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"Appalachia in the Classroom" contributes to the twenty-first
century dialogue about Appalachia by offering topics and teaching
strategies that represent the diversity found within the region.
Appalachia is a distinctive region with various cultural
characteristics that can't be essentialized or summed up by a
Appalachia in the Classroom contributes to the twenty-first century dialogue about Appalachia by offering topics and teaching strategies that represent the diversity found within the region. Appalachia is a distinctive region with various cultural characteristics that can't be essentialized or summed up by a single text. Appalachia in the Classroom offers chapters on teaching Appalachian poetry and fiction as well as discussions of nonfiction, films, and folklore. Educators will find teaching strategies that they can readily implement in their own classrooms; they'll also be inspired to employ creative ways of teaching marginalized voices and to bring those voices to the fore. In the growing national movement toward place-based education, Appalachia in the Classroom offers a critical resource and model for engaging place in various disciplines and at several different levels in a thoughtful and inspiring way. Contributors: Emily Satterwhite, Elizabeth S. D. Engelhardt, John C. Inscoe, Erica Abrams Locklear, Jeff Mann, Linda Tate, Tina L. Hanlon, Patricia M. Gantt, Ricky L. Cox, Felicia Mitchell, R. Parks Lanier, Jr., Theresa L. Burriss, Grace Toney Edwards, and Robert M. West.
Presents a comprehensive treatment of issues related to the inception, design, implementation and reporting of large-scale education assessments. In recent years many countries have decided to become involved in international educational assessments to allow them to ascertain the strengths and weaknesses of their student populations. Assessments such as the OECD's Programme for International Student Assessment (PISA), the IEA's Trends in Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy (PIRLS) have provided opportunities for comparison between students of different countries on a common international scale. This book is designed to give researchers, policy makers and practitioners a well-grounded knowledge in the design, implementation, analysis and reporting of international assessments. Readers will be able to gain a more detailed insight into the scientific principles employed in such studies allowing them to make better use of the results. The book will also give readers an understanding of the resources needed to undertake and improve the design of educational assessments in their own countries and regions. Implementation of Large-Scale Education Assessments: * Brings together the editors extensive experience in creating, designing, implementing, analysing and reporting results on a wide range of assessments. * Emphasizes methods for implementing international studies of student achievement and obtaining highquality data from cognitive tests and contextual questionnaires. * Discusses the methods of sampling, weighting, and variance estimation that are commonly encountered in international large-scale assessments. * Provides direction and stimulus for improving global educational assessment and student learning * Is written by experts in the field, with an international perspective. Survey researchers, market researchers and practitioners engaged in comparative projects will all benefit from the unparalleled breadth of knowledge and experience in large-scale educational assessments gathered in this one volume.
Who should be educated, when, by whom and how? What purposes should education serve? Why does education matter? These fundamental questions of value are not always seen as central to the sociology of education. However, this book argues that they are pivotal and provides a sophisticated and engaging introduction to the field that is designed to open up these important debates. It draws attention to the many points of disagreement that exist between major thinkers in the sociology of education, and the values on which their ideas are based. By involving readers in crucial questions about the potential contribution of sociology to education policies and practices, it aims to bridge the divide between education as it is talked about by academics, and the concerns of policymakers and educators who have to make practical decisions about what is to be done. Chapter by chapter the book introduces competing approaches in the sociology of education - structural functionalism, symbolic interactionism, Marxism, feminism, critical race theory and poststructuralism. It shows how these can be applied to major themes such as social reproduction, the politics of knowledge, multicultural education, identity and teachers' work. Throughout, the authors emphasise the importance of understanding social and educational values and the ways in which these underpin and impact upon the work of both academics and educators.
