A revealing look at the college freshman experience, from an insideras point of view
After fifteen years of teaching anthropology at a large university, Rebekah Nathan had become baffled by her own students. Their strange behavioraeating meals at their desks, not completing reading assignments, remaining silent through class discussionsamade her feel as if she were dealing with a completely foreign culture. So Nathan decided to do what anthropologists do when confused by a different culture: Go live with them. She enrolled as a freshman, moved into the dorm, ate in the dining hall, and took a full load of courses. And she came to understand that being a student is a pretty difficult job, too. Her discoveries about contemporary undergraduate culture are surprising and her observations are invaluable, making "My Freshman Year" essential reading for students, parents, faculty, and anyone interested in educational policy.

With conversations about sexual violence, consent, and bodily autonomy dominating national conversations it can be easy to get lost in the onslaught of well-intended but often poorly executed messages. Through an exploration of research, scholarly expertise, and practical real-world application we can better formulate an understanding of what consent is, how we create consent cultures, and where the path forward lies. This book is designed with both educators and parents in mind. The tools highlighted throughout help adults unlearn harmful narratives about consent, boundaries, and relationships so that they can begin their work internally through modeling and self-reflection. We then uncover what consent truly is and is not, how culture plays an integral role in interpersonal scripting, and how teaching consent as a life skill can look in and out of the classroom. By integrating the need for consent to be taught in schools and homes we build bridges between the spaces where children learn and create alliances in the often-daunting task of eradicating rape-culture. This book is perfect for those already comfortable and familiar with this topic as well as those newer to understanding consent as a paradigm. Starting with a strong historical and research-informed foundation the book builds into action-oriented guidelines for conversations, curriculum, and community activism. This blended approach creates a guidebook that is unlike anything else on the market today.

At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings brings together the voices of over 50 adults and youth to explore both the promises and challenges of intergenerational work in out-of-school time (OST) programs. Comprised of 14 chapters, this book features empirical research, conceptual essays, poetry, artwork, and engaged dialogue about the complexities of youth-adult partnerships in practice. At Our Best responds to key questions that practitioners, scholars, policymakers, and youth navigate in this work, such as: What role can (or should) adults play in supporting youth voice, learning, and activism? What approaches and strategies in youth-adult partnerships are effective in promoting positive youth development, individual and collective well-being, and setting-level change? What are the tensions and dilemmas that arise in the process of doing this work? And, how do we navigate youth-adult partnerships in the face of societal oppressions such as adultism, racism, and misogyny? Through highlighting contemporary cases of authentic youth-adult partnerships in youth programs, this fourth volume of the IAP series on OST aims to introduce, engage, and sharpen educators' understandings of the power and promise of these relationships. Together, the authors in this volume suggest that both building youth-adult partnerships and actively reflecting on intergenerational work are foundational practices to achieving transformational change in our OST organizations, schools, neighborhoods, and communities.

This timely new book examines the impact of internationalization and diversity in higher education and provides practical guidance on how to manage an increasingly varied range of expectations and needs, and ensure that academic practice best serves the needs of all students across diverse learning spaces.

A volume in International Advances in Education: Global Initiatives for Equity and Social Justice Series Editors: Elinor L. Brown, University of Kentucky, Rhonda Craven, University of Western Sydney, and George McLean, Catholic Universities of America. International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that primarily focus on empowering students (children, adolescents, and young adults) from diverse current circumstances and historic beliefs and traditions to become non-exploited/non-exploitive contributing members of the global community. The series draws on the research and innovative practices of investigators, academics, and community organizers around the globe that have contributed to the evidence base for developing sound educational policies, practices, and programs that optimize all students' potential. Each volume includes multidisciplinary theory, research, and practices that provide an enriched understanding of the drivers of human potential via education to assist others in exploring, adapting, and replicating innovative strategies that enable ALL students to realize their full potential. This volume provides the reader with promising policies and practices that promote social justice and educational opportunity for the many displaced populations (migrants, asylum-seekers, refugees, and immigrants) around the globe. The volume is divided into four sections that offer: (1) insights into the educational integration of displaced children in industrialized nations, (2) methods of creating pedagogies of harmony within school environments, (3) ways to nurture school success by acknowledging and respecting the cultural traditions of newcomers, and finally (4) strategies to forge pathways to educational equity. Overall, this volume contributes to the body of knowledge on equitable educational opportunities for displaced youth and will be a valuable resource for all who seek to enable the displaced a place at the political, economic, and social table of civil society.

