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This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.
The new edition of this bestselling book builds on the author's extensive administrative and consulting experience as well as scholarship on faculty rewards. It includes additional discussion of important foundational issues as well as practical forms and ideas gleaned from disciplinary groups and campuses throughout the nation. Like the first edition of Peer Review of Teaching, this new edition is offered in the hope that providing examples and suggestions will not reduce the important work of peer review to mere forms or rigid procedures, but will empower faculty to articulate criteria and standards, perform the reviews systematically and thoughtfully, and realize that engaging in peer review is an approachable and worthwhile professional task. Updated to reflect the emphasis on student learning as the ultimate goal of college teaching, it incorporates new ideas and references from the literature. The most notable change in this edition is a discussion of peer review within special contexts for teaching, such as clinics, studios, and practice settings. The turn to active engagement in learning has also led to increased use of problem-based learning, the case study method, and other approaches that traditional forms for peer review do not address. Similarly, the explosion of the use of instructional technology calls for an articulation of new approaches to evaluating web-based instruction.
This book can be viewed as a series of investigations into the ongoing imbrications of the practices of art, ethics and education as conducted within each author's specific context of practice as artist, educator, researcher. It constitutes an international anthology of explorations that are by no means exclusive but conscious of the ongoing iterations, mutations and individuations of relations between art, ethics and education, which, in turn, seek to expand how we might conceive these terms as practices. This ongoing evolution reminds us that as practices art, ethics and education are always incomplete processes affected by and affecting their specific milieus and environments. Chapters within the book cover a wide range of ethical questions and educational contexts, broaching subjects as varied as higher education, artificial intelligence, animal ethics, transcultural encounters, collaborative art, the education of senior citizens and experiences of conflict. Art, ethics and education are not conceived in terms of established orders, representations, ideals, criteria or bodies of knowledge and practice, but rather in terms of dynamic, relational processes and their potentialities, that arise within specific locations, cartographies and ecologies of practice. The notions of art, ethics and education are viewed in terms of assemblages that have the capacity to generate new modes of practice that may question established values and advance new overlappings of aesthetic, ethical and political relations. Contributors are: Dennis Atkinson, Hashim Al Azzam, John Baldacchino, Bazon Brock, Carl-Peter Buschkuhle, Sahin Celikten, Ana Dimke, Brian Grassom, Leena Hannula, Brian Hughes, jan jagodzinski, Timo Jokela, Mira Kallio-Tavin, Joachim Kettel, Guillermo Marini, Catarina Martins, Joe Sacco, Francisco Schwember, Juuso Tervo, Raphael Vella and Branka Vujanovic.
Surveys Education in a Religious Context
The Comstocks of Cornell is the autobiography written by the naturalist educator Anna Botsford Comstock about her life and that of her husband, the entomologist John Henry Comstock-both prominent figures in the scientific community and in Cornell University history. A first edition was published in 1953, but it omitted key Cornellians, historical anecdotes, and personal insights. In this twenty-first-century edition, Karen Penders St. Clair restores the author's voice by reconstructing the entire manuscript as Anna Comstock wrote it-and thereby preserves Comstock's memories of the personal and professional lives of the couple as she originally intended. The book includes an epilogue documenting the Comstocks' last years and fills in gaps from the 1953 edition. Described as serious legacy work, this book is an essential part of the history of both Cornell University and its press.
In the United States and in various nations throughout the world,
immigrants seeking temporary or permanent residence are increasing
in numbers. This comparative study surveys the educational policies
and practices in response to language diversity in a dozen nations,
and draws from them lessons for a more effective "whole-school"
*Winner of the 2014 Nobel Peace Prize* 'Malala is an inspiration to girls and women all over the world' J K Rowling 'Inspirational and powerful' GRAZIA 'For sheer inspiration read I Am Malala' SUNDAY TIMES 'A tale of immense courage and conviction' INDEPENDENT 'She has the heart and courage of a lioness and is a true inspiration' Lorraine Kelly, THE SUN When the Taliban took control of the Swat Valley, one girl fought for her right to an education. On Tuesday, 9 October 2012, she almost paid the ultimate price when she was shot in the head at point-blank range. Malala Yousafzai's extraordinary journey has taken her from a remote valley in northern Pakistan to the halls of the United Nations. She has become a global symbol of peaceful protest and is the youngest ever winner of the Nobel Peace Prize. I Am Malala will make you believe in the power of one person's voice to inspire change in the world
The unique relationship between mentors and students informs the art of teaching and enhances the intellectual vitality of higher education and quality of teacher and student life. This collection of original essays presents autobiographical vignettes of important professors of our time. These essays reflect the appreciation of the authors-now successful academics-for their teachers/mentors, whose drive and creativity had such on influence on the careers of their students. No other collection presents such an autobiographical and biographical portrayal of college of education faculty. The essays examine what it means to be a professor in today's academia, with its erosion of the professoriate and the emergence of a questionable entrepreneurial pragmatism. The writers and their subjects explain their vision of the academic life sustained by a community and perpetuated through the lives of their teachers and their students, a tradition not only in teaching but also in mentoring.