LISTENING ...THE KEY TO BECOMING A TRANSFORMATIVE SCHOOL LEADER The Listening Leader is a practical guide that will inspire school, district, and teacher leaders to make substantive change and increase equitable student outcomes. Rooted in the values of equity, relationships, and listening, this luminous book helps reimagine what is possible in education today. Drawing from more than twenty years of experience in public schools, Shane Safir incorporates hands-on strategies and powerful stories to show us how to leverage one of the most vital tools of leadership: listening. As a Listening Leader you'll feel more confident in these core competencies: * Cultivating relationships with stakeholders * Addressing equity challenges in your organization * Gathering student, staff, and parent perspectives as rich data on improvement * Fostering a thriving culture of collaboration and innovation The Listening Leader offers a much-needed leadership model to transform every facet of school life, and most importantly, to shape our schools into equitable places of learning. As Michael Fullan writes in the Foreword, "Read it, act on it, and reap the benefits for all." "This book is a 'must have' for any leader trying to move the needle on equity. Drawing from her lived experience as a principal and leadership coach, Safir offers stories that give insight and practical strategies that get results. It's one you'll keep coming back to." Zaretta Hammond, author of Culturally Responsive Teaching and the Brain " The Listening Leader immediately changed the way I interact with students, teachers, families and community members." Tamara Friedman, assistant principal, Berkeley High School "Shane Safir has written a brilliant book. As engaging as it is informative and as revelatory as it is relevant. It is a must-read for school leaders and those who aspire to lead." Chris Emdin, associate professor of science education, Teachers College, Columbia University; author of For White Folks Who Teach In the Hood and the Rest of Ya'll too
Brilliantly uniting the personal and the critical, French Lessons is a powerful autobiographical experiment. It tells the story of an American woman escaping into the French language and of a scholar and teacher coming to grips with her history of learning. Kaplan begins with a distinctly American quest for an imaginary France of the intelligence. But soon her infatuation with all things French comes up against the dark, unimagined recesses of French political and cultural life. The daughter of a Jewish lawyer who prosecuted Nazi war criminals at Nuremburg, Kaplan grew up in the 1960s in the Midwest. After her father's death when she was seven, French became her way of "leaving home" and finding herself in another language and culture. In spare, midwestern prose, by turns intimate and wry, Kaplan describes how, as a student in a Swiss boarding school and later in a junior year abroad in Bordeaux, she passionately sought the French "r," attentively honed her accent, and learned the idioms of her French lover. When, as a graduate student, her passion for French culture turned to the elegance and sophistication of its intellectual life, she found herself drawn to the language and style of the novelist Louis-Ferdinand Celine. At the same time she was repulsed by his anti-Semitism. At Yale in the late 70s, during the heyday of deconstruction she chose to transgress its apolitical purity and work on a subject "that made history impossible to ignore:" French fascist intellectuals. Kaplan's discussion of the "de Man affair"--the discovery that her brilliant and charismatic Yale professor had written compromising articles for the pro-Nazi Belgian press--and her personal account of the paradoxes of deconstruction are among the most compelling available on this subject. French Lessons belongs in the company of Sartre's Words and the memoirs of Nathalie Sarraute, Annie Ernaux, and Eva Hoffman. No book so engrossingly conveys both the excitement of learning and the moral dilemmas of the intellectual life.
In this book, the authors gather and present current research in the study of the predictors, learning strategies and influences of gender on academic performance. Topics discussed include the gender effect on academic results and whether personality is a factor; the consequences of evening preference of adolescents on school achievement; performance standards in higher education; developments in the measure of intelligence; disciplinary consequence effects on the achievement of students with disabilities; teacher and student ethnicity in Texas elementary schools; and a study of gender and ethnic differences and success in the enrolment of advanced placement courses.
A rigorous, compelling and balanced examination of the British public
school system and the inequalities it entrenches.
Guidance Procedures in High School was first published in 1950. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This volume is number 1 in the Modern School Practices series; established in 1950 by the College of Education at the University of Minnesota, and the Bureau of Educational Research. The series is designed as a replacement to two earlier series: the Series on Individualization of Instruction and the Modern School Curriculum series.This monograph presents some recommended practices within the framework of a comprehensive and balanced program proposed for student personnel services in high schools. Topics discussed include: organizing and developing guidance services; orientation of new students; understanding the student through the individual inventory; counseling students; learning from group experience; health services; placement in jobs and in further training; and checking on effectiveness of the guidance program.
Religious Education: Perspectives, Teaching Strategies and Challenges attempts to conceptualize the depth and complexity of religious education through Michael Polanyi's notions of personal knowledge and the tacit dimension of knowledge. In Israel, some non-religious Jewish families enroll their children in kindergartens of the state religious education system, even though they do not belong to the mainstream religious community. The authors offer an ethnographic study of the sociological-educational processes taking place in these kindergartens. The closing chapter discusses the possibilities for learning from Christian spirituality in the framework of a post-modern European university.
"The Calculus of Friendship" is the story of an extraordinary connection between a teacher and a student, as chronicled through more than thirty years of letters between them. What makes their relationship unique is that it is based almost entirely on a shared love of calculus. For them, calculus is more than a branch of mathematics; it is a game they love playing together, a constant when all else is in flux. The teacher goes from the prime of his career to retirement, competes in whitewater kayaking at the international level, and loses a son. The student matures from high school math whiz to Ivy League professor, suffers the sudden death of a parent, and blunders into a marriage destined to fail. Yet through it all they take refuge in the haven of calculus--until a day comes when calculus is no longer enough.
Like calculus itself, "The Calculus of Friendship" is an exploration of change. It's about the transformation that takes place in a student's heart, as he and his teacher reverse roles, as they age, as they are buffeted by life itself. Written by a renowned teacher and communicator of mathematics, "The Calculus of Friendship" is warm, intimate, and deeply moving. The most inspiring ideas of calculus, differential equations, and chaos theory are explained through metaphors, images, and anecdotes in a way that all readers will find beautiful, and even poignant. Math enthusiasts, from high school students to professionals, will delight in the offbeat problems and lucid explanations in the letters.
