Daniel J. Castner, Jennifer L. Schneider, James G. Henderson
The pervasive politicization of education in the United States makes teachers' work extraordinarily challenging. Decades of bi-partisan accountability-based reform policies and top-down instructional management have conceived of teachers as mere technicians who consume and implement prefabricated curricular plans. Such views fail to recognize the intimate relationship between curriculum and teaching and minimize educators' professional authority.
Anti-Authoritarian Curriculum Practice is for teachers exasperated by contemporary education's politicized conditions. Instead of identifying specific authoritarian figures or ideologies, this book critiques authoritarian practices-actions that undermine accountability for how power is exercised. It advocates for anti-authoritarian curriculum practices, emphasizing the intellectual and moral responsibilities of professional curricular decision-making. Appreciating that significant decisions are made at school, district, and policy levels without teachers' meaningful involvement, the authors utilize practical curriculum theorizing to examine commonly overlooked elements of curriculum practice, emphasizing teachers' direct roles in shaping what is experienced in their classrooms. Readers are introduced to the HI-STAR process, a three-part framework that invites educators to holistically imagine curricular visions (HI), engage in study and teaching activities (ST), and assess student outcomes while reflecting on their practices (AR).
Jessica Nina Lester, Michelle O'Reilly
Focusing on applied conversation analysis (CA), this timely book offers practical insights and guidelines for CA scholars studying social interactions in institutional settings. Written in an accessible style and packed with case studies, examples, activities, and practical tips, the book takes readers through the entire process of planning and carrying out an applied CA research study. By highlighting challenges, debates, and important questions, each chapter provides the theoretical foundation necessary for making informed decisions at every stage of a research project. The book is divided into three sections (context and planning, doing a project using conversation analysis, and disseminating your research) to mirror the research process.
This text provides a basic introduction to what art is and can be in the lives of people who do not necessarily think of themselves as 'artists.' A variety of art themes, genres, materials, and processes that appeal to novice art makers are organized by conceptual themes in a way that allows choices in media, style, or content for open-ended results. The text may be used in secondary or adult studios, but is especially designed for use in online teaching/learning contexts.
John H. Schuh, Laura A. Dean, Jillian Kinzie, J. Patrick Biddix
A practical, comprehensive manual for assessment design and implementation Assessment in Student Affairs, Second Edition offers a contemporary look at the foundational elements and practical application of assessment in student affairs. Higher education administration is increasingly called upon to demonstrate organizational effectiveness and engage in continuous improvement based on information generated through systematic inquiry. This book provides a thorough primer on all stages of the assessment process. From planning to reporting and beyond, you'll find valuable assessment strategies to help you produce meaningful information and improve your program.
The BSR program was created to address the need for effective social skills programming. The BSR program is a systematic social skills program that addresses both social-cognitive processing and social skill performance. The BSR-3 book provides readers with a conceptual framework that will improve their understanding of social functioning in youth with autism and other social challenges. The book will teach readers how to assess and teach social skills and activate social-cognitive processing in both children and adolescents.
Jessica Nina Lester, Emily A. Nusbaum
Digital Tools for Qualitative Research shows how the research process in its entirety can be supported by technology tools in ways that can save time and add robustness and depth to qualitative work. It addresses the use of a variety of tools (many of which may already be familiar to you) to support every phase of the research process, providing practical case studies taken from real world research.
Moving beyond Western philosophical and political frameworks, this text engages with and centers Arab-Islamic ontologies, pupil voice, and gender to explore citizen identity formation and belonging among domestic students and Syrian refugees in Jordan. Focusing on the role of double-shift schools, educational policy, and provision, the volume interrogates how citizenship and youth identity is rooted, upheld, and altered over time. With an eye to complex historical, local, and national contexts of migration and (in)security in the Middle East, the book strives for a reconceptualization of citizen identity and education to better reflect the development of socio-civic identities amidst poverty, forced migration, and unrest.
James S. Damico, Loren Lybarger, Edward Brudney
This book examines literacy practices of commemoration marking the 40th anniversary of the March 24, 1976 coup in Argentina. Drawing on research conducted across three distinct sites in Buenos Aires in March 2016—a public university, a Catholic church, and a former naval base and clandestine detention center transformed into a museum space for memory and justice—this book sheds light on the ways commemorative literacies at these locations work spatially to mobilize memory of the past to address and advance justice concerns in the present. These labors of justice manifest in three ways: as resistance, reconciliation, and recovery. Damico, Lybarger, and Brudney also demonstrate how these particular kinds of commemorative literacies resonate transnationally in ways that necessitate a commitment to commemorative ethics.
Laura B. Perry, Emma Rowe, Christopher Lubienski
This book examines various aspects of school segregation and their complex interrelations with policy, structure, and context in diverse settings. It advances the understanding of the causes, processes and consequences of school segregation around the globe.
Topics examined include student sorting between schools in marketized systems; the effects of school socioeconomic segregation on international tests of student achievement and the structures that shape cross-national variations; the impact of school choice on school segregation in Canada; school segregation and institutional trust in Chile; racial/ethnic and socioeconomic segregation in Brazil; and parental financial contributions as a cause and consequence of school segregation in Australia. The contributions highlight how selective schooling, private schooling, school funding, school choice, and school competition interact to shape school segregation, as well as the consequences of school segregation on a range of student outcomes. Through its embrace of diversity of methodological approaches, context and focus, this book stimulates new lines of research in an important and growing field.
Comparative Perspectives on School Segregation will be a key resource for academics, researchers, and advanced students of comparative education, educational leadership and policy, educational research, ethnic studies, research methods, economics of education, sociology of education, history of education and educational psychology. The chapters included in this book were originally published as a special issue of Comparative ºÚÂí´ÅÁ¦.
Peter C. Weitzel, Christopher A. Lubienski
When charter schools first arrived on the American educational scene, few observers suspected that within two decades thousands of these schools would be established, serving almost a million and a half children across forty states. The widespread popularity of these schools, and of the charter movement itself, speaks to the unique and chronic desire for substantive change in American education. As an innovation in governance, the ultimate goal of the charter movement is to improve learning opportunities for all students—not only those who attend charter schools but also students in public schools that are affected by competition from charters.
In The Charter School Experiment, a select group of leading scholars traces the development of one of the most dynamic and powerful areas of education reform. Contributors with varying perspectives on the charter movement carefully evaluate how well charter schools are fulfilling the goals originally set out for them: introducing competition to the school sector, promoting more equitable access to quality schools, and encouraging innovation to improve educational outcomes. They explore the unintended effects of the charter school experiment over the past two decades, and conclude that charter schools are entering a new phase of their development, beginning to serve purposes significantly different from those originally set out for them.
