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The chapters in Art as an Agent for Social Change, presented as snapshots, focus on exploring the power of drama, dance, visual arts, media, music, poetry and film as educative, artistic, imaginative, embodied and relational art forms that are agents of personal and societal change. A range of methods and ontological views are used by the authors in this unique contribution to scholarship, illustrating the comprehensive methodologies and theories that ground arts-based research in Canada, the US, Norway, India, Hong Kong and South Africa. Weaving together a series of chapters (snapshots) under the themes of community building, collaboration and teaching and pedagogy, this book offers examples of how Art as an Agent for Social Change is of particular relevance for many different and often overlapping groups including community artists, K-university instructors, teachers, students, and arts-based educational researchers interested in using the arts to explore social justice in educative ways. This book provokes us to think critically and creatively about what really matters!
Exchanges between different cultures and institutions of learning have taken place for centuries, but it was only in the twentieth century that such efforts evolved into formal programs that received focused attention from nation-states and empires. Global Exchanges provides a wide-ranging overview of this underresearched topic, examining the scope and scale of organized exchanges around the globe through the twentieth century. In doing so it dramatically reveals the true extent of organized exchange and its essential contribution to the formation of global networks so often taken for granted today.
For a quick nuts-and-bolts overview of quantum mechanics, there's no book that does it better
Pared-down, simplified, and tightly focused, "Schaum's Easy Outline of Quantum Mechanics" is perfect for anyone turned off by dense text. Cartoons, sidebars, icons, and other graphic pointers get the material across fast, and concise text focuses on the essence of quantum mechanics. This is the ideal book for last-minute test preparation.
Based in the riches of Christian worship and tradition, this brief, eloquently written introduction to Christian thinking and worldview helps readers put back together again faith and reason, truth and beauty, and the fragmented academic disciplines. By reclaiming the classic liberal arts and viewing disciplines such as science and mathematics through a poetic lens, the author explains that unity is present within diversity. Now repackaged with a new foreword by Ken Myers, this book will continue to benefit parents, homeschoolers, lifelong learners, Christian students, and readers interested in the history of ideas.
'I believe that citizen action is vitally necessary as we come out of the heady days of post-apartheid euphoria.' Professor Jonathan Jansen has become a trusted commentator on the state of South Africa -- reminding us of our past and asking citizens to leave their comfort zones and contribute to righting the wrongs of our society. Why should we get involved? Jansen gives seven compelling reasons: If ordinary citizens do nothing, we face even greater social instability in the light of stubborn unemployment and crises in the poorest of schools. If we do nothing we become part of the narrative of hopelessness. Without our action, millions of marginalised people could be doomed. If we do nothing we fail to demonstrate to the next generation how to live full lives. We must serve to compensate for the wrongs of our shared past. We must give back once we have been able to move ahead. We must take our places in the long chain of activists who have over centuries opposed poverty, illiteracy, government and gangs to give us this tender young democracy to work with. The articles in this collection, previously published in The Times, focus on education and the social realities of South African society. Jansen by turn horrifies us, inspires us and reminds us of the power of individual action.
The essays and primary research studies presented in Perspectives in Interdisciplinary and Integrative Studies extend the field of integrative studies further by drawing a clear distinction between integrative and interdisciplinary studies, in which integrative studies provides for a synthesis of study and life, an application of interdisciplinarity to complex problems. This volume provides a common body of integrative knowledge, theory, methods, and program development and assessment, and reveals how scholars have applied the principles of integrative studies in their courses, degree programs, and research. As a primary or supplemental text, this volume is designed for upper-division undergraduate and graduate students, as well as a resource of contemporary integrative studies theories and practices for scholars and teachers. Students interested in interdisciplinary programs will find this text instrumental for synthesizing information across disciplines to solve real-world complex problems. University and college administrators responsible for faculty development, academic assessment, degree program development, and the promotion of an integrative campus culture will also find this a useful resource.
It has long been recognized that an improved standard of living results from advances in technology, not from the accumulation of capital. It has also become clear that what truly separates developed from less-developed countries is not just a gap in resources or output but a gap in knowledge. In fact, the pace at which developing countries grow is largely a function of the pace at which they close that gap. Thus, to understand how countries grow and develop, it is essential to know how they learn and become more productive and what government can do to promote learning. In Creating a Learning Society, Joseph E. Stiglitz and Bruce C. Greenwald cast light on the significance of this insight for economic theory and policy. Taking as a starting point Kenneth J. Arrow's 1962 paper "Learning by Doing," they explain why the production of knowledge differs from that of other goods and why market economies alone typically do not produce and transmit knowledge efficiently. Closing knowledge gaps and helping laggards learn are central to growth and development. But creating a learning society is equally crucial if we are to sustain improved living standards in advanced countries. Combining accessible prose with technical economic analysis, Stiglitz and Greenwald provide new models of "endogenous growth," up-ending thowhe thinking about both domestic and global policy and trade regimes. They show well-designed government trade and industrial policies can help create a learning society, and how poorly designed intellectual property regimes can retard learning. They also explain how virtually every government policy has effects, both positive and negative, on learning, a fact that policymakers must recognize. They demonstrate why many standard policy prescriptions, especially those associated with "neoliberal" doctrines focusing on static resource allocations, have impeded learning. Among the provocative implications are that free trade may lead to stagnation whereas broad-based industrial protection and exchange rate interventions may bring benefits-not just to the industrial sector, but to the entire economy. The volume concludes with brief commentaries from Philippe Aghion and Michael Woodford, as well as from Nobel Laureates Kenneth J. Arrow and Robert M. Solow.