For anyone whose life has been changed by a mentor, "The Calculus of Friendship" will be an unforgettable journey.
Doing Research within Communities provides real-life examples of field research projects in language and education, offering an overview of research processes and solutions to the common challenges faced by researchers in the field. This unique book contains personal research narratives from sixteen different and varied fieldwork projects, providing advice and guidance to the reader through example rather than instruction and enabling the reader to discover connections with the storyteller and gain insights into their own research journey. This book: provides advice, practical guidance and support for engaging with a community as a research site; covers the real-life theoretical, ethical and practical issues faced by researchers, such as language choice in multilingual communities, and the insider/outsider status of the researcher; discusses challenges posed by a variety of mono- and multilingual settings, from remote island communities to large urban areas; includes research from across the Asia-Pacific area, including Australia, New Zealand and East Timor, and also the US. Doing Research within Communities is essential reading for early career researchers and graduate students undertaking fieldwork within communities.
The Impact of the War on the Schools of Red Wing was first published in 1945. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.What happens to the American small community in periods of war and challenge, change and uncertainty? In an age of planning, why not look at the community basis for planning?With these two questions as a basis, the University of Minnesota, in 1943, began one of the most exhaustive studies of an American community undertaken in recent times. Red Wing, Minnesota, on the banks of the Mississippi River in Goodhue County was chosen as the "typical small American city."Professors of education, economics, sociology, art, home economics, journalism, and public health joined with city officials and civic leaders in studying every aspect of the city and its people. Their findings are published in eleven bulletins, each devoted to an individual topic. The entire survey, entitled The Community Basis for Postwar Planning, was coordinated by Roland S. Vaile, former professor of economics and marketing at the University of Minnesota, and made possible by a grant from the Graduate School.The present study, The Impact of the War on the Schools Red Wing, surveys the public education system as it adapts to postwar reconstruction. The authors devote particular attention to the organization and services of schools, knowledge and attitudes of pupils about war-related matters, and impact on school curriculum and instruction.
First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.
The National Science Foundation's (NSF's) primary responsibility is to maintain the health and vitality of the U.S. academic science and engineering enterprise. In addition to ensuring the nation's supply of scientific and engineering personnel, the NSF promotes academic basic research and science and engineering education across many disciplines. The NSF provides support for investigator-initiated, merit-reviewed, competitively selected awards, state-of-the-art tools, instrumentation, and facilities. NSF receives approximately 45,000 proposals for research, graduate, and postdoctoral fellowships, and science, mathematics, and engineering projects annually, and makes about 11,500 new funding awards. Support is provided to academic institutions, industrial laboratories, private research firms, and major research facilities and centres. This book provides an overview of the funding issues, functions and programs relating to the U.S. National Science Foundation, with a focus on STEM education funding; EPSCoR; performance and financial highlights.
Why does corruption persist over long periods of time? Why is it so difficult to eliminate? Suggesting that corruption is deeply rooted in the underlying social and historical political structures of a country, Uslaner observes that there is a powerful statistical relationship between levels of mass education in 1870 and corruption levels in 2010 across 78 countries. He argues that an early introduction of universal education is shown to be linked to levels of economic equality and to efforts to increase state capacity. Societies with more equal education gave citizens more opportunities and power for opposing corruption, whilst the need for increased state capacity was a strong motivation for the introduction of universal education in many countries. Evidence for this argument is presented from statistical models, case studies from Northern and Southern Europe, Asia, Africa, Latin America, the United States, Canada, Australia, and New Zealand, as well as a discussions of how some countries escaped the 'trap' of corruption.
In this powerful memoir, Charles Dew, one of America's most respected historians of the South-and particularly its history of slavery-turns the focus on his own life, which began not in the halls of enlightenment but in a society unequivocally committed to segregation. Dew re-creates the midcentury American South of his childhood-in many respects a boy's paradise, but one stained by Lost Cause revisionism and, worse, by the full brunt of Jim Crow. Through entertainments and ""educational"" books that belittled African Americans, as well as the living examples of his own family, Dew was indoctrinated in a white supremacy that, at best, was condescendingly paternalistic and, at worst, brutally intolerant. The fear that southern culture, and the ""hallowed white male brotherhood,"" could come undone through the slightest flexibility in the color line gave the Jim Crow mindset its distinctly unyielding quality. Dew recalls his father, in most regards a decent man, becoming livid over a black tradesman daring to use the front, and not the back, door. The second half of the book shows how this former Confederate youth and descendant of Thomas Roderick Dew, one of slavery's most passionate apologists, went on to reject his racist upbringing and become a scholar of the South and its deeply conflicted history. The centerpiece of Dew's story is his sobering discovery of a price circular from 1860-an itemized list of humans up for sale. Contemplating this document becomes Dew's first step in an exploration of antebellum Richmond's slave trade that investigates the terrible-but, to its white participants, unremarkable-inhumanity inherent in the institution. Dew's wish with this book is to show how the South of his childhood came into being, poisoning the minds even of honorable people, and to answer the question put to him by Illinois Browning Culver, the African American woman who devoted decades of her life to serving his family: ""Charles, why do the grown-ups put so much hate in the children?"