Draws upon the expertise of educational leadership researchers, policy scholars, and research methodologists who have undertaken detailed and rigorous research and written influential methodological arguments about educational leadership and policy. Chapters will include an introduction to the methodology or approach described, a discussion of relevant theoretical perspectives, a brief review of extant research, and a section drawing upon the author’s expertise to offer novice and experienced researchers recommendations about employing the methodology in their own work. Brings together the various perspectives presented within the volume to articulate a methodological future for the field using a complementary approach to research in educational leadership and policy.
Patricia K. Kubow, Nicole Webster, Krystal Strong, Daniel Miranda
This book considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism.
Mark Baildon, Kah Seng Loh, Ivy Maria Lim, Gül İnanç, Junaidah Jaffar
This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book’s authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book’s chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.
Andrew S. Gibbons, Elizabeth Boling
This book examines the theoretical basis of one of the functional layers—the message layer—of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the learning sciences, intelligent tutoring system research, and K-12 education.
Marjorie Manifold, Steve Willis, Enid Zimmerman
Globalization is blurring the lines between once clearly defined groups of people, making cultural sensitivity more important than ever. Culturally sensitive art education can cultivate the ability for students to empathize with and care about others, but until now, few guidelines have existed to help art educators bring together those from dissimilar cultural backgrounds. Editors Manifold, Willis, and Zimmerman have created Culturally Sensitive Art ºÚÂí´ÅÁ¦ in a Global World: A Handbook for Teachers as a source of useful models for teaching art to students from diverse populations in a culturally sensitive way.
Keith C. Barton, Li-Ching Ho
It was a seemingly simple question that inspired an idea for this book from Li-Ching Ho to Professor Keith Barton: Should the purpose of social studies be to prepare students for democracy, or should it aim for something higher?
“In the United States and many other settings, we have long assumed that the central purpose of social studies, or what we’ve referred to more broadly as ‘social and civic education,’ is to prepare students to take part in the public life of democratic societies,” Barton explained.
Curriculum for Justice and Harmony: Deliberation, Action and Knowledge in Social and Civic ºÚÂí´ÅÁ¦, expands on whether schools should orient toward more substantive goals, with democratic participation as a means but not the end of public life. In the book, they explore two purposes broad enough to guide all social learning: a view of justice that involves advancing well-being, reducing manifest injustices and removing barriers that limit opportunities, and critical harmony, which promotes social relationships, embraces conflict, values difference and supports balance.
John Zilvinskis, Jillian Kinzie, Jerry Daday, Ken O'Donnell, Carleen Vande Zande
The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.
James G. Henderson, Daniel J. Castner, Jennifer L. Schneider
This book provides educators with guidance on studying and practicing a curriculum problem solving artistry that is focused on deepening students’ subject matter understandings through democratic self and social understandings. The book begins with a discussion of seven principles of curriculum leadership, which provide a framework for the presentation of a theoretical platform that guides a four-phased process. The curriculum problem solving has four interrelated phases, and advice on studying and practicing each phase has been organized into separate chapters using a montage format incorporating inquiry prompts, supportive quotations, critical commentaries, practical tips, narrative illustrations, and study recommendations. There is a continuous recognition of the ways in which the four phases are folded into one another in highly interactive ways; hence, the problem solving approach is described as a fourfold process. The text concludes with an epilogue honoring the disciplined journey of understanding and the pursuit of professional virtues that are central to the cultivation of problem solving artistry. An ethical oath that was created by twenty Ohio teacher leaders serves as a collegial pledge to embrace this disciplinary commitment.
Trena M. Paulus, Jessica Nina Lester, Paul G. Dempster
Digital Tools for Qualitative Research shows how the research process in its entirety can be supported by technology tools in ways that can save time and add robustness and depth to qualitative work. It addresses the use of a variety of tools (many of which may already be familiar to you) to support every phase of the research process, providing practical case studies taken from real world research.
Jessica Nina Lester, Chad R. Lochmiller, Rachael E. Gabriel
Explores the growing interest in conceptualizing, theorizing, and actualizing the study of everyday and institutional interactional practices that are germane to the policy arena; Assists in providing both researchers with examples of how discourse and conversational analysis research can considered in relationship to education policy; Focuses on localized understanding of policies as elucidated by discourse.
Jessica Nina Lester, Trena M. Paulus
While some qualitative methods texts touch upon online communities as a potential data source, show how to conduct interviews and focus groups online, or select recording devices and analysis software, no book to date has guided readers in the creation of a comprehensive digital workflow for their research. By working through each chapter in this book, readers will be able to generate a unique digital workflow for designing and implementing their research. The book provides a deep exploration of the relationship between theories of technology, substantive theories, and methodological theory, and shows how together these inform the development of a quality research design.
Faridah Pawan, Sharon Daley, Xiaojing Kou, Curtis J. Bonk
The core of the book is online teaching strategies and activities to engage and motivate our students (Chapters 3, 4, 5, 6). We begin, however, by contextualizing these suggestions by detailing the specific ways the online medium has specifically changed the way our students learn languages; and the expertise and resources we already have available as language teachers to address these changes. (Chapters 1-2). The final three chapters (7, 8, & 9), are for our development as teachers, namely the type of online competencies for us to explore to enhance our expertise, the support administrators can provide, and inspirational online practices as encouragement for us to teach online.
Michelle O'Reilly, Jessica Nina Lester
Offers cutting-edge theoretical and empirical analysis research from the new Palgrave Language of Mental Health series; Outlines a variety of language-based methodologies for studying mental health; Provides practical strategies by reviewing the application of social constructionist research in therapeutic practice and child mental health.
Ingrid Carter, Valarie Akerson, Gayle Buck
This book elucidates explorations of the Nature of Science (NOS) within classroom contexts through action research. The Framework for K-12 Science ºÚÂí´ÅÁ¦ defines NOS as
…knowledge of the constructs and values that are intrinsic to science. Students need to understand what is meant, for example, by an observation, a hypothesis, an inference, a model, a theory, or a claim, and be able to distinguish among them (NRC, 2012, p. 79).
In the United States, this framework provided the theory and context to develop the Next Generation Science Standards (NGSS). Many states have either adopted the NGSS outright or developed state standards based on them. Akerson (2022) notes that NOS comprises key tenets that can be taught explicitly through science content.
The seminal works of Norman Lederman, most notably Lederman (1992), have defined these tenets. The NGSS includes these tenets using language that slightly differs from Lederman’s original work. However, Akerson (2022) notes that these tenets are most prominently featured in two of the three dimensions of the national standards: the Science and Engineering Practices (SEPs) and the Crosscutting Concepts (CCCs).
