This book gathers 16 theorists from diverse spaces to see what they each have to say about play. From deep in the 19th century until contemporary times, across cultures and different disciplines, through many languages, these theorists observed children in their finest form, at play. From social interactions to meaningful engagements, beginning in the crib, and outside to the pitch and forest, these theorists examined the evidence before them. Each in their own way, they affirmed that play is at the center of childhood growth and development.

Homeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled-up," staying with family or friends because of economic hardship and often on the brink of full-on homelessness.

Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.

Homeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled-up," staying with family or friends because of economic hardship and often on the brink of full-on homelessness.

Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.

This book provides an overview and analysis of current tensions, debates and key issues within OECD nations, particularly Australia, the USA, Canada and the UK, with regard to where education is and should be going. Using a broad historical analysis, it investigates ideas and visions about the future that are increasingly evoked to support arguments about the imminent demise of the dominant modern educational model. Focusing neither on prediction nor prescription, this text suggests the goal is an analysis of the ways in which the notion of the future circulates in contemporary discourse. Five specific discourses are explored: globalisation; new information and communications technologies; feminist; indigenous; and spiritual. The book demonstrates the connections between particular approaches to time, visions of the future, and educational visions and practices. The author asserts that every approach to educational change is inherently based on an underlying image of the future.

This book presents an ethnographic study of the experiences of teenage boys in an Australian high school. It follows a group of thirteen- to fifteen-year-olds over a period of more than two years, and seeks to understand why so many boys say they hate school yet enjoy being with one another in their daily confrontations with the formal school. The study acknowledges the ongoing significance of the "boys' debate" to policy-makers and the media, and therefore to teachers and parents, but moves it on from issues of gender construction and the panic about achievement to the broader question of what it is to experience being schooled as a boy in the new liberal educational environment.

An exploration of how educational institutions have been portrayed in horror film, this book examines the way that scary movies have dealt with the issue of school violence, focusing on movies set in high schools, colleges, and summer camps.

This book invites a conversation among stakeholders of public education and conveys the need for a common vision for America's public schools. Amy Fast argues that we have never had a clear purpose for our schools and that now, more than ever, educators in America ache for a more inspiring purpose than simply improving results on standardized assessments. Fast asserts how focusing on the mission instead of simply the mandates and measures is how real change occurs. Until we have a common and transparent purpose that serves to inspire those in the trenches of the work, reform in public education will continue to flounder. Through the examination of our past and current priorities for American schools, Fast uncovers a nobler purpose that will intrinsically move educators as well as students to be inspired in their work. In turn, it is this inspiration - not another silver bullet reform - that will lead to meaningful change in society.

Teachers are brain changers. Thus it would seem obvious that an understanding of the brain - the organ of learning - would be critical to a teacher's readiness to work with students. Unfortunately, in traditional public, public-charter, private, parochial, and home schools across the country, most teachers lack an understanding of how the brain receives, filters, consolidates, and applies learning for both the short and long term. Neuroteach was therefore written to help solve the problem teachers and school leaders have in knowing how to bring the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student. It is our hope, that Neuroteach will help ensure that one day, every student -regardless of zip code or school type-will learn and develop with the guidance of a teacher who knows the research behind how his or her brain works and learns.

The Anglophone world is gripped by a moral panic centred on child abuse in general and fear of the paedophile in particular. Evidence suggests an alarming rise in the number of false allegations of sexual abuse being made against teachers, and demonstrates that the fallout from being falsely accused is far-reaching and sometimes tragic. Many people in this position cannot sustain family relationships, have breakdowns, and are often unable to return to the classroom when their ordeal is over.

Researching Sex and Lies in the Classroom draws on in-depth qualitative research exploring the experiences, perceptions and consequences for those who have been falsely accused of sexual misconduct with pupils, and for the family members, friends and colleagues affected by or involved in the accusation process. The book also highlights the dilemmas and difficulties the authors themselves have faced researching this field, such as:

• ethical and methodological concerns over whether or not the teachers had indeed been falsely accused, or were guilty and taking advantage of this project to construct an alternative, innocent identity
• the difficulty of obtaining institutional ethical clearance to undertake and publish research which challenges master narratives concerning children and their protection
• the reluctance of funders to support research in controversial and sensitive areas.

Researching Sex and Lies in the Classroom reveals findings which are both informative and shocking. It interrogates the appropriateness of current investigative and judicial procedures and practices, and it raises general questions about the surveillance and control of research and academic voice. It will be of great benefit to academics and researchers interested in this field, as well as postgraduate students, teachers and other professionals working with the fear of allegations of abuse.