This revised and extended edition of To Educate the Nations, originally published in 2002, is a collection of Professor George Walker's lectures and addresses that he presented throughout the world on the theme of international education. It takes a journey through the history, philosophy and practicalities of the subject.
Designed for educators by the teacher who nurtured and created the
Freedom Writers, this standards-based teachers' guide includes
innovative teaching techniques that will engage, empower, and
This book is a direct and empirical response to the mounting official interest in citizenship education, increasing dynamics between state and society, and growing citizenship awareness and practice in society in contemporary China. Placing the focus on society, the book investigates the meaning of the Chinese term gongmin - equivalent to 'citizen' - in non-official media discourses and in university students' and migrant workers' perceptions, through the constructed analytical lens of Western citizenship conception. By laying out the complex details of how the meaning of the term resembles and deviates in and between collective social discourses and individual citizens' understandings with reference to state discourses, the book makes clear that there is discrepancy in the meaning of gongmin between state and society and that the meaning varies in contemporary Chinese society. Cutting across multiple topics, this book is a valuable resource for students and researchers interested in Chinese citizenship, East-West citizenship, citizenship education, the media, university students and migrant workers in China.
Critics often warn that American schools are failing, and that our students are ill-prepared for the challenges the future holds, and may even be "the dumbest generation." We can think of these claims as warning about a Stupidity Epidemic. This essay begins by tracing the history of the idea of that American students, teachers, and schools are somehow getting worse; the record shows that critics have been issuing such warnings for more than 150 years. It then examines four sets of data that speak to whether educational deterioration is taking place. First, data on educational attainment show a clear trend: more students are getting more education. Second, standardized test scores suggest that American students are performing somewhat better; certainly most test scores do not indicate that students are getting worse. Third, measures of popular knowledge also show evidence of improvement. Fourth, there is clear evidence that IQ scores have been rising. In other words, the best available evidence fails to support claims about a Stupidity Epidemic. The essay then turns to exploring several reasons why belief in educational decline is so common, and concludes by suggesting some more useful ways to think about educational problems. The goal of this new, unique Series is to offer readable, teachable "thinking frames" on today's social problems and social issues by leading scholars, all in short 60 page or shorter formats, and available for view on http://routledge.customgateway.com/routledge-social-issues.html For instructors teaching a wide range of courses in the social sciences, the Routledge Social Issues Collection now offers the best of both worlds: originally written short texts that provide "overviews" to important social issues as well as teachable excerpts from larger works previously published by Routledge and other presses.
The only pocket-size reference on supervising psychological testing and assessment In 2014, the American Psychological Association (APA) adopted a set of guidelines for clinical supervision for health service psychology. While technically covered by these guidelines, supervising clinical psychological assessment includes additional tasks (such as ensuring accurate administration, scoring, and interpretation of tests) and tensions. Supervisors must often instruct supervisees on the data-integration process--which can involve more direct teaching than standard clinical supervision--while encompassing the same interpersonal, therapeutic, and less structured guiding aspects as psychotherapy supervision. It is increasingly common to view clinical supervision in the assessment process and supervision of psychotherapy as two significantly different tasks. Surprisingly, there is very little training and guidance available on appropriate, effective, and beneficial methods of psychological assessment supervision. Essentials of Psychological Assessment Supervision seeks to remedy the lack of literature in this area, offering guidance on supervising psychological testing and assessment. This much-needed guide provides supervisors with authoritative, up-to-date information on guidelines relevant to assessment supervision. Additionally, detailed coverage of supervision of cognitive, personality/emotional, psychoeducational, neuropsychological, forensic, and therapeutic assessments, among others, provide supervisors with guidance and structure in the supervision process. Focusing on practical application, this book offers guidance on topics such as assessment models appropriate in different areas of assessment; diversity issues; evaluation and feedback of supervisee performance; and ethical, legal, and regulatory considerations relevant in each assessment context. An invaluable resource for practitioners, this book: Offers practical advice on supervising a wide range of clinical psychological assessments Includes contributions from experts in their respective subfields Provides guidance on incorporating new American Psychological Association (APA) and Society for Personality Assessment (SPA) guidelines into the supervision process Fills an urgent need for an up-to-date reference on assessment supervision Essentials of Psychological Assessment Supervision is a must-have reference for both psychology practitioners who supervise the assessment process and instructors of psychological testing and assessment.