Simply put, the SEPs describe scientists' behaviors as they explore phenomena. The tenets of NOS also describe these behaviors, emphasizing that the development of scientific knowledge is robust and dynamic. As Akerson (2022) outlines, the following tenets of NOS Introduction 2 correlate with the SEPs: a) science uses a variety of methods; b) scientific knowledge is developed by collecting empirical data, scientific data leads to the development of theories and laws; c) scientific knowledge is robust and can be revised based on new knowledge; and d) collecting scientific data includes making observations and inferences. The CCCs within the NGSS also correlate to NOS (Akerson, 2022). These include a) science is a way of knowing; b) science as a way of knowing includes a set of procedures and norms that differ from other ways of knowing (such as art, religion, and philosophy); c) scientists search for patterns in the natural world; and d) science is a human endeavor that is influenced by context and prior knowledge.
This book focuses on one of the tenets of NOS that needs further exploration in current teaching practice: the social and cultural aspects of NOS. This tenet recognizes that science is a human endeavor and is thus inevitably influenced by social and cultural contexts. While scientists employ procedures to validate the applicability of their work to others and engage in robust investigations, they cannot fully remove their context from their work. This correlates to the CCCs, as “a careful analysis of the crosscutting concepts included in the Framework shows that they are more than organizational schemas that interrelate knowledge from different scientific fields. They also encapsulate overarching ways of thinking that we should help our students to develop” (Talanquer, 2019, p.18). The CCCs capture the complexity of the nature of scientific knowledge and recognize the rich contextual factors that impact the science practices. This book includes exploration of some of these contexts through educators’ action research in their career setting.
This volume was lead edited by a former Ph.D. student in science education, and includes chapters written mostly by science education doctoral students (Ed.D. and Ph.D.). The students conducted action research to determine how they could support their own students in learning about the social and cultural aspects of nature of science across various settings.
Elizabeth A. Shaver, Janet Decker
Edited by Elizabeth A. Shaver, J.D. and Janet R. Decker, J.D., Ph.D., A Guide to Special ºÚÂí´ÅÁ¦ Law (2017), pools the experience and expertise of special education legal experts from across the U.S. into one valuable resource. In their current roles as special education attorneys and university professors, the authors navigate the complex maze of federal and state legislation, regulations, and case law. They also must stay abreast of constant changes.The authors provide a clear and concise explanation of the current status of special education law. Importantly, they translate the law for those who do not have a legal background. Each chapter also offers practical recommendations. By heeding the authors’ useful guidance, special education directors, teachers, paraprofessionals, parents, and others will be better prepared to address the many legal dilemmas they face.
M.J. Bishop, Elizabeth Boling, Jan Elen, Vanessa Svihla
Elizabeth Boling, Professor in Instructional Systems Technology, co-edited this handbook that sets out the priorities for research in the field.
The book is in its fifth update. Revising it is a project that took four years to complete, but is critical as areas for research change as time goes along. Books such as these are published in most fields of scholarship. According to Boling, they pull together the state of knowledge in a field and outline areas for future research and are widely used in doctoral programs as readings that makes doctoral students and faculty scholars aware of the critical areas for research.
“The handbook represents what a field has accomplished in research and what should be priorities for the future. To be an editor on a handbook of research means to help define what is important in a field of study for the several years following its publication,” Boling added.
Robert Q. Berry III, Basil Conway, Brian Lawler, John Staley
Empower students to be the change—join the Teaching Mathematics for Social Justice movement!
We live in an era in which students have—through various media and their lived experiences—a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by more than 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world.
Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice, including environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features:
- Content cross-referenced by mathematical concept and social issue
- Downloadable instructional materials for student use
- User-friendly and logical interior design for daily use
- Guidance for designing and implementing social justice lessons driven by your own students' unique passions and challenges
Timelier than ever, High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice will connect content to students' daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future.
Elizabeth Boling, Colin M. Gray, Craig D. Howard, John Baaki
Historical Instructional Design Cases presents a collection of design cases which are historical precedents for the field with utility for practicing designers and implications for contemporary design and delivery. Featuring concrete and detailed views of instructional design materials, programs, and environments, this book’s unique curatorial approach situates these cases in the field’s broader timeline while facilitating readings from a variety of perspectives and stages of design work. Students, faculty, and researchers will be prepared to build their lexicon of observed designs, understand the real-world outcomes of theory application, and develop cases that are fully accessible to future generations and contexts.
Mark C. Baildon, James S. Damico
Climate change and climate denial have remained largely off the radar in literacy and social studies education. This book addresses that gap with the design of the Climate Denial Inquiry Model (CDIM) and clear examples of how educators and students can confront two forms of climate denial: science denial and action denial. The CDIM highlights how critical literacies specifically designed for climate denial texts can be used alongside eco-civic practices of deliberation, reflexivity, and counter-narration to help students discern corporate, financial, and politically motivated roots of climate denial and to better understand efforts to misinform the American public, sow doubt and distrust of basic scientific knowledge, and erode support for evidence-based policymaking and collective civic action. With an emphasis on inquiry-based teaching and learning, the book also charts a path from destructive stories-we-live-by that are steeped in climate denial (humans are separate from nature, the primary goal of society is economic growth without limits, nature is a resource to be used and exploited) to ecojustice stories-To-live by that invite teachers and students to consider more just and sustainable futures.
Regina Umpstead, Janet Decker, Kevin P. Brady, David Schimmel, Matthew Militello
It is essential that today’s educators and school leaders are more informed about the legal rights and entitlements of students with disabilities. This resource provides eight easy-to-implement lesson plans on special education law that require no legal knowledge and can be facilitated by school principals, special education directors, teachers, or university instructors. In short one-hour sessions, participants learn by engaging in practical activities instead of only passively reading about the law. All of the lessons utilize actual situations that have led to expensive litigation and each includes the following sections: Introduction for Facilitators; Materials Needed; Hook; Background, Purpose, and Objectives of the Lesson; Activity; Questions for Conversation; Test Your Knowledge; and Additional Resources. This one-of-a-kind book will help schools and districts reduce the time and energy devoted to dealing with violations of the law, resolving parental complaints, correcting errors by school employees, and more.
Michelle O'Reilly, Jessica Nina Lester
Improving Communication in Mental Health Settings draws on empirical studies of real-world settings to demonstrate contemporary practice-based evidence, providing effective strategies for communicating with patients/clients in mental health settings. The book integrates clinical experience and language-based evidence drawn from qualitative research. Drawing on studies that utilize scientific language-based approaches such as discourse and conversation analysis, it focuses on social interaction between professionals and patients/clients to demonstrate effective communication practices. Chapters are led by clinical professionals and feature a range of mental health settings, different mental health conditions and types of patient/client, and evidence-based recommendations.