The Enterprisers traces the emergence of the "modern" school in Russia during the reigns of Peter I and his immediate successors, up to the accession of Catherine II. Creation of the new, secular, technically-oriented schools based on the imported Western European blueprints is traditionally presented as the key element in Peter I's transformation of Russia. The tsar, it is assumed, needed schools to train officers and engineers for his new army and the navy, and so he personally designed these new institutions and forced them upon his unwilling subjects. In this sense, school also stands in as a metaphor for modern institutions in Russia in general, which are likewise seen as created from the top down, by the forceful state, in response to its military and technological needs. Yet, in reality, Peter I himself never wrote much about education, and while he championed "learning" in a broad sense, he had remarkably little to say about the ways schools and schooling should be organized. Nor were his general and admirals, including foreigners in Russian service, keen on promoting formal schooling: for them, practical apprenticeship still remained the preferred method of training. Rather, as Fedyukin argues in this book, the trajectories of institutional change were determined by the efforts of "administrative entrepreneurs"-or projecteurs, as they were also called-who built new schools as they sought to achieve diverse career goals, promoted their own pet ideas, advanced their claims for expertise, and competed for status and resources. By drawing on a wealth of unpublished archival sources, Fedyukin explores the "micropolitics" behind the key episodes of educational innovation in the first half of the eighteenth century and offers an entirely new way of thinking about "Petrine revolution" and about the early modern state in Russia.
This theory-focused casebook provides the reader with an overview of multiple counseling theories and utilizes specific cases representing a variety of clients to demonstrate the integration of theory in clinical counseling and social work practice. Through the use of dynamic cases, the reader is shown how theory informs day-to-day practice. Each theoretical case study includes a section on cultural considerations and discussion questions: Object Relations Theory: The Case of Elyse Self Psychology Theory: The Case of Evan Person-Centered Therapy: The Case of Tommy Solution-Focused Brief Therapy: The Case of Jim Relational Cultural Theory: The Case of Monica Systems Theory: The Case of Esperanza Experiential Therapy: The Case of Sam Discovering Theory in Clinical Practice: A Casebook for Clinical Counseling and Social Work Practice is an essential text for instructors to teach the development of a theoretical foundation that easily integrates into core topics of relevance for graduate students in social work, counseling, psychology, marriage and family therapy, and human behavior who intend to work with a diverse set of client populations. The book also will be a great asset to early-career practitioners and clinical supervision participants who are continuing to build a professional working template of skills in both theory and practice as they conceptualize patient problems and develop treatment plans.
After a series of experiences revealed to him the extent and nature of religious persecution in the Soviet Union and the Eastern Bloc in the 1960s, Michael Bourdeaux resolved to enable the voices of believers to be heard by the wider world. In 1969, he founded Keston College, an institution dedicated to the study of religion in communist countries and the provision of information about churches and the pressures and threats facing Christians there. Over the next three decades, Keston's work of defending religious liberty in the Soviet Union was hugely controversial; Michael and his colleagues faced political opposition, while also providing invaluable insight and advice to British government and leaders including Harold Wilson and Margaret Thatcher. In the days before the misleading concept of 'fake news' the information provided by Keston was seen in many quarters as a bastion of truth and integrity. Its unique work was recognised internationally when Michael was awarded the Templeton Prize in 1984. One Word of Truth recounts both Michael's story and that of Keston College. It is an inspirational account of a remarkable life, a peerless institution, and the heroism of countless men and women who proved by their lives that the Christian faith is stronger than dehumanising atheist ideology.
Describing its main features from the Middle Ages to the end of the 20th century, this is a concise general history of education in Wales which shows how the system of education in Wales has evolved. It also analyses the way in which the education system has been central to Welsh society and economy, and the way the education structure reflects the political relationship between Wales and the British government.
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 "Learning in the Global Era," Marcelo Suarez-Orozco has
integrated a rich harvest of practical wisdom with cutting-edge
research in cognitive theory to produce an indispensable handbook
for all who are grappling with the challenges of education in our
rapidly changing world. With their interdisciplinary approach and
their attention to cultural diversity, the essays are a treasure
trove of insights and constructive approaches to which educators
and policy-makers will return again and again."--Mary Ann Glendon,
Harvard University; President, Pontifical Academy of Social
"Starting from the Child" supports early years practitioners to be advocates for young children and their learning needs. In the fourth edition of this highly influential and inspirational book, Julie Fisher outlines the important theories and research which should underpin best early years practice. She takes a robust and principled stand against downward pressure to formalise young children's learning too soon, and offers practical and meaningful ways to develop high quality learning and teaching in the early years.
