educating their students but their experiences limit how they relate to the challenges some of their students face daily. Understanding Poverty in the Classroom: * Identifies perceptual differences * Teaches strategies to address the special needs of children from poverty * Encourages teachers to learn about the neighborhoods where their students live and what to look for in those areas * Confronts myths about poverty and reinforces learning with specific illustrations This resource is interactive with exercises that increase the reader's learning and provides specific tools to improve the educational process for teachers, students, and parents.
This collection of essays presents a theoretically grounded and research-based process in which the multiple facets of self are explored. While these facets have been studied in the literature using universal theories, Despertando el Ser posits that it is important to generate our own epistemological understandings grounded in the lived experience of Latina/o educators. Moving away from majoritarian perspectives of teacher personal development, using a sociocultural and critical theory kaleidoscopic lens, this book critically examines the notion of Latino teacher identities and other facets of self. Despertando el Ser theorizes that a Latino teacher's identity is an intersection between the personal and professional selves consisting of ethnic/cultural identities, consciousness, beliefs, and motives for teaching. Presented in Despertando el Ser is an awakening of self as an ethnic/cultural being, exploring positionality and consciousness, and unearthing our beliefs about learning and teaching. Using varied methodologies, this book provides chapters in which the facets of self are uncovered and explored within diverse educational contexts. Each chapter provides questions to assist the reader to engage in critical reflection. This book can be used for teacher candidates, teachers in practice, teacher educators, and researchers.
A COMPREHENSIVE RESOURCE FOR UNDERSTANDING AND APPLYING RESEARCH METHODS Research Methods and Applications for Student Affairs offers students and professionals in the field an authoritative and accessible guide to help navigate research in student affairs. This comprehensive resource on research methods instruction clearly shows how to interpret the various forms of research, how to be critical as a research consumer, and how to use research to inform practice. Author J. Patrick Biddix--a noted scholar and expert in the field--presents a detailed overview of three qualitative-focused and four quantitative-focused research methods. The text reviews the basics of these qualitative and quantitative approaches and explores how to differentiate the major types of research as well as how to understand, read, evaluate, and apply results. Biddix also includes important information on using mixed methods approaches. The user-friendly text includes insights on key issues, as well as descriptions of the individual sections that comprise research studies. Also included is an overview of ethical considerations that apply specifically to student affairs. Research Methods and Applications for Student Affairs is an essential guide for enhancing research methods' skills, and offers direction for applying those skills in actual work situations.
Sociocultural Issues in Physical Education: Case Studies for Teachers is useful to a wide range of individuals interested in increasing their sociocultural awareness and knowledge in order to consider how students experiences are shaped in and through physical education classes. This book may be especially useful to teacher candidates and as a professional development tool. What happens in physical activity learning spaces is of great significance to the learners that occupy those spaces. Broadly speaking, one cannot deny that education is rife with error, nor can one ignore the presence of global-level issues in physical education. Using a case study approach, this book addresses social and cultural issues that can and do arise in physical education. This book offers a tool for studying and better understanding how social and cultural issues impact student learning in physical education. Chapter authors point toward possibilities for better understanding sociocultural issues in physical education settings."
Today's educators face challenges unparalleled by previous generations of teachers. A typical classroom is comprised of students from diverse backgrounds, varying languages and unique backgrounds. In order for educators to meet the needs of the individual students within their classes, they must have a grasp on the challenges facing their students. Currently in education, the focus is on marginalized students and the impact their circumstances have on their ability to learn. This book is designed to make the various hardships encountered by many students more personal in order to give teachers insight into the very real needs of today's students. Educators are familiar with the data regarding students; however, it is through the individual story of students that teachers are reminded of their vital role in nurturing and educating the students that fill their desks each year. This book will pair student narratives with brain research to provide valuable insights to K-12 educators and university professors.
#1 Best Seller in High School Test Preparation, SSAT & COOP Comprehensive boarding school guide What is boarding school really like? What are my chances of getting into U.S. boarding schools? How do I evaluate private schools vs. public schools? What is boarding school really like? U.S. boarding schools offer a superb preparation for college bound students, but they are not for everyone. American Prep is the only comprehensive guide for parents and students interested in investigating, applying to, and succeeding at these great schools. Meticulously researched and thoughtfully written, American Prep is an essential guide through the world of U.S. boarding schools - their history and culture, their resources and support systems, their opportunities and challenges - and the only book that leads you through the entire prep school experience. You will learn about: Why boarding schools are increasingly valuable in the 21st century The pros and cons of private school vs public school How to select a school that is right for your student and your family How to navigate the admission process - detailed insider advice The emotional challenges of prep school for students and families - what to expect and when How to secure generous financial aid for prep school Student success on campus - getting in is only the first step An insider's perspective on U.S. boarding schools: Award winning writer/critic Ronald Mangravite has multiple perspectives on the American prep school world. An alumnus of the Lawrenceville School, he is a current prep school parent, an alumni class officer, and an admissions volunteer. His extensive teaching experience includes universities and private schools, with service on admissions and curricula committees. He holds degrees from the University of California, Berkeley and UCLA.