SerafÃn M. Coronel-Molina, Teresa L. McCarty
Focusing on the Americas – home to 40 to 50 million Indigenous people – this book explores the history and current state of Indigenous language revitalization across this vast region. Complementary chapters on the USA and Canada, and Latin America and the Caribbean, offer a panoramic view while tracing nuanced trajectories of "top down" (official) and "bottom up" (grass roots) language planning and policy initiatives. Authored by leading Indigenous and non-Indigenous scholars, the book is organized around seven overarching themes: Policy and Politics; Processes of Language Shift and Revitalization; The Home-School-Community Interface; Local and Global Perspectives; Linguistic Human Rights; Revitalization Programs and Impacts; New Domains for Indigenous Languages
Providing a comprehensive, hemisphere-wide scholarly and practical source, this singular collection simultaneously fills a gap in the language revitalization literature and contributes to Indigenous language revitalization efforts.
Dylan Brody, Mary Benson McMullen
As an early childhood educator, you know how important play is for young children. You also know that selecting the right play materials to include in your program matters; there are so many options, and often your budget does not stretch to cover everything. With this book, discover ideas for both familiar and new play materials and how those materials support the cognitive, social and emotional, and physical learning and development of children from birth to age 3.
With a thoughtful selection of appropriate play materials, you can enhance the quality of your program by creating an environment and providing experiences that enable all children to thrive.
Theodore W. Frick, Rodney D. Myers, Cesur Dagli, Andrew F. Barrett
Innovative Learning Analytics for Evaluating Instruction covers the application of a forward-thinking research methodology that uses big data to evaluate the effectiveness of online instruction. Analysis of Patterns in Time (APT) is a practical analytic approach that finds meaningful patterns in massive data sets, capturing temporal maps of students' learning journeys by combining qualitative and quantitative methods. Offering conceptual and research overviews, design principles, historical examples, and more, this book demonstrates how APT can yield strong, easily generalizable empirical evidence through big data; help students succeed in their learning journeys; and document the extraordinary effectiveness of First Principles of Instruction. It is an ideal resource for faculty and professionals in instructional design, learning engineering, online learning, program evaluation, and research methods.
Gayle A. Buck, Vesna Dimitrieska, Valarie L. Akerson
This edited volume discusses the need to increase quantity and enhance quality of science education focused on preparing rural students to thrive in an interconnected, interdependent, and complex world. It acknowledges that globally integrated education incorporates local knowledge and culture with global trends. Additionally it highlights globally competent science teaching is not included in most preparation programs, and teachers enter schools unprepared to address students’ needs. Rural schools lack opportunities to keep up with reform efforts and may have limited experiences with diversity, particularly at the global level.
Chad R. Lochmiller, Jessica Nina Lester
Expand your understanding of educational research with this practice-first introduction. Written specifically for education practitioners, An Introduction to ºÚÂí´ÅÁ¦al Research: Connecting Methods to Practice approaches research methods from a practice-first perspective that aligns research with professional experiences and identifies the tools and resources readers can use when conducting their own research. Throughout the book, the authors illuminate complex research concepts using problems of practice confronting educators to help readers make meaningful connections with key concepts and research practices. The authors present balanced coverage across research methodologies that is linked to practice, so readers clearly see research as a tool they can use to improve classrooms, schools, districts, and educational organizations.
This book explores the role of language academies in preserving and revitalizing minority or endangered languages. The author studies the controversial High Academy of the Quechua Language (HAQL) in Peru, the efficacy of which has been questioned by some experts. The book delves into the positions, attitudes, ideologies and practices of the HAQL and the role it has played in language policy and planning in the Andean region. The author uses ethnographic fieldwork to support what was previously only anecdotal evidence from individuals viewing the Academy from the outside. This book would appeal to anyone studying the sociolinguistics of the Quechua language, as well as to those studying broader issues of Indigenous language policy and planning, maintenance and revitalization.
T. Jameson Brewer, Christopher A. Lubienski
In an age of consumer choice, decentralization, and deregulation in education, policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. This raises a number of questions: To what extent has the push for privatization and marketization of education shaped how we recruit and train the next generation of teachers? What are they taught and why? How do such policies impact the dispositions of colleges of education and alternative teacher certification organizations? In this book, well-regarded scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how these policies, practices, and ideologies have taken root domestically and internationally.
Martha McCarthy, Suzanne Eckes, Janet Decker
This succinct resource helps academic professionals understand how basic legal principles apply to educational questions. Written in a reader-friendly style that legal novices can easily understand, Legal Rights of School Leaders, Teachers, and Students details the principles underlying school law and provides essential guidelines for school personnel to follow in their everyday work. Descriptive scenarios of landmark cases and compelling visuals clarify concepts and help educators understand the context of legal principles as they apply to a range of school issues. While the coverage is comprehensive, the presentation is straightforward and non-technical with extensive footnotes that allow readers to delve further into topics.
Expanding the definition and use of literacies beyond verbal and written communication, this book examines contemporary literacies through action-focused analysis of bodies, places, and media. Nexus analysis examines how people enact and mobilize meanings that are largely unspoken. Wohlwend demonstrates how nexus analysis can be used as a tool to critically analyze and understand action in everyday settings, to provide a deeper understanding of how meanings are produced from a mix of modes in daily social and cultural contexts.
Designed to help readers understand the theoretical and methodological assumptions and goals of nexus analysis in classroom and literacy research, this book provides a comprehensive understanding of the theory, framework, and foundations of nexus analysis, by using multimodal examples such as films and media, artifacts, live action performances, and more.
Pengfei Zhao, Karen Ross, Peiwei Li, Barbara K. Dennis
Making Sense of Social Research Methodology: A Student and Practitioner Centered Approach introduces students to research methods by illuminating the underlying assumptions of social science inquiry. Authors Pengfei Zhao, Karen Ross, Peiwei Li, and Barbara Dennis show how research concepts are often an integral part of everyday life through illustrative common scenarios, like looking for a recipe or going on a job interview. The authors extrapolate from these personal but ubiquitous experiences to further explain concepts, like gathering data or social context, so students develop a deeper understanding of research and its applications outside of the classroom. Students from across the social sciences can take this new understanding into their own research, their professional lives, and their personal lives with a new sense of relevancy and urgency. The text is organized into clusters that center on contemporary key questions in research and reflect an integrative nature.
Dionne Cross Francis, Meredith Park Rogers, Andrew Gatza, Kathryn Engebretson
Prepare Your Students to Become Global Citizens!
