Who Look at Me?!: Shifting the Gaze of Education through Blackness, Queerness, and the Body explores how we, as a society, see Blackness and in particular Black youth. Drawing on a range of sources, the authors argue that the ability to operationalize the sentiment that #BlackLivesMatter, requires seeing Blackness wholly, as queer, and as a site of subversive knowledge production. Continuing the work of June Jordan and Langston Hughes, and based on their work as a Black queer artist collective known as Hill L. Waters, Who Look at Me?! provides alternative tools for reading about and engaging with the lived experiences of Black youth and educational research for and about Black youth. In this way, the book presents not only the possibilities of envisioning teaching and research practices but presents examples that embrace, celebrate, and make room for the fullness of Black and queer bodies and experiences. This work will appeal to those interested in emancipatory methodological and educational practices as well as interdisciplinary conversations related to sociocultural constructions of race and sexuality, politics of Blackness, and race in education.

This edited text recaptures many of Joe L. Kincheloe's national and international influences. An advocate and a scholar in the social, historical, and philosophical foundations of education, he dedicated his professional life to his vision of critical pedagogy. The authors in this volume found mentorship, as well as kinship, in Joe and express the many ways in which he and his work made profound differences in their work and lives. Joe's research always pushed the limits of what critically reflective and informed teaching entailed, never diluting the import of comprehending the complexity of sociopolitical, cultural, economic, and educational discourses and practices. Dedicated to a praxis of social and political activism rooted in students' development as citizens and workers, the labor of teachers as action researchers, cultural workers, and social mediators is always at the heart of all he achieved. We who were so influenced directly and indirectly by him knew his genius and relished the generosity with which he shared his ideas, advice, encouragement, and art. The world is better because of Joe L. Kincheloe scholarship-inextricably related to "critical" critical thinking and enactment of education that tenaciously interrupts complacency, mediocrity, always responding thoughtfully to particular educational contexts.

This book explores Marx's theory of the phenomenal forms in relation to critical pedagogy and educational action research, arguing that phenomenal forms pose a pedagogical obstacle to any endeavour that seeks to expand an individual's awareness of the larger social whole.

The Adolescent Experience places the college student at the very heart of the book. The authors engage in a dialogue with the reader that is warm, caring, and often humorous as they write and share material about this time of life. The authors emphasize the role that development and society play in the lives of young people. The book has a solid research basis with a historical and multicultural focus. But most important, the book is practical and applied with the strongest prevention/health promotion material available in any basic undergraduate adolescent psychology text currently on the market.
Key Features
* Focuses on health promotion and illness prevention
* Provides not only a U.S. but also a much needed Canadian perspective to this life stage
* Involves students as participants in a long-standing inquiry into the nature of adolescence as they are introduced to the latest research in the field
* Provides students with the latest practical information in subject areas like sexuality, drugs and alcohol, suicide and depression, eating disorders, crime, delinquency, and violent behavior
* List server links student and/or instructor to authors
* Explores the uniqueness of North America's multi-culturalism
* Illustrates important concepts using literature and social history to make them tangible to students

Early Childhood Studies: A Social Science Perspective explores key issues in early childhood studies from a variety of social science disciplines, including psychology, sociology, social policy and education. Each chapter considers a different social science discipline, identifying, analysing and critically assessing how that particular discipline enriches early years provision and research. User-friendly student features are included throughout, including: - Icebreakers introduce the main chapter themes - Objectives help readers to develop cognitive skills, moving from identifying to analysing to critically assessing - Formative activities encourage practical application of the content - Case-studies ground theory in practice - Research activities support those looking to take their understanding further - Self-assessment questions allow readers to test their knowledge - Further reading references and web links provide ideas for further exploration An essential course companion for all Early Childhood Studies undergraduate students.

The increasing reliance of our educational system on standardized tests has precipitated a national debate. This debate, however, has proceeded with little attention to the tests themselves. This book makes a scholarly contribution to the debate by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what they read.

Some reports estimate that nearly 50% of teachers entering the profession leave within the first five years (Alliance for Excellent Education 2004; Ingersoll, 2003; Quality Counts 2000). One explanation of why teachers leave the profession so early in their career might be related to the emotional nature of the teaching profession. For example, teaching is an occupation that involves considerable emotional labor. Emotional labor involves the effort, planning, and control teachers need to express organizationally desired emotions during interpersonal transactions. As such, emotional labor has been associated with job dissatisfaction, health symptoms and emotional exhaustion, which are key components of burnout and related to teachers who drop out of the profession. Research into emotional labor in teaching and other aspects of teachers' emotions is becoming increasingly important not only because of the growing number of teachers leaving the profession, but also because unpleasant classroom emotions have considerable implications for student learning, school climate and the quality of education in general.

