Youth spoken word poetry groups are on the rise in the United States, offering safe spaces for young people to write and perform. These diverse groups encourage members to share their lived experiences, decry injustices, and imagine a better future. At a time when students may find writing in school alienating and formulaic, composing in these poetry groups can be refreshingly relevant and exciting. Listen to the Poet investigates two Arizona spoken word poetry groups - a community group and a high school club - that are both part of the same youth organization. Exploring the writing lives and poetry of several members, Wendy R. Williams takes readers inside a writing workshop and poetry slam and reveals that schools have much to learn about writing, performance, community, and authorship from groups like these and from youth writers themselves.

Based on interview data, life testimonios, and Chicana feminist theories, The Chicana/o/x Dream profiles first-generation, Mexican-descent college students who have overcome adversity by utilizing various forms of cultural capital to power their academic success. While college enrollment rates for Chicana/o/x students have steadily increased over the last decade, this cohort still faces significant barriers to academic achievement, including minimal information about college and limited access to the kind of preparation and advising that will help them get there. As a result, Chicana/o/x students maintain stubbornly low four-year completion rates. Against this backdrop, Gilberto Q. Conchas and Nancy Acevedo address the mechanisms that shape the achievement, aspirations, and expectations of Chicana/o/x students who grew up in marginalized communities and unequal school contexts and share success stories about this growing population of students. Conchas and Acevedo elevate the voices of students at a research university and in the community college sector to reveal important issues and factors impacting and shaping the students' academic journeys. The college-age men and women in the narratives evince hope, resistance, and empowerment in the face of marginalization, anti-immigration sentiment, poverty, and an education system that too often reinforces deficit-minded stereotypes. The authors critique the educational policies and practices that systematically fail to champion Chicana/o/x success and examine the use of community cultural wealth that supports US-born and US immigrant students of Mexican descent to make their achievement possible. In so doing, the authors look toward the future by highlighting the actions that Chicana/o/x students take in creating bridges between K-12 to college and between their communities and higher education. The Chicana/o/x Dream helps define the heart and soul of tomorrow's America and elucidates how Chicana/o/x college students maintain hope, enact resistance, and succeed against injustice. The book offers a call to action to K-20 educators and administrators to develop better supports to foster the success of Mexican-descent students.

Am I My Brother's Keeper? provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative (ESI), a four-year study focused on improving the educational outcomes of 15,000 Black and Latinx males in New York City public high schools, covers what worked, what didn't, and what we can learn from the experience. The ESI model, a precursor to President Obama's My Brother's Keeper, highlights the ways that school districts can embed educational equity into the principles and policies that guide their work with students, in contrast to implementing stand-alone initiatives that may come and go. Through the voices of students, teachers, and administrators, the book informs the implementation of other large-scale district-community partnerships designed to improve opportunities and outcomes for young people who have systematically been denied both. Most critically, the book provides policy, practice, and research recommendations to inform the next generation of work with this student population. As sustained protests across the United States call attention to the ravages of systemic racism, Am I My Brother's Keeper? highlights concrete steps that school districts can take to confront racist structures and support young people of color.

More than a century of research has sought to identify the causes of stuttering, describe its nature, and enhance its clinical treatment. By contrast, studies directly focused upon public and professional attitudes toward stuttering began in the 1970s. Recent work has taken this research to new levels, including the development of standard attitude measures; ad dressing the widely reported phenomena of teasing, bullying, and discrimination against people who stutter; and attempting to change public opinion toward stuttering to more accepting and sensitive levels. Stuttering Meets Stereotype, Stigma, and Discrimination: An Overview of Attitude Research is the only reference work to date devoted entirely to the topic of stuttering attitudes. It features comprehensive review chapters by St. Louis, Boyle and Blood, Gabel, Langevin, and Abdalla; an annotated bibliography by Hughes; and experimental studies by other seasoned and new researchers. The book leads the reader through a maze of research efforts, emerging with a clear understanding of the important issues involved and ideas of where to go next. Importantly, the evidence base for stuttering attitude research extends beyond research in this fluency disorder to such areas as mental illness, obesity, and race. Thus, although of interest primarily to those who work, interact, or oth erwise deal with stuttering, the book has potential for increasing under standing, ameliorating negative attitudes, and informing research on any of a host of other stigmatized conditions.