Students in grades 3–5 are undergoing significant cognitive growth and beginning to understand what fairness and equity mean in a diverse and interconnected world. Modern Math Tasks to Provoke Transformational Thinking presents carefully crafted tasks that nurture multi-disciplinary literacies, including ecological and cultural literacies.
From climate change to systemic injustices, the need for multidisciplinary problem-solving skills has never been greater. The innovative tasks in this series bridge the gap between traditional siloed education and the real-world problems we encounter daily. By emphasizing mathematical modeling, data analysis, and cross-disciplinary thinking, they empower students to tackle complex issues and become global citizens ready to shape a brighter future.
- Investigating Life in a Square: Area, Data, and Healthy Ecosystems
- Developing Climate Literacy to Save Speedy the Tortoise
- Everyone Counts: Examining Issues of Fairness in Creating Voting Districts
- My Shirt Comes from Where? How Clothes Travel
- Food, Families, and Fractions: Reflecting on Nutrition and Access
Empower your students to become transformational thinkers to shape their communities and tackle global challenges head on!
Susan R. Jones, Vasti Torres, Jan Arminio
This third edition of the book addresses the essential elements of qualitative research in higher education. This addition includes a wider array of methodological approaches and conceptual frameworks.
Ching-Yu Na, SerafÃn M. Coronel-Molina
This book offers a comprehensive exploration of the multilingual linguistic landscape in Taoyuan City, Taiwan, focusing on the impact of new immigrants and the diverse range of languages they speak, across urban and peripheral areas. It examines the city's transition from a predominantly monolingual or bilingual Chinese–English signage environment to a vibrant multilingual one shaped by Chinese, English, Japanese, Korean and Southeast Asian languages. Employing ethnographic methods and geosemiotic analysis, the study investigates code preferences and writing types on public and private signage. Additionally, it delves into community perceptions of the multilingual linguistic landscape and its implications for language policy and planning, providing valuable insights into evolving linguistic dynamics. The authors move beyond theoretical exploration to deliver practical insights with implications for institutions, policymakers, researchers, educators, students and practitioners alike. Ultimately, this work aspires to enrich understanding not only of Taiwan's linguistic landscape but also of broader global discussions on multilingualism, language policy and language planning.
With its real-life stories and invitations for reflection and conversation, this book is an ideal professional development resource for pre- and in-service birth–age 3 professionals. The author shares lived experiences of being in four distinctly different baby rooms as a researcher over extended periods of time. She frames each life story around elements of well-being and asks readers to consider whether and how environmental and relational factors supported or hindered the physical, psychological, and emotional health of the children and adults. The author encourages readers to see themselves in the stories, to consider how they may have acted in the circumstances described, and to deliberate on their own practices and beliefs. With empathy and respect, McMullen fully conveys an intent to elevate, celebrate, and honor those who spend their days in infant toddler care and education, while examining the critical role all adults in society play in the lives of our youngest citizens.
Kathleen Manning, Jillian Kinzie, John Schuh
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.
Michelle O'Reilly, Jessica Nina Lester
This Handbook gathers together empirical and theoretical chapters from leading scholars and clinicians to examine the broad issue of adult mental health. The contributors draw upon data from a variety of contexts to illustrate the multiple ways in which language as action can assist us in better understanding the discursive practices that surround adult mental health. Conversation and discourse analysis are useful, related approaches for the study of mental health conditions, particularly when underpinned by a social constructionist framework. In the field of mental health, the use of these two approaches is growing, with emergent implications for adults with mental health conditions, their practitioners, and/or their families.
Michelle O'Reilly, Jessica Nina Lester
A landmark publication in the field, this state of the art reference work includes contributions from leading thinkers across a range of disciplines on topics including ADHD, autism, depression, eating disorders and trauma. It is an essential resource for all those involved or interested in child mental health.
Faridah Pawan, Kelly Ann Wiechart, Amber Warren, Jaehan Park
Pedagogy—not technology—drives effective online instruction. The authors of Pedagogy & Practice for Online English Language Teacher ºÚÂí´ÅÁ¦ discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and shows examples of teaching presence in online learning; ways to incorporate reflective teaching in online classrooms; application of universal design for learning principles; use of connectivism as foundation for online professional networks; use of active learning, just-in-time teaching in a hybrid and flipped seminar; demonstrations of hard and soft scaffolding in a writing project; use of the online medium as a "third space" to provide a safe environment; and a description of a “future” being realized by teachers who transition between both face-to-face and online instruction.
Pu Hong, Faridah Pawan
Providing an East-West flow of language teaching knowledge and know-how to balance prevailing Western-centric perspectives, this book is an in-depth investigation of the impact of Western-based language teacher education on the pedagogy and practice of Chinese English language teachers who received their training in Western institutions or those that emphasize Western-based teaching approaches. A significant and growing number of these teachers will influence millions of language learners in China over the next decades.
Rachael Gabriel, Jessica Nina Lester
Participatory performances have long been used to invite audiences to embody, voice, and imagine the perspective of different characters, values, and viewpoints. Performances of Research: Critical Issues in K-12 ºÚÂí´ÅÁ¦ provides a collection of performative texts that retell the lived experiences of children and youth in meaningful and engaging ways, while providing readers with an opportunity to participate in the retelling. Performances of Research is for faculty, graduate, and undergraduate students who are engaged in the study of social foundations in education, equity and social justice in education, and qualitative inquiry methods. This book is essential reading for pre-service teachers, classroom teachers, and faculties of education and works very well as a textbook for a variety of courses.
Andrea Walton, Marybeth Gasman
Historical and theoretical perspectives. Historical overview ; Interpretive frameworks ; Individual donations and patronage ; Foundations, corporate philanthropy, and voluntary associations : perspectives on their influences in organizing knowledge, setting standards, and shaping access and equity
Volunteerism. Student volunteerism and activism ; Service-Learning : a view of philanthropic action in education ; Trusteeship : service to institution and community
Fundraising. Origins of fundraising ; Alumni/ae giving & other relevant institutional constituencies ; The mechanics of fundraising ; Fundraising from diverse communities ; Donor motivation
Carmen Liliana Medina, Mia Perry, Karen Wohlwend
This book introduces three new subjects to the context of literacy research—play, the imaginary, and improvisation—and proposes how to incorporate these important concepts into the field as research methods in order to engage people, materials, spaces, and imaginaries that are inherent in every research encounter. Grounded in cutting-edge theory, chapters are structured around lived narratives of research experiences, demonstrating key practices for unsettling and expanding the ways people interact, behave, and construct knowledge. Through an exploration of difference, play and the imaginary, the authors present an active set of practices that acknowledges and attends to the global, fragmented, politicized contexts in literacy research.
