|
Books > Social sciences > Education > Organization & management of education
The powerful and long-anticipated companion to The Skin I'm In,
Sharon Flake's bestselling modern classic, presents the unflinching
story of Char, a young woman trapped in the underworld of human
trafficking. My feet are heavy as stones when I walk up the block
wondering why I can't find my old self. Char has always had to be
tough. But now the hard edges that have always driven people away
are all the protection she has against the world. When Char is
turned out of her home, she falls prey to human trafficking. While
she's frightened, she remains smart and strong, determined to bring
herself and fellow victims out of the dark. The Skin I'm In was a
game changer that redefined young adult literature by presenting
characters, voices, and real world experiences that had not been
fully seen. Now Sharon Flake offers readers another timely and
radical story of a girl on the brink and how her choices will lead
her to either fall or fly.
Throughout the past several years, diversity, equity, and inclusion
initiatives have been a part of a growing phenomenon to address the
diverse needs of organizations. However, the act of diversity
training and implementation in programs has traditionally been
reactive as a result of a scandal rather than proactive. As more
industries see the benefits of diversity, equity, and inclusion
training, we will continue to see the benefits of a sustainable,
healthy working environment for all. Challenges to Integrating
Diversity, Equity, and Inclusion Programs in Organizations is an
essential reference source that shares the challenges and
opportunities faced by diversity, equity, and inclusion officers
who are leading their organizations to becoming more diverse,
equitable, and inclusive working environments. Featuring research
on topics such as institutional equity, organizational culture, and
diverse workplace, this book is ideally designed for
administrators, human resource specialists, researchers, business
professionals, academicians, and students, as well as organizations
looking to make the intentional shifts necessary to develop and
foster a more inclusive working and learning environment.
Due to the recent global pandemic, educators of science and
technology have had to pivot and adapt their delivery to create
alternative virtual means of delivery. The COVID-19 pandemic has
influenced a rapid change in teaching and learning in higher
education. It is reshaping curriculum demands, the 21st century
digital competence challenges, and learning technologies. These
changes in education are likely to endure well past the COVID-19
pandemic, making it crucial for educators to consider teaching and
learning under the perspectives of digital education and
innovation. Advancing STEM Education and Innovation in a Time of
Distance Learning highlights the contemporary trends and challenges
in science, technology, mathematics, and engineering education. The
chapters present findings and discussions of relevant research
studies and theoretical frameworks for the provision of science,
technology, engineering, and technical subjects. It not only
presents successful practice examples from before and during the
COVID-19 pandemic, but also provides useful information to assist
educators in understanding the demands and challenges of digital
education. Covering topics such as ethnically diverse students,
foreign language learning, and mobile gamification, this premier
reference source is an essential resource for educators and
administrators of both K-12 and higher education, pre-service
teachers, teacher educators, librarians, government officials,
researchers, and academicians.
Now in a new edition+F2:F17, National Geographic Learning brings
the world to your classroom with Life, a six-level
integrated-skills series with grammar and vocabulary for young
adult and adult English language learners. Through stunning
National Geographic content, video, and engaging topics, Life
inspires a generation of informed decision-makers. With Life,
learners develop their ability to think critically and communicate
effectively in the global community.
Empirical and anecdotal data suggests that education technology
increases access to learning, democratizes knowledge, and increases
the breadth and richness of the learning experience. Due to this,
there is a need to disseminate awareness and information about the
role of emotional intelligence and technology from various
dimensions to help students and teachers maintain the quality of
e-learning and emotional well-being. Technology-Driven E-Learning
Pedagogy Through Emotional Intelligence provides updated research
perspectives focusing on the relationship between e-learning
pedagogy, technology, and emotional intelligence. Covering key
topics such as blended learning, resilience, social awareness, and
empathy, this reference work is ideal for administrators,
researchers, scholars, academicians, practitioners, instructors,
and students.
Traditionally, internationalization efforts in higher education
have been rooted in (neo)liberal transactional models that restrict
or compromise the space for meaningful exchanges of socio-cultural
capital. Recently, researchers and practitioners in the
international education field have taken issue with programming and
practices in education abroad; international student recruitment;
and internationalization of the curricula that perpetuate systems
of imbalance, fossilize prejudices, adversely impact host
communities abroad, and limit student learning to the confines of
the Western epistemological traditions. As a result, scholars and
practitioners are creating new paradigms for engagement and
exchange. People-Centered Approaches Toward the
Internationalization of Higher Education is an essential scholarly
publication that examines the praxis of internationalization in
higher education with empirical research and relevant models of
practice that approach the topic critically and responsibly. The
book innovates and (re)humanizes internationalization efforts,
including education abroad, international recruitment,
international scholar and student services, and
internationalization of curriculum, by focusing on the people and
communities touched, intentionally and unintentionally, by said
efforts. It is ideal for higher education faculty, education
professionals, academic advisors, academicians, administrators,
curriculum designers, researchers, and students.
As social studies standards shift to place a higher emphasis on
critical thinking, inquiry, interaction, and expression, many
teachers are scrambling to figure out how to appropriately shift
their instruction accordingly. This book provides examples and
ideas for working with elementary and middle school students to
build social studies skills and knowledge in order to become
independent learners and thinkers. Teaching these skills helps to
support students in ways which are important to them, and to
society at large. Real Classrooms, Real Teachers: The C3 Inquiry in
Practice is aimed at in-service and pre-service teachers, grades
3-8. This text includes six sections: an introduction, one section
for each of the four dimensions of the C3 Framework for Social
Studies State Standards (National Council for the Social Studies,
2013), and a conclusion. Each chapter begins with a vignette based
on a real-life social studies lesson authored by a practicing
teacher or researcher. This is followed by a sample lesson plan
associated with the vignette and suggestions for appropriate texts
and supporting materials, as well as suggestions for modifications.
|
You may like...
Our Planet
Alastair Fothergill, Keith Scholey, …
Hardcover
(2)
R824
R690
Discovery Miles 6 900
Miss Behave
Malebo Sephodi
Paperback
(12)
R277
Discovery Miles 2 770
Ja!
Stef Bos
Hardcover
R39
Discovery Miles 390
Home Body
Rupi Kaur
Paperback
(1)
R255
Discovery Miles 2 550
|