Core Practices for Project-Based Learning offers a framework and essential set of strategies for successfully implementing project-based learning (PBL) in the classroom. Centering on teaching practice, this work moves beyond project planning to focus on the complex instructional demands of the student-centered PBL approach. Pam Grossman and her colleagues draw on their research with teachers, educational leaders, and curriculum designers to identify the instructional goals, practices, and mindsets that enable educators to effectively facilitate deep learning in PBL environments. The authors first define the four primary teaching goals of the PBL model: supporting subject-area learning, engaging students in authentic work, encouraging student collaboration and agency, and building an iterative culture where students are always prototyping, reflecting, and trying again. They then equip educators with ten key practices that serve these goals. These practices include methods to elicit higher-order thinking, engage students in disciplinary and interdisciplinary practice, and mentor student decision making. The authors guide educators from a clear starting place through a series of concrete, manageable steps that apply whether they are initiating PBL or working to improve the quality of existing PBL implementation. Extended case studies illustrate the use of the core practices in real-world situations. Core Practices for Project-Based Learning is an invaluable resource to help educators realize their instructional vision and create meaningful student experiences.

Using features such as case studies, exercises and points for reflection, this is an ideal introduction to managing the supervisory relationship for both trainee and supervisor. This second edition of the book formerly titled Counselling Supervision now covers new and contemporary areas of supervision such as ethical maturity, insights into supervision from neuroscience, the organisational demands from the various contexts in which supervision takes place. It widens the concept of supervision to include professions such as coaching, organisational development consulting, counselling and psychology.

The History of Modern Japanese Education is the first account in English of the construction of a national school system in Japan, as outlined in the 1872 document, the Gakusei. Divided into three parts tracing decades of change, the book begins by exploring the feudal background for the Gakusei during the Tokugawa era which produced the initial leaders of modern Japan. Next, Benjamin Duke traces the Ministry of Education's investigations of the 1870s to determine the best western model for Japan, including the decision to adopt American teaching methods. He then goes on to cover the eventual ""reverse course"" sparked by the Imperial Household protest that the western model overshadowed cherished Japanese traditions. Ultimately, the 1890 Imperial Rescript on Education integrated Confucian teachings of loyalty and filial piety with Imperial ideology, laying the moral basis for a western-style academic curriculum in the nation's schools.

Learning Paths is a down-to-earth practical resource that is filled with illustrative examples, methods, techniques, strategies, processes, and tools for making company-wide, real-time training possible. Created to be flexible, the Learning Path approach can be customized to fit your organization no matter what its type or size. Learning Paths is divided into three sections: The Learning Path Methodology: Walks the reader through the major steps and strategies needed for building Learning Paths. Doing the Right Training: Offers a wide-range of strategies, methods and techniques that can be targeted to the training within a Learning Path and tied to an organization s particular business needs. Do the Training Right: Shows how to ensure the training within a Learning Path is delivered in the most cost-effective manner and introduces methods for structuring training so that it transfers to the job easily and effectively.

Situational awareness is more complex than simply noticing what is happening around you. An emergency responder must capture clues and cues in the emergency environment, make sense of the information, and predict what will happen next. In Situational Awareness for Emergency Response, Richard Gasaway establishes the foundation of decision making and the role of situational awareness in high-risk public safety environments. He explains his original research on command decisions and the barriers that challenge a commander's situational awareness, and offers lessons learned and best practices that can assist responders in preventing or overcoming the situational awareness barriers. Situational Awareness for Emergency Response is an ideal resource for incident commanders, line personnel who make high-stress decisions, and students learning to develop and maintain situational awareness. Features and benefits: Realise how decisions are made in high-stress, high-consequence, and time-compressed situations Understand situational awareness and its role in making good and bad decisions Identify barriers that challenge a commander's situational awareness Improve your decision making with the lessons learned and recommended best practices Use the 25-point checklist as an incident evaluation tool to improve safety

This invaluable resource can help transform online courses into exciting, meaningful, and active e-learning experiences. "75 e-Learning Activities" is filled with scores of e-learning activities and games that offer trainers and instructors a handbook for creating interactive and engaging online courses. Much like the activities and games used in traditional classroom training, these e-learning activities can be used to increase interactivity, engage learners, accomplish learning objectives, develop online relationships, promote active learning, and create learning communities. With many examples available on the CD-ROM for easy online transfer, the activities can help elaborate on course content through the use of online technologies such as chat rooms, email, or discussion boards.