How can you really make a difference for your students? Teaching Tough Kids delivers a refreshing collection of realistic ideas to sustain the organisational and behavioural transformations of all students, particularly those who 'do it tough'; who learn and react differently. They are complex kids who find life tougher than most. Managing their emotion and behaviour presents educators with a spectacular challenge in schools today, and numbers are on the rise. Filled with inspirational case studies, this book focuses on building improved relationships, structures and behaviours, rather than seeing the student as 'the problem' that must be fixed. Highlighting the value of promoting positive connections with students of all ages, the author presents ways to incorporate inclusive ideas into everyday practice and construct pathways for students to become engaged in their learning and achieve success. This stimulating book shows teachers how to: build student connectedness to learning; set achievable goals for each individual child; support emotional stability; strengthen organisation patterns; address behavioural issues; improve homework planning; create friendships and deal with bullying. Teaching Tough Kids takes a particularly close focus on students identified with Learning Disability, Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder and Asperger Syndrome. Another group of students with executive functioning difficulties are emerging in schools. These are the kids who have endured neglect or too much stress and uncertainty in their lives and as a result display classic symptoms of hyperactivity, hyper vigilance and impulsivity. Teaching Tough Kids will be of immense interest to teachers, student teachers, staff in Pupil Referral Units, SENCos and all those involved with Behaviour Support work.
During the tech boom, Silicon Valley became one of the most concentrated zones of wealth polarization and social inequality in the United States--a place with a fast-disappearing middle class, persistent pockets of poverty, and striking gaps in educational and occupational achievement along class and racial lines. Low-wage workers and their families experienced a profound sense of exclusion from the techno-entrepreneurial culture, while middle class residents, witnessing up close the seemingly overnight success of a "new entrepreneurial" class, negotiated both new and seemingly unattainable standards of personal success and the erosion of their own economic security.
"The Burdens of Aspiration" explores the imprint of the region's success-driven public culture, the realities of increasing social and economic insecurity, and models of success emphasized in contemporary public schools for the region's working and middle class youth. Focused on two disparate groups of students--low-income, "at-risk" Latino youth attending a specialized program exposing youth to high tech industry within an "under-performing" public high school, and middle-income white and Asian students attending a "high-performing" public school with informal connections to the tech elite--Elsa Davidson offers an in-depth look at the process of forming aspirations across lines of race and class. By analyzing the successes and sometimes unanticipated effects of the schools' attempts to shape the aspirations and values of their students, she provides keen insights into the role schooling plays in social reproduction, and how dynamics of race and class inform ideas about responsible citizenship that are instilled in America's youth.
Beyond Technology: Childrens Learning in the Age of Digital Culture offers a challenging new analysis of learning, young people and digital media. Disputing both utopian fantasies about the transformation of education and exaggerated fears about the corruption of childhood innocence, it offers a level-headed analysis of the impact of these new media on learning, drawing on a wide range of critical research. Buckingham argues that there is now a growing divide between the media-rich world of childrens lives outside school and their experiences of technology in the classroom. Bridging this divide, he suggests, will require more than superficial attempts to import technology into schools, or to combine education with digital entertainment. While debunking such fantasies of technological change, Buckingham also provides a constructive alternative, arguing that young people need to be equipped with a new form of digital literacy that is both critical and creative.
Beyond Technology will be essential reading for all students of the media or education, as well as for teachers and other education professionals.
The fascinating biography that illuminates the man whose work changed modern culture- Gives a complete biographical view of Campbell's life and a personal perspective of who he was through the voices of his friends and colleagues- Written by two of Campbell's preeminent students with exclusive access to his notes and journalsJoseph Campbell forged an approach to the study of myth and legend that made ancient traditions and beliefs immediate, relevant, and universal. His teachings and literary works, including "The Masks of God," have shown that beneath the apparent themes of world mythology lie patterns that reveal the ways in which we all may encounter the great mysteries of existence: birth, growth, soul development, and death. Biographers Stephen and Robin Larsen, students and friends of Campbell for more than 20 years, weave a rich tapestry of stories and insights that catalogue both his personal and public triumphs.
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