The Burden of Being a Boy: Bolstering Educational Achievement and Emotional Well-Being in Young Males is written for everyone who has a stake in the health and well-being of contemporary American boys and adolescents-parents, educators, counselors, educational administrators, student services personnel, higher education faculty, and students studying education and psychology. Mainly though, this is a book for those who are committed to seeing all boys grow and thrive while avoiding what has been termed as toxic male culture in this, and other, countries. While this book largely focuses on understanding the roles that schooling and upbringing play on boys' development, it explores this complex topic with a clear belief that there are myriad factors that influence each boy's developmental trajectory and that there are many ways to promote healthy, prosocial development among all young men.
The purpose of this book is to provide readers with an overview of basic group dynamics and techniques that are effective in Higher Education and Student Affairs settings. Student affairs professionals frequently engage in group work and team projects that require them to engage undergraduate students in ways that are unlike the classroom or less formal social setting. To help these individuals navigate their new roles, this book will provide an overview of basic group dynamics and leadership skills that facilitate productive group functioning. The book will be both a textbook that provides content regarding group dynamics, group theory, and group leadership, and a workbook/guidebook that provides information and scenarios that encourage readers to consider how the basic group principals can be applied in various areas within student affairs.
White teachers in multiracial schools are looking for ways to understand how to make a difference with their students of color in their classrooms. This book will help teachers make that difference.
Using previously classified documents and original interviews, "The Other Alliance" examines the channels of cooperation between American and West German student movements throughout the 1960s and early 1970s, and the reactions these relationships provoked from the U.S. government. Revising the standard narratives of American and West German social mobilization, Martin Klimke demonstrates the strong transnational connections between New Left groups on both sides of the Atlantic.
Klimke shows that the cold war partnership of the American and German governments was mirrored by a coalition of rebelling counterelites, whose common political origins and opposition to the Vietnam War played a vital role in generating dissent in the United States and Europe. American protest techniques such as the "sit-in" or "teach-in" became crucial components of the main organization driving student activism in West Germany--the German Socialist Student League--and motivated American and German student activists to construct networks against global imperialism. Klimke traces the impact that Black Power and Germany's unresolved National Socialist past had on the German student movement; he investigates how U.S. government agencies, such as the State Department's Interagency Youth Committee, advised American policymakers on confrontations with student unrest abroad; and he highlights the challenges student protesters posed to cold war alliances.
Exploring the catalysts of cross-pollination between student protest movements on two continents, "The Other Alliance" is a pioneering work of transnational history.
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.
Have universities forgotten their educational role in guiding students to grow up? With specific reference to Hong Kong, the university structure was a three-year program before the 2012/13 academic year that was modelled after the British system. However, with the introduction of higher education reform the university structure was changed to four years, with the additional year devoted to general education. At The Hong Kong Polytechnic University (PolyU), the general university requirements (GUR) were designed to promote the holistic development of the students. In this book, the authors summarise the evaluation and research findings, answering the question of how well the desired graduate attributes were achieved. It is their modest wish that through this book, there will be a better understanding for implementing a general education program in Hong Kong.
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.
In Culturally Responsive Pedagogy: Promising Practices for African American Male Students, I take us on a journey into teachers' perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students. The book also helps to identify teachers' perceptions of the CRP strategies needed in the elementary school setting to address the diverse needs of African American male students. I share the story of educators from a large, diverse elementary school in an urban school district, who have made it their mission to provide African American male students with culturally responsive learning environments where they can thrive. Throughout the book, I make it clear that the implementation of CRP practices has a direct impact on the student learning outcomes of African American male students. The book provides additional research into the existing literature on CRP practices. Through a case study approach, my work allows for additional insight into the potential impact of CRP practices on the student learning outcomes of African American male students in an urban elementary school setting. The book takes us on a journey of highs and lows, ups and downs, and failures and successes. Throughout the book, rich, detailed stories and descriptions are shared based on classroom observations, interviews, and student learning outcomes collected from three elementary school teachers from diverse backgrounds and various years of experience. Classroom observations were conducted using the Culturally Responsive Instruction Observation Protocol (TM) (CRIOP) instrument to assess the practices being implemented in the classroom. As I focused on the hard realities that face African American male students in today's classrooms, I identified six emerging themes, including one overarching emerging theme, and three promising practices that surfaced during my research. The CRP practices implemented proved helpful toward increasing learning outcomes for African American male students, and, ultimately, closing the achievement gap. As an African American educator, I have been able to see how the lack of culturally responsive practices creates learning obstacles for African American male students. These learning obstacles continue to plague a group that has been historically marginalized in our society. The implementation of CRP practices provides educators with an avenue to remedy a social justice issue that has plagued our nation for years. The information shared in this book can be beneficial for all those invested in closing the achievement gap and increasing student learning outcomes through the use of culturally responsive practices, including pre-service and in-service teachers, administrators, caregivers, community advocates, educational researchers, and policy makers.