Trauma-Responsive Schooling outlines a novel approach to transforming American schools through student-centered, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency. The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners. Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and trauma-and thus promote healing. This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible.

Mariska Ott zeigt am Beispiel des franzoesischen Berufsbildungssystems auf, inwiefern es moeglich ist, auf Basis von wirkungsorientierten Curricula (Outcome-Orientierung) verschiedene, aber gleichwertige Lernwege - darunter ein Verfahren zur Anerkennung von informell erworbenen Kompetenzen - zu etablieren. Diesbezuglich liegen in Frankreich bereits Erfahrungen vor, da sich die franzoesische Berufsbildung seit Mitte der 1980er Jahre sukzessive einem outcome-orientierten Paradigma angenahert hat. Frankreich hat damit eine Entwicklung antizipiert, wie sie derzeit auch auf europaischer Ebene - beispielsweise mit der Einfuhrung des Europaischen Qualifikationsrahmens - angestrebt wird. Insofern leistet die Auseinandersetzung mit dem Potenzial von outcome-orientierten Ansatzen im Hinblick auf eine Flexibilisierung des Berufsbildungssystems auch einen Beitrag zum aktuellen Diskurs uber die Europaisierung der Berufsbildung.

Wie ist es um die Gleichstellung von Mann und Frau in oeffentlich gefoerderten Kulturinstitutionen in Deutschland bestellt? Welche Einstellungen und Barrieren sind gegebenenfalls fur nicht erreichte Gleichstellungsziele verantwortlich? Auf diese Fragen gibt die im Auftrag des Frauenkulturburos NRW erstellte Studie Antworten am Beispiel von NRW, des groessten deutschen Bundeslandes. In die Datenanalysen wurde eine aktuelle Online-Befragung der vom Land gefoerderten Kultureinrichtungen einbezogen. Um auch die subjektiven Dimensionen der Gleichstellungsproblematik auszuleuchten, wurde die Datensammlung erganzt durch narrative Einzelinterviews mit jungen und mit bestens etablierten KunstlerInnen und KulturmanagerInnen. Der Band dokumentiert die Geschlechterverhaltnisse in Theatern und Philharmonien, in Kunstsammlungen und Literatur, fur ArchitektInnen und Bildende KunstlerInnen, fur Musikfestivals und Filmfoerderung - und nicht zuletzt auch an den Kunst- und Musikhochschulen. Vorwort von Ute Schafer, Ministerin fur Familie, Kinder, Jugend, Kultur und Sport in Nordrhein-Westfalen

In der Berufs- und Wirtschaftspadagogik ist wenig uber die professionelle Kompetenz von betrieblichen Ausbildern bekannt, obwohl diesen eine grosse Bedeutung fur das Lehr-Lern-Geschehen am Arbeitsplatz beigemessen wird. Dies gilt auch fur die Kompetenz von Ausbildungspersonen, lernwirksam mit Fehlern von Auszubildenden umzugehen. Alexander Baumgartner greift dieses Forschungsdefizit auf und analysiert das Wissen uber Fehler in Arbeitssituationen, die Handlungsstrategien in Fehlersituationen sowie die Sichtweisen auf den Nutzen von Fehlern (professionelle Fehlerkompetenz). Daruber hinaus werden das Fehlerklima im Ausbildungsbetrieb und der individuelle Umgang der Auszubildenden mit Fehlern beleuchtet. Inhaltlich nimmt der Autor den Ausbildungsbereich Hotel-und Gastgewerbe in den Blick. Angesichts gegenwartiger Probleme bei der Nachwuchssicherung (hohe Vertragsloesungsquoten, mangelnde Ausbildungsreife) wird dem Thema ein hoher Stellenwert beigemessen.