Using a variety of different methodological and theoretical approaches, the authors in this edited volume, Advances in Teacher Emotion Research: The Impact on Teachers' Lives, provide a systematic overview that enriches our understanding of the role of emotions in teachers' professional lives and work. More specifically, the authors discuss inquiry related to teachers' emotions in educational reform, teacher identity, student involvement, race/class/gender issues, school administration and inspection, emotional labor, teacher burnout and several other related issues. This volume, then, represents the accumulation of different epistemological and theoretical positions related to inquiry on teachers' emotions, acknowledging that emotions are core components of teachers' lives.

Advances in Teacher Emotion Research takes an eclectic look at teacher emotions, presenting current research from diverse perspectives, thereby making this volume a significant contribution to the field.

Tara Carlsen wanted to help at-risk students learn without relying on stale, clinical teaching methods. Instead of trying to find solutions in the classroom, the mathematics teacher transplanted failing students from an alternative high school to a horse ranch. There, she encouraged them to reach for the reins, and she witnessed dramatic results.

Students who could not relate to their peers or teachers could relate to horses-and suddenly their futures looked a whole lot brighter. Carlsen and her students proceeded to take an inspiring journey, learning the basics of horsemanship through equine-assisted learning-a therapeutic approach to interpersonal development using horse-related activities.

After learning the basics, the students taught peers with special needs what they'd learned, drawing upon their own struggles and triumphs to help them achieve success. Punctuated with humor, heartbreak, and hard-won triumph, "Reaching for the Reins" chronicles the struggles and successes of these students over five years.

The word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase "free market" gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future. The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between institutions of higher education and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery. The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on education and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside universities and colleges. Teaching faculty, research faculty, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic higher education and a more democratic society would consider this volume essential reading.

Why do people from similar backgrounds who read the same text construct different meanings? Is there a question behind every reading goal, such that reading is an interactive process of asking and answering of questions? Do people who believe that knowledge is dynamic construct meaning differently than those who believe that knowledge is certain? This volume addresses questions such as these and presents cutting edge research and theory that explores how readers determine text relevance (i.e., the different values they assign to information as they read), how relevance affects understanding, and the implications of these studies for theories of text comprehension. This volume documents in a compelling manner the ongoing international effort to understand how text relevance affects reading and comprehension. Contributing authors represent major academic institutions on three continents and nine countries, demonstrating the multinational interest in text relevance. Why is there so much interest in text relevance? Learners are inundated with unprecedented amounts of information, and increased research regarding how readers process non-traditional texts (e.g., documents on the web) and multiple documents, for example, underscores the importance of understanding how readers determine the relevance of text information for personal, academic, or professional goals, which can enable educators to design learning situations that help learners get the most out of reading. CONTENTS: Relevance in Text Comprehension

This volume provides readers with a broad view on the variety of issues related to the educational research and practices in the field of Creativity in Mathematics and Mathematical Giftedness. The book explores (a) the relationship between creativity and giftedness; (b) empirical work with high ability (or gifted) students in the classroom and its implications for teaching mathematics; (c) interdisciplinary work which views creativity as a complex phenomena that cannot be understood from within the borders of disciplines, i.e., to present research and theorists from disciplines such as neuroscience and complexity theory; and (d) findings from psychology that pertain the creatively gifted students. As a whole, this volume brings together perspectives from mathematics educators, psychologists, neuroscientists, and teachers to present a collection of empirical, theoretical and philosophical works that address the complexity of mathematical creativity and giftedness, its origins, nature, nurture and ways forward. In keeping with the spirit of the series, the anthology substantially builds on previous ZDM volumes on interdisciplinarity (2009), creativity and giftedness (2013).

William Glasser, M.D., puts his successful choice theory to work in our schools--with a new approach in increasing student motivation.