Michelle O'Reilly, Jessica Nina Lester, Tom Muskett
Highlights the economic consequences of a disabling culture; Aims to layer and complicate the discussions that surround autism in schools, health clinics and society; Illustrates social construction of autism in educational and historical discourses
T. Jameson Brewer, Christopher A. Lubienski
Privatization and the ºÚÂí´ÅÁ¦ of Marginalized Children examines the issue of markets in education as they shape educational opportunities for disadvantaged children—for better or worse—in countries around the globe. With chapters written by leading scholars in the field of international education, this book analyzes the important questions of equity and markets, privatization and opportunity, and policies' objectives and outcomes, and it explores the potential, promises, and empirical evidence on the role of market mechanisms. Offering insights from theoretical as well as international-comparative perspectives, this volume will appeal to researchers and students of education-focused public policy, sociology, and international economics. A timely contribution to the field, Privatization and the ºÚÂí´ÅÁ¦ of Marginalized Children aims to engage in public/private debate by addressing the larger societal exclusions and segregation of communities in which these schools exist.
Craig A. Albers, Rebecca S. Martinez
Educators and school psychologists throughout the country are working with growing numbers of English language learners (ELLs), but often feel unprepared to help these students excel. This highly informative book presents evidence-based strategies for promoting proficiency in academic English and improving outcomes in a response-to-intervention (RTI) framework. Illustrated with a detailed case example, the book describes best practices for working with K-5 ELLs in all stages of RTI: universal screening, progress monitoring, data collection, decision making, and intensifying instruction. In a large-size format for easy photocopying, the book includes more than two dozen reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials.
Christopher A. Lubienski, Sarah Theule Lubienski
Nearly the whole of America’s partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. From the growth of vouchers and charter schools to the implementation of No Child Left Behind, policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones.
For decades research showing that students at private schools perform better than students at public ones has been used to promote the benefits of the private sector in education, including vouchers and charter schools—but much of these data are now nearly half a century old. Drawing on two recent, large-scale, and nationally representative databases, the Lubienskis show that any benefit seen in private school performance now is more than explained by demographics. Private schools have higher scores not because they are better institutions but because their students largely come from more privileged backgrounds that offer greater educational support. After correcting for demographics, the Lubienskis go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones. Even more surprising, they show that the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement.
Despite our politics, we all agree on the fundamental fact: education deserves our utmost care. The Public School Advantage offers exactly that. By examining schools within the diversity of populations in which they actually operate, it provides not ideologies but facts. And the facts say it clearly: education is better off when provided for the public by the public.
Lonely Planet's Quechua Phrasebook is your passport to culturally enriching travels with the most relevant and useful Quechua phrases and vocabulary for all your travel needs. Ask for hiking directions, learn about local culture and shop at markets with confidence- all with your trusted travel companion.
Jo Arney, Timothy Dale, Glenn Davis, Jillian Kinzie
Co-published with the American Association of State Colleges and Universities (AASCU), which sponsored the project from which the book emerged. This book answers the question “What would your institution look like if students really mattered?” The authors argue that really putting student success at the center of attention will require a radical reimagining of higher education. Much of what is presented here is grounded in the findings of the American Association of State Colleges and Universities’ (AASCU’s) Re-Imagining the First Year (RFY) initiative, which brought together 44 member institutions over a three-year period to identify and test programs, strategies, and tools aimed at improving retention rates for first-year students. The book makes a provocative set of arguments about what is possible if campuses radically reimagine their culture, practices, structures, and rules with the primary purpose of helping students succeed in college and beyond.
Discussions around race and racism may be hot button topics in schools across America – but that doesn’t make the conversation any less imperative. Now a new book from IU School of ºÚÂí´ÅÁ¦ faculty member Marcus Croom aims to make those conversations easier and provide support to teachers as they have these important discussions.
Croom, an Assistant Professor in Curriculum and Instruction, says he wrote the book, “Real Talk? How to Discuss Race, Racism and Politics in 21st Century American Schools,” in response to many indicators that educators want support and guidance on how to discuss public issues in their classes. After the Indiana Black Expo invited Croom to present about race, racism and politics during that summer event, he thought a published guide might not only help these conference participants but also teachers across America. The book includes links to valuable resources, including a free planning template.
Theresa Alviar-Martin, Mark C. Baildon
This edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.
While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.
Christopher Lubienski, Miri Yemini, Claire Maxwell
Increasingly it is not just the state that determines the content, delivery and governance of education. The influence of external actors has been growing, but the boundaries between internal and external have become blurred and their partnerships have become more complex. This book considers how schooling systems are being influenced by the rise of external actors, including private companies, NGOs, parent organisations, philanthropies and international assessment frameworks. It explores how the public, private and third sectors are becoming increasingly intertwined. Introducing new theoretical frameworks, it examines diverse sites – including Cambodia, Israel, Poland, Chile, Australia, Brazil and the US – to study the role of policies, institutions and contextual factors shaping the changing relationships between those seeking to influence schooling.
Lay Hoon Seah, Rita Elaine Silver, Mark Charles Baildon
This book explores the importance of language in content learning. It focuses on teachers’ roles, knowledge and understanding of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers’ knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers’ knowledge of language.
Michael T. Ndemanu, SerafÃn M. Coronel-Molina, Tom J. McConnell, Ernest Kofi Davis, Judah M. Ndiku
After decades of efforts to foster social and economic development in Africa, leaders are questioning why greater access to education has not significantly transformed opportunities for the continent's people. The 2nd World Conference on Transformative ºÚÂí´ÅÁ¦, held in May 2023 in Cape Coast, Ghana, gathered global scholars to explore educational approaches focused on preparing learners for the modern workforce and entrepreneurship while decolonizing education systems. This book views transformative education as a catalyst for innovation and 21st-century development skills. The contributors share research, literature reviews, and strategies for transforming Africa through education, with articles emphasizing curriculum, pedagogy, STEM learning, and communication and professional competency development.
Walter Feinberg, Christopher Lubienski
Perhaps no school reform has generated as much interest and controversy in recent years as the proposal to have parents select their children's schools. Opponents of school choice fear that rolling back the government's role will lead to profit-driven financial scandals, sectarianism, and increased class and racial isolation. School choice advocates believe that state provision, oversight, and regulation stifle entrepreneurial creativity. The contributors to this volume not only provide a clear assessment of the logic and evidence supporting the different sides of the debate but also unmask the assumptions about the relationship between markets, government, and educational achievement. Their message is that neither markets nor government alone will guarantee freedom, equality, achievement, or community. If choice is to improve education and advance equality, then educational policy cannot be placed on automatic and left to the "free" market. Rather, choice policy must be deliberately directed toward meeting these goals, and this book shows how that could be accomplished.