The implementation of work-based learning elements in tertiary education programmes can be seen as a trend of recent years. Different models and approaches have been developed. In the context of a BIBB research project, examples from England, France, Ireland, Norway, Austria and Poland were investigated, analysed and thus the great variety of practice-oriented and practice-integrated programmes revealed. Interviews with representatives from research, education policy administration as well as with students, companies and educational institutions provide an insight into the concrete experience and appraisal of selected educational programmes. The overall goal of the project and this publication was to contribute to the greater visibility of vocational/professional education at tertiary level and to facilitate a more critical debate about the issue of increasing academisation.

Am I My Brother's Keeper? provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative (ESI), a four-year study focused on improving the educational outcomes of 15,000 Black and Latinx males in New York City public high schools, covers what worked, what didn't, and what we can learn from the experience. The ESI model, a precursor to President Obama's My Brother's Keeper, highlights the ways that school districts can embed educational equity into the principles and policies that guide their work with students, in contrast to implementing stand-alone initiatives that may come and go. Through the voices of students, teachers, and administrators, the book informs the implementation of other large-scale district-community partnerships designed to improve opportunities and outcomes for young people who have systematically been denied both. Most critically, the book provides policy, practice, and research recommendations to inform the next generation of work with this student population. As sustained protests across the United States call attention to the ravages of systemic racism, Am I My Brother's Keeper? highlights concrete steps that school districts can take to confront racist structures and support young people of color.

Hans-Uwe OUo/Thomas RauschenbachiPeter Vogel I. In den letzten 50 Jahren hat die Padagogik, oder wie das Fach an den bundesdeut schen Hochschulen inzwischen zunehmend genannt wird: die Erziehungswissen schaft, einen weitreichenden Gestaltwandel vollzogen. Bis in die I 960er-Jahre hin ein war sie gekennzeichnet durch die Tradition der geisteswissenschaftlichen Pad agogik. Eingebettet in die Lehrerbildung war die Erziehungswissenschaft damals an den Universitaten - ungeachtet ihrer pragenden Personlichkeiten und deren pad agogischer Entwurfe - ein kleines Fach. Auch mit den in dieser Zeit entstehenden Magisterstudiengangen konnte die Padagogik zunachst keine besondere Aufmerk samkeit auf sich ziehen. Zentrale Bedeutung erlangte des Fach in dieser fruhen Phase allein durch die Lehrerbildung an den damals noch flachendeckend vorhan denen Padagogischen Hochschulen. Diese uberschaubare und wenig Veranderungsbedarf signalisierende Lage an derte sich ab Mitte der I 960er-Jahre einschneidend durch drei Entwicklungen, durch den rasant steigenden Lehrerbedarf in Deutschland im Gefolge der demo graphischen Entwicklung einerseits und der Erhohung der Bildungsbeteiligung ab Mitte der 60er bis Ende der 70er Jahre andererseits; durch die explosionsartig steigende Nachfrage nach erziehungswissenschaftli chen Studienplatzen im Zuge der bundesweiten Einfuhrung des Diplomstudien gangs ab Anfang der 70er Jahre; durch die sukzessive Umwandlung der Padagogischen Hochschulen in Wissen schaftliche Hochschulen bzw. deren Integration in bestehende Universitaten in den 70er und fruhen 80er Jahren."

Two training legends offer you a definitive team sourcebook!

The world's two best-known team-building facilitators bring you over thirty-five cutting-edge activities. You'll turn to this treasury of hassle-free, sure-fire games, exercises, and simulations time and time again.

"In keeping with the tradition of continuous learning about teamwork, Thiagi and Parker have hit a home run. Teamwork and Teamplay is a must-have for every training bookshelf."
--Harvey A. Robbins, co-author, Why Teams Don't Work

"I can think of forty reasons to buy this book: thirty-eight games and activities, each a gem--plus two of the best writers in the training business. I am truly impressed at how well each activity is designed and how easy the rules are to understand."
--Steve Sugar, author, Games That Teach; president, The Game Group

The game formats are varied: some short, some long; some icebreakers, some closers; and much more! A game selection matrix enables you to find a game that suits your situation. Plus, training legends Thiagi and Parker share with you their proven insights on effective teamwork and facilitation.

