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Books > Social sciences > Education > Organization & management of education
Curriculum and Students in Classrooms: Everyday Urban Education in
an Era of Standardization is a timely and thought-provoking work
that attends to often-neglected aspects of schooling: the everyday
interactions between curriculum, teachers, and students. Walter S.
Gershon addresses the bridge between the curriculum and the
students, the teachers, and their everyday pedagogical decisions.
In doing so, this book explores the students' perspectives of their
teachers, the language arts curriculum at an urban elementary
school, and how the particular combination of curriculum and
teaching work in tandem to narrow students' academic and social
possibilities and reproduce racial, class, and gender inequities as
normal. Recommended for scholars of education and curriculum
studies.
With the recent uptick of violence in schools, it is essential to
strategize new concepts for promoting nonviolent tendencies in
children and creating safe environments. Through nonviolent
teaching techniques, it is possible to effectively demonstrate
mutual respect, tolerance, and compassion in order to have a
lasting peace. Cultivating a Culture of Nonviolence in Early
Childhood Development Centers and Schools aims to expand and deepen
multicultural nonviolent teaching techniques and concepts to
achieve desired outcomes for early childhood development centers,
schools, institutions of higher learning, and centers of teacher
development and training. While highlighting topics including child
development, conflict resolution, and classroom leadership, this
book is ideally designed for teachers, directors, principals,
teacher organizations, school counselors, psychologists, social
workers, government officials, policymakers, researchers, and
students.
News discourse helps us understand society and how we respond to
traumatic events. News Framing of School Shootings: Journalism and
American Social Problems provides insights into how we come to
understand broad societal issues like gun control, the influence of
violent media on children, the role of parents, and the struggles
of teenagers dealing with bullying. This book evaluates the news
framing of eleven school shootings in the United States between
1996 and 2012, including the traumatic Columbine and Sandy Hook
events. Michael McCluskey explores reasons behind news coverage
patterns, including differences in medium, news audience political
ideology, the influence of political actors and other sources, and
the contextual elements of each shooting.
The field of curriculum inquiry has grown rapidly over the last
four decades resulting in many new forms of curriculum inquiry to
be used as tools to answer unique curriculum-related research
questions. There are few texts available that include concise
descriptions and elements of curriculum inquiry methodologies and
directed at enabling researchers to wisely choose a form of
curriculum inquiry most appropriate for their study. Conceptual
Analyses of Curriculum Inquiry Methodologies presents chapters that
are each devoted to a particular form of inquiry, with a conceptual
analysis of the methodology, its purpose(s), its utilization,
structure, and organization, all written by scholars with firsthand
experience with the form of inquiry. These experts also take the
liberty of citing examples of published studies that have utilized
the methodology, share the types of relevant data collection
instruments and forms of data produced, and also share research
questions that can be answered via their form of inquiry. Covering
topics such as quantitative methods of inquiry, glocalization, and
educational criticism, this is an essential text for curriculum
designers, doctoral students, doctoral researchers, university
faculty, professors, researchers, and academicians.
A major premise of the book is that teachers, school leaders, and
school support staff are not taught how to create school and
classroom environments to support the academic and social success
of Black male students. The purpose of this book is to help
champion a paradigmatic shift in educating Black males. This books
aims to provide an asset and solution-based framework that connects
the educational system with community cultural wealth and
educational outcomes. The text will be a sourcebook for in-service
and pre-service teachers, administrators, district leaders, and
school support staff to utilize in their quest to increase academic
and social success for their Black male students. Adopting a
strengths-based epistemological stance, this book will provide
concerned constituencies with a framework from which to engage and
produce success.
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