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.

While the Student Voice agenda gathers momentum in all sectors of education in the United Kingdom so too does the degree to which 'Student Voice' comes under the critical gaze of national and international commentators who narrate its influence on policy as each successive government in the UK shapes the agenda as they see fit. The Student Voice movement continues to grow and influence discussion across all levels of education. Equally, international responses to Student Voice extend the debate and movement further. To acknowledge international and UK perspectives, the authors have developed an edited collection speaking to both the practitioner and the academic alike. The text offers diverse perspectives with contributions from internationally acclaimed researchers, academics, classroom practitioners and learners across a variety of ages and educational sectors both at local and international levels. This topical text locates Student Voice within wider current debates around empowered citizenry and the 'big society'. The contributions draw upon the relationships between Student Voice and action research, citizenship, democratic education and students-as-researchers as well as locating these debates within international perspectives. It is through the combination of these perspectives that, as the title of the book suggests, the Student Voice movement can hope to 'bridge the academic/practitioner divide'.

In the era of such online spaces as Facebook, Instant Messenger, Live Journal, Blogger, Web Shots, and campus blogs, college students are using these resources and other online sites as a social medium. Inevitably, this medium presents students with ethical decisions about social propriety, self disclosure and acceptable behaviour. Because online social networking sites have proven problematic for college students and for college administrators, this book aims to offer professional guidance to Higher Education administrators and policy makers. Online Social Networking on Campus: Understanding what matters in student culture is a professional guide for Higher Education faculty and Student Affairs administrators, which rigorously examines college students? use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, Online Social Networking on Campus investigates how college students use online sites to explore and makes sense of their identities. Providing information taken from interviews, surveys and focus group data, the book presents an ethnographic view of social networking that will help Student Affairs administrators, Information Technology administrators, and faculty better understand and provide guidance to the "neomillennials" on their campuses.

In the era of such online spaces as Facebook, Instant Messenger, Live Journal, Blogger, Web Shots, and campus blogs, college students are using these resources and other online sites as a social medium. Inevitably, this medium presents students with ethical decisions about social propriety, self disclosure and acceptable behaviour. Because online social networking sites have proven problematic for college students and for college administrators, this book aims to offer professional guidance to Higher Education administrators and policy makers. Online Social Networking on Campus: Understanding what matters in student culture is a professional guide for Higher Education faculty and Student Affairs administrators, which rigorously examines college students' use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, Online Social Networking on Campus investigates how college students use online sites to explore and makes sense of their identities. Providing information taken from interviews, surveys and focus group data, the book presents an ethnographic view of social networking that will help Student Affairs administrators, Information Technology administrators, and faculty better understand and provide guidance to the "neomillennials" on their campuses.

This book weaves together two distinct and powerfully related sources of knowledge: the author's journey and transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and five years of on-going national research on the identity, education, and agency of undocumented college students. In interlacing both personal experiences with findings from her empirical qualitative research, Chang explores practical and theoretical pedagogical, curricular, and policy-related discussions around issues that impact undocumented immigrants while provide compelling rich narrative vignettes. Collectively, these findings support the argument that undocumented students can cultivate an empowering self-identity by performing the role of infallible cultural citizen.

The exuberant explosions of old college days have traditionally been forgiven as somewhat enviable expressions of the high spirits of exultant youth. Are young intellectuals, now the dominant group in many colleges, less adolescent and more mature, or do their immaturities merely manifest themselves in different ways? As intellectual individualists, students do not usually care for group explosions unless they are for social causes such as the rights of minorities. But their adolescence often manifests itself individually in a superior condescension or in depressive inferiority complexes.

This book is a fascinating account of the changes that have taken place in the backgrounds, attitudes, and, temperaments of students at the so-called prestige colleges. Though Everett Lee Hunt draws heavily upon his observations and experiences during more than thirty years as a dean and professor of Swarthmore College, his book is much more than a case study of one outstanding college. Hunt presents many concrete examples of student moods, customs, actions, and expressions of values. With wisdom and warmth he discusses three successive eras in the college schooling of American adolescents: guarded education, conformity to accepted ways, and intellectual individualism.

Teachers, deans, student counselors, personnel workers, and school psychologists and psychiatrists will find this classic book of continuing interest in guiding their dealings with adolescent students. "The Revolt of the College Intellectual" may also interest students themselves, their parents, alumni, and all who are in anyway concerned with education as a preparation for life in a rapidly changing and troubled world.