Exclusion rates of black children in the UK and around the world continue to rise, highlighting that something is very wrong with the way their teaching and learning is supported in today's schools. Teachers often blame parents, parents blame teachers, and an unhappy downward spiral ensues.
Drawing on her extensive teaching experience, Lorna Cork explores the day-to-day needs and expectations of black parents and their children in education. She focuses on contemporary situations and uses real-life case studies to emphasize the human consequences of the true issues behind the statistics.
This topical text offers a detailed look at five key organizations that exist to support black parents. It examines their home-school interventions and discusses the central issues arising out of their efforts. The fascinating evidence offers fresh perspectives on home-school interventions, providing much needed advice and guidance to all those seeking to improve co-operation between black families, schools and communities, who all share the goal of supporting the learning and attainment of the black child. Above all constructive in tone, examples of good practice and strategies that have been tried and tested are all provided here, as well as suggestions for further reading and additional sources of support.
Any education professional; teacher, student teacher or staff at an LEA, in addition to anyone with a serious interest in race issues, is sure to find this essential reading.

Foreword by Robert E. Slavin

"This book provides a unique source of information, experience, and evidence that is essential for any educator or policymaker involved in planning afterschool programs for children."
Robert E. Slavin, Codirector
Center for Research on the Education of Students Placed at Risk
Johns Hopkins University

Building Effective Afterschool Programs

Olatokunbo S. Fashola

Raise the caliber of your afterschool program with these exemplary models and get outstanding results!

Through a comprehensive review of various afterschool programs across the United States, respected authority on program effectiveness, Olatokunbo Fashola, sheds new light on "what works" to increase academic achievement during nonschool hours. Administrators, policymakers, teachers, and researchers can benefit from the examples of both the successes and the shortcomings encountered by their colleagues in the quest to create enhanced learning opportunities in safe and enriching environments.

This unique resource provides a practical overview of the research and best practices that can be easily adapted and applied in the development of highly effective afterschool programs. A complete discussion of the purposes, functions, methodologies, implementation, and evaluation of numerous programs is provided and organized for quick reference.

Special features of Building Effective Afterschool Programs include:

Exploration of critical factors necessary for success, such as planning, training, structure, and content
Step-by-step overview of how to create effective programs, from needs assessment to the effects of various types of programs on children
Straightforward guidance on how to evaluate the effectiveness of afterschool programs, including design models
Real-life examples that can be implemented to build afterschool programs with specific goals, including literacy improvement, enrichment of nonremedial skills, enhancement of volunteer tutoring programs, and cultural and character development through community-based programs
About the Author:

Olatokunbo S. Fashola is an Associate Research Scientist at the Johns Hopkins University Center for Research on the Education of Students Placed at Risk. She earned a Ph.D. from the University of California, Santa Barbara, and is co-author of Show Me the Evidence! Proven and Promising Programs for America?s Schools. The recipient of an award for research excellence from the American Federation of Teachers, she has received national recognition for her extensive work on afterschool programs.

"This is a helpful book whose prescriptions can bring a transformation in the way that you think, feel, and act in the educational environment and can strengthen our belief in the power and promise of students themselves."
Dennis Saleebey, Professor
School of Social Welfare, University of Kansas
Lawrence, KS

The Classroom Library: A Catalyst for Literacy Instruction serves two purposes by first providing classroom teachers with a how-to guide in setting up and using the classroom library to support literacy. Next, it provides teachers with excerpts and stories of practicing teachers who have successfully used their classroom library to teach literacy. A wide array of photos, documents, tips, ideas, and descriptions lead teachers to create a classroom library that will scaffold students in the classroom library to establish and extend their literacy development. Several chapters specifically focus on working with under-served students, including students in urban settings, those who are learning English as a second language, and students without access to other libraries. Content in this book is easy to use to help teachers establish a library oasis in their classroom to support learners in preschool through grade eight classrooms. This book is a companion book to More Mirrors in the Classroom:Using Urban Children's Literature to Increase Literacy. Both volumes cover the selection of culturally responsive children's literature.

Creating Calm Classrooms presents easy-to-follow and guaranteed to succeed strategies, teacher behaviors and class management practices that the author successfully deployed to create oases of peace and tranquility in his classrooms in more than twenty years of teaching in urban schools. The methods contained in this book can enable any teacher, regardless of lack of experience, to create calm classroom environments in which teaching and learning flourish without the strenuous stresses of students' misbehavior. Unlike most books on classroom management, Creating Calm Classrooms is not espousing a narrow academic theory on classroom management arrived at through a narrowly focused study carried over a year or two. This book is a rich distillation of knowledge gathered, examined and refined in more than two decades of teaching. The teacher behaviors, management practices and students' reactions described here yielded classrooms for the author where he was always able to teach and the students were also always ready to learn. It is not an exaggeration that this is the kind of knowledge that every teacher in the USA should have before he or she steps into a classroom to teach.