"Starting from the Child" challenges all early years practitioners to consider: How to build on children's innate desire to learn and their competence and autonomy as effective early learners How to plan environments indoors and out that make learning irresistible How to plan for high quality child-initiated learning to take place seamlessly alongside learning that is adult-initiated The role of the adult in supporting and extending young children's learning How daily observation of children informs and underpins planning for their individual and unique learning needs Revised and updated throughout, this fourth edition includes the latest research on early brain development and reference to recent government initiatives including the revised Early Years Foundation Stage.
"Starting from the Child" is essential reading, not only for early years practitioners, but for all those who manage and make decisions about early learning.
""In the fourth edition of this book, Julie Fisher once again demonstrates a comprehensive understanding of the history of early childhood education, and the enduring principles that continue to underpin practice. She has skilfully blended these principles with contemporary research and theory in order to provide readers with deep understanding of young children as capable, competent and eager learners. Julie draws on her extensive work with practitioners to present the everyday realities and complexities of their practice, and to sound welcome notes of caution about the ways in which policy frameworks are used. She offers vignettes to illustrate key issues, provocations and challenges to stimulate thinking, and questions to engage readers with contemporary issues and dilemmas. The book also reflects deeply held convictions about the moral and ethical responsibilities we have to teach young children in ways that respect their extraordinary enthusiasm for learning.
This book will be invaluable for students of early childhood
education, especially those on professional development programmes
such as Early Childhood Studies, Early Years Professional Status,
and Post Graduate Certificate of Education."
"The fourth edition of this classic text has been updated with
recent research. This is very helpful in supporting readers but
it's the underpinning philosophy that makes this a continuing
classic. The title says it all. Julie takes the reader by the hand
and says 'Look and listen, give these children your full and
respectful attention and they will teach you how to be with them.'
All the practical ideas in the book support practitioners in using
their skills and knowledge to recognise early childhood as valuable
in its own right - to be relished and enjoyed, not to be rushed
through or seen merely as preparation for the next stage. We owe it
to our children to take heed."
"Julie Fisher's work has been a staple of Early Childhood Education since the first edition of Starting from the Child in 1996. Her fourth edition does not disappoint, and is a welcome development of her thinking. She delves in more detail, for example, into brain development, and leads her readers further into the latest scientific thinking on how children learn. She is, as ever, insightful about how adults work with children, with helpful advice about how to observe (and record) children's learning, and how to plan effectively.
Her inclusion of her own latest field work ensures that Julie's
advice on early years practice remains rooted in the everyday,
while making accessible a range of theoretical and scientific
perspectives. This is a book for students, teachers and other early
years workers seeking to find their way through the conflicting
needs of a rapidly changing area of work."
This series presents substantial results from around the globe in selected areas of educational research. The field of education is consistently on the top of priority lists of every country in the world, yet few educators are aware of the progress elsewhere. Many techniques, programs and methods are directly applicable across borders. Topics discussed herein include school size; a conceptual analysis of the literature regarding school discipline for students with disabilities; school-sponsored activities for Hispanic middle school students; architecture as support of the "knowledge ecosystem"; grade 8 African American and Caucasian student disciplinary consequences and academic achievement; designing educational material for early childhood mathematics education; interplay between cognitive and non-cognitive processes; and research trends in TPACK
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
For over half a century, Robert Schmuhl interviewed and wrote about Reverend Theodore M. Hesburgh, C.S.C., who served as the president of the University of Notre Dame from 1952 until 1987. Beginning as an undergraduate student during the 1960s, when he covered Hesburgh and Notre Dame for the Associated Press, to 2014 when he conducted his last visit with the frail ninety-seven-year-old priest, Schmuhl maintained a unique relationship with Father Hesburgh. Over time, Hesburgh's meetings with Schmuhl evolved into a friendship, which is documented in this personal and warmhearted portrait of the man who was for decades considered the most influential priest in America. Fifty Years with Father Hesburgh: On and Off the Record contains excerpts and commentary from various interviews Schmuhl conducted with Father Hesburgh about his service as Notre Dame's president, including the most difficult years of his presidency during the 1960s, when Notre Dame and other college campuses were in turmoil because of student protests against the Vietnam War and other issues. Knowing and working with four popes and nine U.S. presidents, Father Hesburgh was a moral force in virtually all major social issues of his day, including civil rights, peaceful uses of atomic energy, third-world development, and immigration reform. Schmuhl records Hesburgh's candid reflections on the U.S. presidents with whom he worked and his assessment of the years after he left the university's presidency and maintained an active life of service in retirement. Schmuhl expresses his devotion and respect in the chapters about Hesburgh's twilight decades. He describes how Hesburgh dealt with macular degeneration and blindness in his later years, enlisting students to read the New York Times and other publications to him. During the 1990s and the first years of the twenty-first century, Father Ted was, as he liked to say, "everybody's grandfather." His open-door policy extended beyond students to faculty, staff, alumni, and campus visitors, and continued right up until the end of his life. Throughout the book, Schmuhl captures the essence, spirit, and humanity of a great leader.
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