"Dr. Glasser translates choice theory into a productive, classroom model of team learning with emphasis on satisfaction and excitement. Working in small teams, students find that knowledge contributes to power, friendship and fun. Because content and the necessary student collaboration skills must be taught, teachers need to develop skills if they are to use this model successfully. The dividends are 'turned-on ' students and satisfied teachers."
--Madeline Hunter, University of California at Los Angeles

"Choice Theory in the Classroom is a landmark book, without question one of the most important and useful books for teachers to appear in a long while. Written with rare lucidity and grace, the book has numerous instantly usable ideas that will contribute fundamentally to the success of classroom teachers. William Glasser combines his extensive theoretical expertise and wide practical experience to provide a practical and illuminating guide for teachers [that] should be required reading in every college of education in the country."
--David and Roger Johnson, University of Minnesota

"Choice Theory in the Classroom presents an insightful analysis of what is wrong with traditional school and what need to be done about it. Dr. Glasser gives a compelling rationale for the use of learning-teams in schools to capture the excitement and commitment students display in sports but rarely in the classroom. The book is well written and persuasive. I hope every teacher in America buys it, believes it, and behaves accordingly."
--Robert Slavin, John Hopkins University

A volume in Advances in Cultural Psychology Series Editor: Jaan Valsiner, Clark University In recent years an increasing dissatisfaction with methods and thinking in psychology as a science can be observed. The discipline is operating under the tension between the traditional quantitative and the new qualitative methodologies. New approaches emerge in different fields of psychology and education-each of them trying to go beyond limitations of the mainstream. These new approaches, however, tend to be "historically blind" - seemingly novel ideas have actually been common in some period in the history of psychology. Knowledge of historical trends in that context becomes crucial because analysis of historical changes in psychology is informative regarding the potential of "new/old and forgotten" approaches in the study of psyche. Some approaches in psychology disappeared due to inherent limitations of them; the others disappeared due to purely non-scientific reasons. And some new approaches were rejected long ago for well-justified scientific reasons. This book brings together contributions from leading scholars in different fields of psychology - cognitive psychology, developmental psychology, cultural psychology, methodology of psychology. Each of the contributors discusses methodological issues that were more thoroughly understood more than half a century ago than they are now. Overall, the contributions support the idea that in important ways 60 years old psychology was far ahead of the most recent trends in mainstream psychology.

Thirty-two years after the publication of the legendary 'Rasch book' (Rasch, 1960), the rich literature on the Rasch model and its extensions was scattered in journals and many less accessible sources, including 'grey' literature. When asked by students or junior researchers for references to the Rasch model, it was a typical reaction on the part of the editors to state that it was difficult to name one, or just a few; actually, only a whole list of references differing in notation and level of formal abstraction seemed to meet the request in most cases. Therefore, in 1992 the editors decided to invite a number of outstanding authors in the field of Rasch modeling to contribute to a book presenting the current state of knowledge about Rasch models. The aim was not just to collect a number of papers on the subject, rather to produce a well-organized monograph. To this end, a workshop was held in Vienna from 25 to 27 February 1993 in which, after a process of mutual reviewing, drafts of all chapters were read and discussed by all authors, leading to a more systematic organization of the topics treated in unified notation and terminology. (The workshop was sponsored by the University of Vienna; here, the editors would like to express their thanks, in the name of all contributors, both for the financial support and for the hospitality granted.

For nearly two decades, this series has reflected and chronicled the interests, insights, findings and concerns of motivational researchers. This volume is unique in that it grew out of a conference honoring a major contributor to the motivational literature, Carol Midgley. Yet, it too reflects the richness and variety that exists across motivation research today. While the authors tend to work within a goal theory perspective, they reflect concerns with the range of questions that interest motivation researchers more broadly. True to the tradition established by Carol Midgley, the chapters also exhibit a considered and creative concern with the "real world of achievement." The studies reported or reviewed are largely field-based. The implications drawn have relevance to practitioner as well as theorist.
Especially noteworthy is that this collection of chapters does more than review the past. It points to the future - in several ways: Asking challenging questions, regarding the implications of current motivation theory for school reform, portraying the potential of new research methods, re-examining tried and true conceptions of the nature and nurture of motivation, suggesting new issues and pointing to new venues for application.
All in all, this particular volume stands not only as a testament to the life and work of one major figure in the field, but goes a considerable distance in reflecting the diversity of interests and concerns within motivation research more broadly. It also points to what is missing, what has been overlooked, and what needs to be done. Those who are especially concerned with theory, research methods, or applications will each find something of interestand of worth - regardless of their theoretical perspective or specific research focus.