This book explores new questions and lines of analysis within the field of gender and education, conveying some of the style and diversity of contemporary research directions. It celebrates as well as assesses the achievements of feminist work in education, acknowledging this legacy while also troubling and opening up for critical reflection any potential stalemates and sticking points in research trends on gender and education. The collection has a strong cross-cultural focus, with chapters exploring experiences of students and teachers in the UK, the US, Australia, Canada, Hawaii and South Africa. The chapters examine topics relevant to both boys and girls education and to forms of education which span different sectors and both informal and formal spaces. Issues examined include citizenship and belonging, affect, authority and pedagogy, sexuality and the body, racism, and national identity and new and emerging forms of masculinity and femininity. Across these varied terrains, each of the authors engages with theoretical work informed by a broad range of disciplinary and interdisciplinary approaches from across the social sciences and humanities, drawing variously from postcolonial, queer, and new sociological theories of modernity and identity, as well as from fields such as cultural geography and narrative studies.
This collection of thought-provoking essays is essential reading for scholars and graduate students wanting to understand the current state of play on research and theory on gender and education .
This book was published in a special issue of Discourse: Studies in the Cultural Politics of Education.
This collection of essays brings together an international roster of contributors to provide historical insight into women's agency and activism in education throughout from the seventeenth to the twentieth century. Topics discussed range from the strategies adopted by individual women to achieve a personal education and the influence of educated women upon their social environment, to the organized efforts of groups of women to pursue broader feminist goals in an educational context. The collection is designed to recover the variety of the voices of women inhabiting different geographical and social contexts while highlighting commonality and continuity with reference to creativity, achievement, and the management and transgression of structures of gender inequality.
Using Chomsky's minimalist program as a framework, this volume explores the role of formal (or functional) features in current descriptions and accounts of language acquistion. In engaging, up-to-date articles, distinguished experts examine the role of features in current versions of generative grammar and in learnibility theory as it relates to native, non-native, and impaired acquisition.
From the award-winning insiders at Washington Monthly an essential handbook that demystifies and illuminates the American college process for the rest of us - a new kind of college guide chock-full of the hard-to-find information that students and parents really want to know.
This book is designed to help children and young people to become more aware of the messages that they encounter whilst travelling. This is a vital life skill for children and young people, to avoid being unduly influenced in their life choices.This is a value laden book that will support teachers in their work and help students to learn. This is the second in a series of 4 books written for Lawler Education by the same author. The series is: Writing in Everyday Life 1 Making inferences, Writing in Everyday Life 2 Travelling, Writing in Everyday Life 3 asking questions, Writing in Everyday Life 4 Mes- sages. As well as this we are making a master version available to enable teachers who want all four books, to save some money.The book comes with interactive software to help children learn the correct words and to get them actively engaged with their own learning and engaging in what theorists call `scaffolding their own learning'. The purchaser buys rights to copy the sheets and use them and the software in their school.
The Christian Right is arguably the most significant social movement in the United States today. In recent years, these religious conservatives have loudly protested a public education system they believe no longer represents their interests or values.
Educators often dismiss critiques based on religious values as irrational or flimsy, failing to appreciate the coherence of these criticisms from the Christian Right's own perspective. While the Christian Right has become ever more sophisticated in its lobbying and powerful in its influence, educators and parents find themselves lacking the background knowledge necessary to respond effectively to its efforts.
Standing on the Premises of God speaks directly to this dilemma, explaining current incarnations of the Christian Right, its leadership, its intellectual and theological foundations, and its tactics, so that those interested in the debates over education will be better prepared to engage them constructively.
Taking the novel approach of framing the Christian Right as a revitalization movement, Detwiler shows how it seeks to effect cultural transformation in order to bring public education-and our society more generally-in line with its worldview. His theoretical model provides insights into why education is so pivotal to the Christian Right and also assesses the religious viability of the Christian Right as a social movement.
Knowledge processing requires the discipline of engineering knowledge in order to solve complex problems normally requiring a high level of expertise, currently used in management information systems (MIS) domains, with artificial and computational intelligence (ACI), intelligent and deductive databases, expert systems (ES), decision support systems, geographic knowledge and information systems, business intelligence (BI), software architectures and others. Knowledge engineering has its own mathematics and body of knowledge; strongly concerning cognitive science. This book includes important conceptual definitions, tools, principles, and applications of knowledge engineering.
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