Valarie L. Akerson, Ingrid S. Carter
This book details the particular challenges educators faced trying to teach science during the COVID-19 pandemic - and how they connected with their students while continuing to teach.
Akerson, a Professor of Science ºÚÂí´ÅÁ¦, was part of a self-study team of science teachers and educators that met every two weeks last year to share insights and provide support to each other. After meeting with former student and professor Ingrid Carter and current student and science teacher Claire Cesljarev, they thought it would be a good idea to put all of their experiences together in a volume to share with others.
Judith S. Lederman, Selina L. Bartels, Valarie L. Akerson
This textbook guides teachers in enacting science instruction that results in the cultivation of scientifically literate students in elementary school. Prompting discussions in the pre-service environment around what it means to be scientifically literate, this book helps teachers introduce children to their world through science and its impact on their daily lives. Chapters show teachers how to design, implement, and assess inquiry-based science instruction through lessons that authentically model real science, investigating questions with multiple solutions, and discussing how these lessons build students’ scientific literacy. Sample lessons are modeled on research and tested practice while also recognizing the need to accommodate a diverse range of students and classroom contexts. Ideal for pre-service science teachers, as well as in-service professional development, this book can be used in any elementary science methods course or wherever state or national standards require developing scientific literacy. In helping teachers produce scientifically literate students, it is a resource that enables students to have the content knowledge, attitudes, and abilities to see the role science plays in issues from the personal to the global.
Jessica Nina Lester, Michelle O'Reilly
Strikes a balance between critical perspectives and ‘real life’ challenges of navigating disabling impairments; Contributes to the literature psychiatric disability, and questions the psychiatric basis of autism; Takes a critical approach to language-in-use, while attending to the social and cultural construction of autism
This book reconceptualizes social studies teaching and learning in ways that will help prepare students to live in "new times" – prepared for new forms of labor in the post-industrial economy, equipped to handle new and emerging technologies and function in the new media age, and prepared to understand different perspectives to participate in an increasingly diverse, multicultural global society. Mark Baildon and James Damico offer an integrated theoretical framework and corresponding set of web-based technology tools to guide a reconceptualized social studies education and provide concrete examples of teachers and students wrestling with core challenges involved in doing inquiry-based investigations with web-based texts. The authors also lay out a range of suggestions for social studies and literacy teachers, curriculum developers, teacher educators, and researchers interested in enacting and researching social studies as new literacies for living in the global society in the 21st century.
John H. Schuh, George D. Kuh, Elizabeth J. Whitt, Jillian Kinzie
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective ºÚÂí´ÅÁ¦al Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Elizabeth Boling, Richard A. Schwier, Colin M. Gray, Kennon M. Smith, Katy Campbell
Well-established in some fields and still emerging in others, the studio approach to design education is an increasingly attractive mode of teaching and learning, though its variety of definitions and its high demands can make this pedagogical form somewhat daunting. Studio Teaching in Higher ºÚÂí´ÅÁ¦ provides narrative examples of studio education written by instructors who have engaged in it, both within and outside the instructional design field. These multidisciplinary design cases are enriched by the book’s coverage of the studio concept in design education, heterogeneity of studio, commonalities in practice, and existing and emergent concerns about studio pedagogy. Prefaced by notes on how the design cases were curated and key perspectives from which the reader might view them, Studio Teaching in Higher ºÚÂí´ÅÁ¦ is a supportive, exploratory resource for those considering or actively adapting a studio mode of teaching and learning to their own disciplines.
The newest edition to the National Resource Center’s series on Special Student Populations focuses on supporting LGBTQ+ students on campus. Despite increasing visibility and acceptance in some spheres, many LGBTQ+ students continue to experience a negative climate on college campuses, presenting barriers to their academic and personal success. This volume explores the last decade of research on LGBTQ+ college students with an eye toward understanding their needs and the unique conditions related to their college success. The opening chapter offers useful definitions to help ground practitioners in the current conversation. Readers will also find examples of inclusive excellence and questions for guiding practice to promote a more inclusive learning environment not only for LGBTQ+ students but for all students on the campus.
Karen J. Graham, Robert Q. Berry III, Sarah B. Bush, DeAnn Huinker
The stories in this book represent the efforts along the continuum of change including work that is just starting, to initiatives in progress, to examples of advanced implementation. Each story shares an approach addressing one or more of the four key recommendations from Catalyzing Change:
- Broaden the purposes of learning mathematics
- Create equitable structures in mathematics
- Implement equitable instruction
- Develop deep mathematical understanding
These stories share efforts at the district and state levels as well as within schools and highlight the challenges and successes of implementing equitable teaching practices in classrooms everywhere.
Faridah Pawan, Wenfang Fan, Pei Miao
This book provides an in depth look into Chinese ESL teachers undertakings at formal and informal levels to support and sustain their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based efforts, and traditional and 21st-century teaching visions. English is a mandated subject for approximately 400 million Chinese public school students. Making transparent the training and professional development received respectively by pre-service and in-service teachers, this book provides a rare window into how Chinese English Language teachers (ELTs) reconcile the two needs with the responsibility to teach large numbers of students while also navigating societal, cultural, and institutional cross currents. It also explores the range of ways China invests in the training and professional development of its English language teachers.
Valarie L. Akerson, Ingrid S. Carter
Research published in this book was conducted by the doctoral students in the new online EdD program in science education. Faculty member Valarie Akerson and former IU Ph.D. student and now professor Ingrid Carter served as the Editors, The doctoral students learned about researching and teaching NOS, designed and carried out action research and self studies. The book includes research in kindergarten through college science classes, and is available through open access.
Curtis J. Bonk, Meina Zhu
Transformative Teaching Around the World compiles inspiring stories from Fulbright-awarded teachers whose instructional practices have impacted schools and communities globally. Whether thriving or struggling in their classrooms, instructing in person or online, or pushing for changes at high or low costs and risk levels, teachers devote intense energy and careful decision-making to their students and fellow staff. This book showcases an expansive variety of educational practices fostered across international contexts by real teachers: active and empowering learning strategies, critical thinking and creative problem-solving, cultural responsiveness and sustainability, humanistic integration of technology, and more. Pre- and in-service teachers, teacher educators, online/blended instructors, and other stakeholders will find a wealth of grounded, motivating approaches for transforming the lives of learners and their communities.