In the latter half of the twentieth century, tens of thousands of Native American families moved to cities across the United States, some via the government relocation program and some on their own. In the cities, they encountered new forms of work, entertainment, housing, and education. In this study, Stephen Kent Amerman focuses on the educational experiences of Native students in urban schools in Phoenix, Arizona, a city with one of the largest urban Indian communities in the nation. The educational experiences of Native students in Phoenix varied over time and even in different parts of the city, but interactions with other ethnic groups and the experience of being a minority for the first time presented distinctive challenges and opportunities for Native students. Using oral histories as well as written records, Amerman examines how Phoenix schools tried to educate and assimilate Native students alongside Hispanic, Asian, black, and white students and how Native children, their parents, and the Indian community at large responded to this new urban education and the question of their cultural identity. Reconciling these pressures was a struggle, but many found resourceful responses, charting paths that enabled them to acquire an urban education while still remaining Indian.
Student life can be expensive - but don't panic. Manage Your Money helps you successfully juggle your finances as you study, giving you the confidence and good habits to stay on track. Manage your budget (and still have a life) Become a savvy spender so your cash goes further Explore sources of funding you didn't know existed. Super Quick Skills provide the essential building blocks you need to succeed at university - fast. Packed with practical, positive advice on core academic and life skills, you'll discover focused tips and strategies to use straight away. Whether it's writing great essays, understanding referencing or managing your wellbeing, find out how to build good habits and progress your skills throughout your studies. Learn core skills quickly Apply right away and see results Succeed in your studies and life. Super Quick Skills give you the foundations you need to confidently navigate the ups and downs of university life.
A Child Knows More Than You Think
This multidisciplinary, multi-voiced book looks at the practice and pedagogy of generic, across-campus support for doctoral students. With a global imperative for increased doctoral completions, universities around the world are providing more generic support. This book represents collegial cross-fertilisation focussed on generic pedagogy, provided by contributors who are practitioners working and researching at the pan-disciplinary level which complements supervision. In the UK, funding for two weeks annual training in transferable skills for each doctoral scholarship recipient has caused an explosion of such teaching, which is now flourishing elsewhere too; for example, endorsed by the Carnegie Initiative on the Doctorate in the USA and developed extensively in Australia. Generic doctoral support is expanding, yet is a relatively new kind of teaching, practised extensively only in the last decade and with its own ethical, practical and pedagogical complexities. These raise a number of questions: How is generic support funded and situated within institutions? Should some sessions be compulsory for doctoral students? Where do the boundaries lie between what can be taught generically or left to supervisors as discipline-specific? To what extent is generic work pastoral? What are its main benefits? Its challenges? Its objectives? Over the last two decades supervision has been investigated and theorised as a teaching practice, a discussion this book extends to generic doctoral support. This edited book has contributions from a wide range of authors and includes short inset narratives from academic authorities, accumulatively enabling discussion of practice and the establishment of a benchmark for this growing topic.
With the recognition of the integral role of student affairs in student education, and with stakeholders requiring increasing accountability at a time of tight resources, it has become imperative that staff be familiar with and competent in undertaking assessment. This book provides student affairs staff with the grounding they need to integrate assessment into how they design and monitor the programs, services, and activities they create to contribute to students' development. This book is intended both as a text for student affairs and higher education masters programs, and as a practical guide for early career staff who have had little formal preparation in assessment. It can be used for self-study or in professional development workshops. For divisions, departments, or units getting started with assessment, the discussion questions at the end of the chapters can engage staff in the process of developing an effective assessment culture. This book provides a thorough introduction to all aspects of assessment, assuming no prior knowledge, and illustrated throughout with examples of application in student affairs settings. Key elements include: Takes into account the latest standards and competencies defined by AAC&U, ACPA, AER, CAS, NASPA, and others Introductory and comprehensive Provides essential background and theory Covers preparation, planning and design Describes the full range of assessment methods Introduces principles and methods of qualitative and quantitative analysis Guidance on using and sharing results Addresses cultivating and sustaining a culture of assessment Considers ethical and political concerns Covers use of technology Illustrated throughout by examples of practice in student affairs.
In the second edition of this influential book, leading scholars Kathleen Manning, Jillian Kinzie, and John H. Schuh advocate an original approach by presenting 11 models of student affairs practice, including both traditional and innovative programs. Based on a qualitative, multi-institutional research project, One Size Does Not Fit All explores a variety of policies, practices, and programs that contribute to increased student engagement, success, and learning. This book is a must read for all higher education administrators and student affairs professionals. New to this Revised Edition: Refinement of models in light of recent NSSE data and current developments in higher education, including budget cuts and the economic crisis, Updated information throughout about model assessment and techniques to renew divisions of student affairs, A deeper analysis of how models of student affairs practice relate to institutional mission and purposes, End-of-chapter discussion questions to guide thinking about ways to incorporate models in one's own context, An entirely new Part IV, including chapters on "Catalysts and Tools for Change" and "Redesigning Your Student Affairs Division."
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