"Everett Lee Hunt," who died in 1984, taught at Huron, Swarthmore College, Cornell University, and the Universities of Illinois and Colorado. His writings include studies of Plato, Aristotle, and Matthew Arnold. He was the eighth president of the Eastern Communication Association Committee of Scholars and one of the founders of the field of communication.

Asking "Who's Being Served?" reveals who truly benefits from what gets planned, implemented and assessed in today's classrooms. Think about what student-centered classrooms and good restaurants have in common: they each put the customer first! Education is a service industry where relationship building matters. Learn how to transform schools and learning opportunities to be more engaging and effective for students. In this helpful and relevant volume, John Hayward offers advice from over twenty years of teaching about how and why to make the move from teacher-centric control to student-centered facilitation. Each chapter references secrets from the dining industry in regards to how research, planning and observation influence how one serves others. Whether you are an administrator, instructor or school staff, your daily interaction with students needs to be at the level outlined in this book to make a lasting, positive difference. When students choose more, interact more and fully live their learning, their education serves them for longer than a unit or a year. If schools focus on students personally, putting relationships first, the experience and the positive results will last for a lifetime.

Lessons Learned from the Special Education Classroom offers practical techniques and research-based suggestions where all students, regardless of their abilities, are actively engaged in a vigorous, scaffolded, differentiated classroom taught by a compassionate, equitable teacher. With 25 years of classroom expertise, the author shares her down-to-earth suggestions for building classroom community and embracing all learners while offering concrete suggestions for creating respectful parent and student partnerships. At the end of each chapter, Peg outlines how to use the chapter in a professional book club, as a PLC resource, and as a Professional Development supplement.

You can take control of your well-being and mental health. Student life can be overwhelming, with so many issues to deal with including living away from home, workload, deadlines and exams, family pressures and challenging relationships. It is not surprising that you might struggle to cope sometimes. But there are simple and effective ways that you can take ownership of your mental health, meaning you stay stress free, enjoy your university experience and achieve academic success. This book guides you through your student journey from preparing to go to college or university, managing the academic pressures, finding a job, and everything in-between. Relevant scenarios are presented, linked to a series of topics that explore the challenges you might experience, along with self-enquiry reflections which help you to apply the theory to your own experience and key take-aways. The approaches and strategies outlined will help you improve your academic performance, enhance your social skills, learn to manage your emotions, reduce your anxieties, and help you to think in more empowering ways. Combining practical psychological and spiritual guidance, You've Got This is written in a down to earth, jargon-free way, helping you, the reader take responsibility over the most important thing of all - the way you think. Examples of topics covered: I am homesick and feel lonely I feel like I don't fit in I feel anxious about attending lectures I am scared to admit I am struggling at university I feel anxious about submitting my work I am worried if I don't get good grades, I won't get a good job I don't like attending lectures Why do I struggle with my mental health? I think I may have an eating disorder With over 100 topics providing solutions to common challenges faced by the university student, this book is a preventative tool, helping the student stay emotionally balanced allowing academic success. "...This book provides the kind of advice academic staff would want to offer if they could and gives boundless reassurance to parents who might be 'too' close to be able to help at the time. Perhaps most importantly, it offers students an immediate sense of not being alone, not being the only person to experience such fears, anxieties and stresses and instils the capacity to deal with the in ways that will, hopefully, provide them with learning for life." Professor Jonathan Parker, Bournemouth University

This book, the first of its kind to treat Uganda, provides a historical analysis of the role of student voice in the development of Uganda's higher education. It not only chronicles incidents of student protests, but also explores and analyses their trigger points, the underlying issues as well as the strategies employed by the university, the government, and the students to manage or resolve those crises. In addition, the book highlights the role played by national politics in shaping student political consciousness, in particular their involvement in protests, riots and demonstrations. The book, therefore, limits its scope to the unfolding and impact of student crisis on the process of higher education. Byaruhanga recommends that colleges and universities need to increase communication with students, as well as promote student involvement in decision and policy making, among other things, in order to forestall future conflicts.
Most distinctively, the book aims to address the current paucity of research on student activism in Uganda's higher education, and highlights the critical need for research on higher education in Africa as a field of study. The book also may serve as a base for cross-national comparative analysis.

Great Depression and the Middle Class: Experts, Collegiate Youth and Business Ideology, 1929-1941 explores how middle-class college students navigated the rocky terrain of Depression-era culture, job market, dating marketplace, prospective marriage prospects, and college campuses by using expert-penned advice and business ideology to make sense of their situation.