This book provides school principals and those responsible for pedagogical supervision the necessary tools for their professional development, whether in formal (continuing education) or informal (self-taught) contexts. It presents for each knowledge, know-how, know-how and know-how to become two sections. The first, titled What the supervisors say, presents testimonials from a research-action-training project (Ministry of Education and Higher Education of Quebec, 2014-2017) which brought together 37 principals of two school boards in professional learning communities (PLCs) to discuss their pedagogical supervision practices in their school. This second section proposes self-assessments grids. The book is also punctuated with practical exercises and reflections to develop the targeted skills in supervision. This book is an essential reference for all supervisors. It presents experiences in teaching, research and training. It is a functional and practical guide to acquiring and consolidating pedagogical supervision skills.

There is a growing trend in education for educators to support students in the development of social and emotional skills. SEL mandates are now part of many state assessments and national initiatives, and there are countless curriculum from which principals and teachers may choose. However, many of these curricular materials fail to address the question of pedagogy, or what is the best method for teaching social and emotional skills? Humanizing the Classroom: Using Role Plays to Teach Social and Emotional Skills in Middle and High School answers this question by presenting the pedagogical basis for using role plays to teach social and emotional skills, creating a clear link between SEL and the need for culturally relevant teaching, and providing over 45 model lessons that can be delivered in middle and high school classrooms. A rich resource for principals, classroom teachers, and educational theater and drama teachers, addresses the how, why and what of teaching social and emotional skills in our diverse society.

An ongoing challenge facing educators is the rising need to best accommodate English language learners in today's classrooms. As the ELL population continues to significantly increase, there is also a demand for quality teacher preparation aligned with this work, as well. This growth requires a concrete understanding of the research surrounding the acquisition of English as a second language, but even more so, the instructional tools necessary for improving the academic development of ELLs. This book is written by former teachers for current teachers. The authors combined have over 60 years in the field working as teachers, specialists, consultants, and university professors. They share a dedication for improving learning for all students, as well as a vision for providing ongoing opportunities for learning for their teacher peers. With this in mind, the structure and style of the writing is geared toward readers who are tirelessly working professionals trying to quickly and adequately gather effective strategies to meet the needs of English language learners. The authors are each trained reading specialists and have constructed the text to allow for this simplified navigation and acquisition of content for the teacher-on-the-go.

Part of the 101 Essential Lists series, this title contains lists for primary school teachers on how to manage behaviour. The lists range from minor problems, such as giving rewards and sanctions to how to deal with serious problems, such as drugs, bullying and anger management.

In 2015 and 2016 waves of student protest swept across South African campuses under the banner of FeesMustFall. This book offers a historical perspective, analysing regional influences on the ideologies that have underpinned South African student politics from the 1960s to the present. The author considers the history of student organisations in the Northern Transvaal (today Limpopo Province) and the ways in which students and youth influenced political change on a national scale, over generations.

The University of the North at Turfloop played an integral role in building the South African Students’ Organisation (SASO) in the late 1960s and propagating Black Consciousness in the 1970s; in the 1980s it became an ideological battleground where Black Consciousness advocates and ANC-affiliates competed for influence. Limpopo has remained a hotbed of political activism in the country. Generations of nationally prominent student and youth activists became politically conscientised here – among them Julius Malema, Onkgopotse Tiro, Cyril Ramaphosa, Frank Chikane and Peter Mokaba.

Turfloop (University of Limpopo) has remained politically significant in the post-apartheid era: it was here in 2007 that Julius Malema supported Jacob Zuma’s ascension to the South African presidency during the ANC’s pivotal party conference that resulted in the ousting of Thabo Mbeki.

Over 2.7m students study in a country other than their own. Most of those students come from the Asia-Pacific region and undertake study in universities in the developed world. This trend is predicted to grow exponentially but features many dilemmas. In the post-9/11 global environment, international students experience hostility and harassment as well as ambivalence about their value to the academy. Some live an uncertain life of poverty and alienation. Many also struggle to come to terms with living and studying in a foreign land where there are concerns about international students eroding academic standards, having poor English language proficiency and being unable to "integrate" and contribute to their new communities. But some also seek to make new homes in their host countries.The contributions in this book explore the complex and diverse aspects of transnational education and propose some pragmatic approaches to these dilemmas. These contributions explore new ways of looking at the phenomena of international students, their social and cultural needs, as well as the challenges for teaching and learning, research supervision and English language in the academy. The book presents case studies and documents initiatives that are positive responses to the dilemmas of global student mobility.

- Updated technology information includes more computer terms, new products, the Internet, and forecasts of future technology.