In preparation for role-play during a RIPP class, 6th grade students consider the following conflict situation: Sharon and Josie, who are good friends, tryout for the basketball team. Josie makes the team, but Sharon does not. The week after tryouts, Sharon tries to pick a fight with Josie, calling her a "cheater" and "some one the coach felt sorry for. " Josie is in a bind; she wants to remain friends with Sharon, but she is really angry with Sharon for treating her so badly. What can Josie do in this situation? What type of self-talk will help her work out this prob lem with Sharon and keep the friendship? During the role-play, Sharon calls Josie a cheater. Then, before Josie re sponds, two students representing her positive and negative sides take turns whis pering into her ear. Negative self-talk: "Boy, is she a loser! What if everyone believes her and thinks that I cheated to get on the team?!" Positive self-talk: "I know I worked hard to get on the team! Sharon must really be hurt that she didn't make it. I can talk to her later when she's cooled down, and maybe we can do something together after practice. " Josie listens to the two voices, and decides that the best approach is to ignore Sharon's comments for now and to call her later that day to see if they can do something together. This description of students dealing with everyday conflicts is quite real.

This book, bringing together contributions by forty-five authors from fourteen countries, represents mostly new material from both emerging and seasoned scholars in the field of philosophy of education. Topics range widely both within and across the four parts of the book: Wittgenstein's biography and style as an educator and philosopher, illustrating the pedagogical dimensions of his early and late philosophy; Wittgenstein's thought and methods in relation to other philosophers such as Cavell, Dewey, Foucault, Hegel and the Buddha; contrasting investigations of training in relation to initiation into forms of life, emotions, mathematics and the arts (dance, poetry, film, and drama), including questions from theory of mind (nativism vs. initiation into social practices), neuroscience, primate studies, constructivism and relativity; and the role of Wittgenstein's philosophy in religious studies and moral philosophy, as well as their profound impact on his own life. This collection explores Wittgenstein not so much as a philosopher who provides a method for teaching or analyzing educational concepts but rather as one who approaches philosophical questions from a pedagogical point of view. Wittgenstein's philosophy is essentially pedagogical: he provides pictures, drawings, analogies, similes, jokes, equations, dialogues with himself, questions and wrong answers, experiments and so on, as a means of shifting our thinking, or of helping us escape the pictures that hold us captive.

-Addresses the problem of bullying as an interactive social system with emphasis on the contributions of family, community, and culture, as well as the school.

-Gives concrete advice for successful intervention with both bullies, their victims, and bystanders.

-Examines the nature of teasing behaviors so the reader understands the difference between aggressive and destructive teasing and teasing that may be tolerated.

A case-based, balanced, and applied approach to educational psychology Using Educational Psychology in Teaching, 11th Edition, helps readers learn to apply educational psychology theories and research to their own classroom practice. This book teaches using an integrated-case approach - every chapter begins with a true-life classroom case study. The case is then woven throughout the chapter, highlighting practical ways the chapter content can be applied in real classrooms. Additional examples expand on the chapter content and provide concrete teaching strategies and suggestions for classroom practice. Updated to reflect the most current research and trends in K-12 classrooms, the 11th Edition introduces readers to the field of educational psychology in a comprehensive and approachable manner. Also available with MyLab Education By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education helps teacher candidates bridge the gap between theory and practice - better preparing them for success in their future classrooms. NOTE: You are purchasing a standalone product; MyLab does not come packaged with this content. Students, if interested in purchasing this title with MyLab, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Education, search for: 0133549488 / 9780133549485 Using Educational Psychology in Teaching Plus MyLab Education with Pearson eText -- Access Card Package, 11e Package consists of: 0135240549 / 9780135240540 Using Educational Psychology in Teaching, 11e 0135246342 / 9780135246344 MyLab Education with Pearson eText -- Access Card -- for Using Educational Psychology in Teaching, 11e

The Bloomsbury Handbook of Solitude, Silence and Loneliness is the first major account integrating research on solitude, silence and loneliness from across academic disciplines and across the lifespan. The editors explore how being alone - in its different forms, positive and negative, as solitude, silence and loneliness - is learned and developed, and how it is experienced in childhood and youth, adulthood and old age. Philosophical, psychological, historical, cultural and religious issues are addressed by distinguished scholars from Europe, North and Latin America, and Asia.

This book examines how major Asian cities have enhanced their global competitiveness by transforming their higher education systems to equip their graduates with global competence. It primarily focuses on policy implications and urban governance, especially comparing how governments are responding to the growing challenges of international connectivity and are managing the diversity of populations resulting from an increasingly globalized world.