Mitchell R. Malachowski, Elizabeth L. Ambos, Kerry K. Karukstis, Jillian Kinzie, Jeffrey M. Osborn
Institutions across the higher education landscape vary, and each navigates change in its own way. This volume describes how institutions and departments influence the success of structural and cultural transformations to advance curricular reform. A product of the Council on Undergraduate Research Transformations project, a six-year, longitudinal research study funded by the United States National Science Foundation, this text features the goals, strategies, and outcomes that evolved from the experiences at 12 diverse colleges and universities in creating innovative undergraduate curricula and campus cultures that maximize student success.
Vasti Torres, Ebelia Hernández, Sylvia Martinez
The dramatic growth of this population in the U.S. requires a considerably deeper understanding of individuals that share this multifaceted identity. This timely book synthesizes new research and its implications for practice that is critical for professionals working with Latinos in educational and counseling contexts. The authors provide insight into identity development, environmental influences, and how these factors influence persistence in higher education. By using a synthesis approach to organize multiple studies around how being Latinx influences the experiences of students in college and beyond, the authors offer a holistic view of the Latino population. Practitioners will learn about practices that help Latinx college students. Faculty and researchers will gain new understandings of the Latinx experience, and discover a starting point for further reflection and investigation.
Tonya Gau Bartell, Cathery Yeh, Mathew D. Felton-Koestler, Robert Q. Berry III
Empower children to be the change—join the teaching mathematics for social justice movement!
We live in an era in which students of all ages have—through media and their lived experiences— a more visceral experience of social injustices. However, when people think of social justice, mathematics rarely comes to mind. With a teacher-friendly design, this book brings upper elementary mathematics content to life by connecting it to the natural curiosity and empathy young children bring with them and the issues they experience.
Tested in 3-5 classrooms, the model lessons contributed in this book walk teachers through the process of applying critical frameworks to instruction, using standards-based mathematics to explore, understand, and respond to social justice issues. Learn to plan instruction that engages children in mathematics explorations through age-appropriate, culturally relevant topics such as fairness, valuing diversity and difference, representation and inequality, and environmental justice. Features include:
- Content cross-referenced by mathematical concept and social issues
- Connection to Learning for Justice’s social justice standards
- Downloadable instructional materials and lesson resources
- Guidance for lessons driven by children’s unique passions and challenges
- Connections between research and practice
Written for teachers committed to developing equitable and just practices through the lens of mathematics content and practice standards as well as social justice standards, this book will help connect content to children’s daily lives, fortify their mathematical understanding, and expose them to issues that will support them in becoming active citizens and leaders.
Timothy Reese Cain, Pat Hutchings, George D. Kuh, Natasha A. Jankowski, Stanley O. Ikenberry, Peter T. Ewell, Jillian Kinzie
The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.
Nikki Kiyimba, Jessica Nina Lester, Michelle O'Reilly
Uniquely focuses on the broad spectrum of data that is classified as 'naturally-occurring'; Offers an accessible pragmatic format that maintains the integrity of the topic whilst presenting it in a way that is comprehensible and applicable; Clearly discusses the ways in which naturally occurring data can be beneficial data sources for conducting qualitative health research in a variety of settings and contexts; Provides a forward-thinking acknowledgement of the use of computer-assisted technology in aiding health service delivery and how this data can be used in research; Clearly explains how naturally occurring data can be utilized by students and health practitioners using different qualitative methodologies
Walking with Strangers transforms traditional notions of social research, giving an account of working with racial and linguistic diversity, a topic particularly poignant at this time when racist themes and violence in U.S. culture have risen and intensified" (P. Carspecken). The book explores "complexities, tensions, and dilemmas within human relationships" entailed in doing deep ethnographic research with/within communities. The book takes a methodological orientation, telling the ethnographic story from the inside. Many new methodological ideas are brought forth.
Christopher P. Brown, Mary Benson McMullen, Nancy File
The essential resource to the issues surrounding childhood care and education with contributions from noted experts. The Wiley Handbook of Early Childhood Care and ºÚÂí´ÅÁ¦ is a comprehensive resource that offers a review of the historical aspects, best practices, and the future directions of the field. With contributions from noted experts in the field, the book contains 30 interdisciplinary essays that explore in-depth the central issues of early childhood care and education. The handbook presents a benchmark reference to the basic knowledge, effective approaches to use with young children, curriculum design, professional development, current policies, and other critical information.
The expert contributors address the myriad complex policy and practice issues that are most relevant today. The essays provide insight into topics such as child development and diversity, the sociocultural process of child development, the importance of the home environment in the lives of children.
This book illuminates the philanthropic impulse that has influenced women’s education and its place in the broader history of philanthropy in America. Contributing to the history of women, education, and philanthropy, the book shows how voluntary activity and home-grown educational enterprise were as important as big donors in the development of philanthropy. The essays in Women and Philanthropy in ºÚÂí´ÅÁ¦ are generally concerned with local rather than national effects of philanthropy, and the giving of time rather than monetary support. Many of the essays focus on the individual lives of female philanthropists (Olivia Sage, Martha Berry) and teachers (Tsuda Umeko, Catharine Beecher), offering personal portraits of philanthropy in the 19th and 20th centuries. These stories provide evidence of the key role played by women in the development of philanthropy and its importance to the education of women.
The first in-depth look at how women have shaped the history and legacy of Indiana University. Women first enrolled at Indiana University in 1867. In the following years they would leave an indelible mark on this Hoosier institution. However, until now their stories have been underappreciated, both on the IU campus and by historians, who have paid them little attention. Women at Indiana University draws together 15 snapshots of IU women's experiences and contributions to explore essential questions about their lives and impact.
Antoni Verger, Christopher Lubienski, Gita Steiner-Khamsi
This latest volume in the World Yearbook of ºÚÂí´ÅÁ¦ series examines the global education industry both in OECD* countries as well as developing countries, and presents the works of scholars based in different parts of the word who have significantly contributed to this area of research. Focusing on the areas of cross-over in public-private partnerships in education, WYBE 2016 critically examines the actors and factors that have propelled the global rise of the education industry.
Split into three key sections, Part I explores how education agendas are shaped; Part II considers the private financing of education and the export of school improvements to professional consultancies; and Part III analyses new market niches, such as low-fee private schooling and for-profit education provisions.
The book draws upon case studies of many global organizations, including:
- The Bill and Melinda Gates Foundation
- Pearson Affordable Learning Fund
- Bridge International Academies
- Teach for All
- Omega Schools
Co-edited by three internationally renowned scholars, Antoni Verger, Christopher Lubienski and Gita Steiner-Khamsi, WYBE 2016 will be a valuable resource for researchers, graduates and policy makers who are interested in the global education industry.
*Convention on the Organisation for Economic Co-operation and Development.