Be prepared to deal with campus situations that involve students in emotional crisis College Students in Distress provides college personnel with invaluable information on how to identify and refer emotionally troubled students for professional counseling. Dr. Bruce S. Sharkin, a staff psychologist at Kutztown University in Pennsylvania, addresses general warning signs of student distress, symptoms of specific psychological problems such as anxiety and depression, guidelines for interventions, and methods of making a referral for counseling. The book also examines current mental health issues for college students and provides an overview of common campus policies and procedures, such as psychological emergencies, withdrawal and readmission, and mandatory counseling. College Students in Distress provides the answers you need to manage difficultand potentially dangeroussituations on campus. Case examples based on real-life experiences give you a clear sense of what can happen when responding to students in emotional distress, particularly when dealing with specific issues and student populations, and will help in your efforts to review and/or revise the current practices of your school. This unique book is essential as a resource and referral guide that raises awareness of this growing national problem without being limited to the characteristics of a particular college or university. Topics examined in College Students in Distress include: the impact of mental health problems on academics the roles and functions of college counseling services indicators of emotional disturbance suicidal behavior self-inflicted harm eating disorders guidelines for intervention accommodations for students with psychological disabilities and much more College Students in Distress is a must-read for faculty and staff members, particularly those working in residential life, student health, and public safety, and for administrative offices within student services and student affairs.

Kohan offers a transformative, revolutionary, and more radical alternative theory and practice of philosophy for children. He critiques the current state of philosophy for children and demonstrates alternative ways of thinking and practicing philosophy in childhood education.

'Antisemitism on the Campus: Past & Present', edited by Eunice G. Pollack, is the first book of a multidisciplinary series on Antisemitism in America to be published by Academic Studies Press. In this volume, twenty-one leading scholars explore the roots and manifestations of antisemitism and anti- Zionism and the efforts to combat them at American, British, and South African colleges and universities in the 20th and 21st centuries. Topics such as antisemitism and anti-Zionism on individual campuses, in black militant groups, on the Far Left, and in academic organizations; students' exposure to antisemitism and anti-Zionism through popular culture and the internet; discrimination against Jewish faculty, students and organizations; the anti- Israel boycott/divestment movement, among others, are covered. Eunice G. Pollack (PhD Columbia University) is a professor of History and Jewish Studies at the University of North Texas. She is a member of the Academic Council of the David S. Wyman Institute for Holocaust Studies. Her published works include "The Childhood We Have Lost: When Siblings Were Caregivers, 1900-1970" and the prize-winning Encyclopedia of American Jewish History, which she co-edited with Professor Stephen H. Norwood (2008).

The portrayal of Scotland as a particularly patriarchal society has traditionally had the effect of marginalizing Scottish women, both teachers and students, in both Scottish and British history. "The Schooling of Working-Class Girls in Victorian Scotland "examines and challenges this assumption and analyses in detail the course of events which has led to a more enlightened system.
Education was, and is, seen as integral to Scottish distinctiveness, but the Victorian period saw anxious debate about the impact of outside influences at a time when Scottish society seemed to be fracturing. This book examines the gender-blindness of the educational tradition, with its notion of the 'democratic intellect', testing the claim of superiority for the Scottish system, and questioning the assumption that Scottish women were either passive victims or willing dupes of a peculiarly patriarchal ideal.
Considering the influences of the related ideologies of patriarchy and domesticity, and the crucial importance of the local and regional economic context, in focusing on female education, this book provides a much wider comparative study of Scottish society during a period of tremendous upheaval and a perceived crisis in national identity, in which women, as well as men, participated.

The portrayal of Scotland as a particularly patriarchal society has traditionally had the effect of marginalizing Scottish women, both teachers and students, in both Scottish and British history. "The Schooling of Working-Class Girls in Victorian Scotland "examines and challenges this assumption and analyses in detail the course of events which has led to a more enlightened system.
Education was, and is, seen as integral to Scottish distinctiveness, but the Victorian period saw anxious debate about the impact of outside influences at a time when Scottish society seemed to be fracturing. This book examines the gender-blindness of the educational tradition, with its notion of the 'democratic intellect', testing the claim of superiority for the Scottish system, and questioning the assumption that Scottish women were either passive victims or willing dupes of a peculiarly patriarchal ideal.
Considering the influences of the related ideologies of patriarchy and domesticity, and the crucial importance of the local and regional economic context, in focusing on female education, this book provides a much wider comparative study of Scottish society during a period of tremendous upheaval and a perceived crisis in national identity, in which women, as well as men, participated.