This book addresses one of the most persistent issues confronting governments, educations systems and schools today: the attraction, preparation, and retention of early career teachers. It draws on the stories of sixty graduate teachers from Australia to identify the key barriers, interferences and obstacles to teacher resilience and what might be done about it. Based on these stories, five interrelated themes - policies and practices, school culture, teacher identity, teachers' work, and relationships - provide a framework for dialogue around what kinds of conditions need to be created and sustained in order to promote early career teacher resilience. The book provides a set of resources - stories, discussion, comments, reflective questions and insights from the literature - to promote conversations among stakeholders rather than providing yet another 'how to do' list for improving the daily lives of early career teachers. Teaching is a complex, fragile and uncertain profession. It operates in an environment of unprecedented educational reforms designed to control, manage and manipulate pedagogical judgements. Teacher resilience must take account of both the context and circumstances of individual schools (especially those in economically disadvantaged communities) and the diversity of backgrounds and talents of early career teachers themselves. The book acknowledges that the substantial level of change required- cultural, structural, pedagogical and relational - to improve early career teacher resilience demands a great deal of cooperation and support from governments, education systems, schools, universities and communities: teachers cannot do it alone. This book is written to generate conversations amongst early career teachers, teacher colleagues, school leaders, education administrators, academics and community leaders about the kinds of pedagogical and relational conditions required to promote early career teacher resilience and wellbeing.

Mit der vierbandigen Einfuhrung wird erstmals eine neue Blickrichtung auf wichtige Fragen der Ausbildungs- und Praxisorientierung der Erziehungswissenschaft in Studium und Beruf begrundet und somit neben vorliegenden Einfuhrungsbanden eine gravierende Lucke geschlossen. Als Informations-, Nachschlage- und Orientierungswerke sind diese Bande fur Diplom- und Magisterstudierende der Erziehungswissenschaft sowie fur Lehramtsstudierende unverzichtbar. Herausgeber und AutorInnen sind fuhrende ErziehungswissenschaftlerInnen und bilden das gesamte Spektrum des Faches und seiner Entwicklungen ab."

This book explores the realities of adult education practice in the current political and economic climate. With a particular focus on examining the effect of the multitude of changes in policy and philosophy over the past 30 years, the book explores how the values and career expectations of adult educators have been affected, and considers the implications for adult education as a field of professional practice. As well as exploring the broader international picture, the book draws on the findings of recent research into adult and community education practitioners' perspectives in two case study countries - England and Aotearoa/New Zealand - to illustrate how local contexts and cultures, as well as global trends, impact on the structure and organisation of adult education. By presenting the perspectives of adult educators, whose voices have been relatively absent from the recent literature, this book gives a unique insight into how their work has been adversely affected by funding and policy pressures in an increasingly insecure educational environment, and analyses their responses to the contradictions between their professional values and the expectations placed upon them by policy and funding changes. It will be of great interest to students and researchers working in Education and Sociology, and will also make compelling reading for policy-makers.

Use a sociopolitical context to explore the meaning, necessity, and benefits of multicultural education Effective multicultural education must consider not just schooling, but also the larger social, economic, and political factors that affect students' success or failure in the classroom. Affirming Diversity: The Sociopolitical Context of Multicultural Education helps readers understand these pervasive influences by presenting extensive research and data on the sociopolitical nature of schools and society, information about different sociocultural groups, and a conceptual framework for examining multicultural education. Real-life cases and teaching stories dominate in this book that offers a first-hand look into the lives of students and educators from a variety of backgrounds. Additionally, tips for classroom activities and community actions offer aspiring teachers concrete suggestions to provide high-quality, inclusive education in spite of obstacles they may face. Throughout the 7th Edition, Nieto and Bode consider current policy, practice, and legislation issues while they outline a model of multicultural education that affirms diversity, encourages critical thinking, and leads to social justice and action.