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Using reviews of special reports and personal interviews with team
members of recent National Science Foundation-sponsored
assessments, the authors have assembled an eight-step functional
strategy for conducting technology assessments. The steps are set
within a framework that embodies the three key elements of all
assessments: technology descripti
An exploration of the applications of linguistics (including both
psycholinguistic and sociolinguistics perspectives) to clinical
research in the field of communication disorders. This will
interest graduate and postgraduate speech-language pathologists and
applied linguists as well as psychologists and neuropsychologists.
On this blue planet, long before pterodactyls took to the skies and
tyrannosaurs prowled the continents, tiny green organisms populated
the ancient oceans. Fossil and phylogenetic evidence suggests that
chlorophyll, the green pigment responsible for coloring these
organisms, has been in existence for some 85% of Earth's long
history--that is, for roughly 3.5 billion years. In "How the Earth
Turned Green, "Joseph E. Armstrong traces the history of these
verdant organisms, which many would call plants, from their ancient
beginnings to the diversity of green life that inhabits the Earth
today.
Using an evolutionary framework, "How the Earth Turned Green"
addresses questions such as: Should all green organisms be
considered plants? Why do these organisms look the way they do? How
are they related to one another and to other chlorophyll-free
organisms? How do they reproduce? How have they changed and
diversified over time? And how has the presence of green organisms
changed the Earth's ecosystems? More engaging than a traditional
textbook and displaying an astonishing breadth, "How the Earth
Turned Green" will both delight and enlighten embryonic botanists
and any student interested in the evolutionary history of plants.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that educational leaders understand how critical race
theory and praxis can assist them in utilizing their agency and
roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though
educational leaders and leadership programs have been all but
absent in this process, given their influence and power,
educational leaders need to be engaged in this endeavor. The
objective of this edited volume is to draw upon critical race
counter-stories and praxis for the purpose of providing leaders in
training and practicing K-12 leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within K-12 schooling. An additional aim of
this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in K-12 schooling. Through the use of
critical race methodology and counter-storytelling (Solorzano &
Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future educational leaders
insight in recognizing how racism functions within institutions and
how they can address it. The intended goal of this edited volume is
to translate critical race theory into practice while emphasizing
the need for educational leaders to develop a critical race praxis
and anti-racist approach to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that educational leaders understand how critical race
theory and praxis can assist them in utilizing their agency and
roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though
educational leaders and leadership programs have been all but
absent in this process, given their influence and power,
educational leaders need to be engaged in this endeavor. The
objective of this edited volume is to draw upon critical race
counter-stories and praxis for the purpose of providing leaders in
training and practicing K-12 leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within K-12 schooling. An additional aim of
this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in K-12 schooling. Through the use of
critical race methodology and counter-storytelling (Solorzano &
Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future educational leaders
insight in recognizing how racism functions within institutions and
how they can address it. The intended goal of this edited volume is
to translate critical race theory into practice while emphasizing
the need for educational leaders to develop a critical race praxis
and anti-racist approach to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that higher education leaders understand how critical
race theory and praxis can assist them in utilizing their agency
and roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though higher
education leaders and leadership programs are often absent in this
process, given their influence and power, higher education leaders
need to be engaged in this endeavor. The objective of this edited
volume is to draw upon critical race counter-stories and praxis for
the purpose of providing higher education leaders-in-training and
practicing higher education leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within higher education. An additional aim
of this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in higher education. Through the use
of critical race methodology and counter-storytelling (Solorzano
& Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future higher education
leaders insight in recognizing how racism functions within their
respective institutions, and how they can address it. The intended
goal of this edited volume is to translate critical race theory
into practice while emphasizing the need for higher education
leaders to develop a critical race praxis and anti-racist approach
to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that higher education leaders understand how critical
race theory and praxis can assist them in utilizing their agency
and roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though higher
education leaders and leadership programs are often absent in this
process, given their influence and power, higher education leaders
need to be engaged in this endeavor. The objective of this edited
volume is to draw upon critical race counter-stories and praxis for
the purpose of providing higher education leaders-in-training and
practicing higher education leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within higher education. An additional aim
of this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in higher education. Through the use
of critical race methodology and counter-storytelling (Solorzano
& Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future higher education
leaders insight in recognizing how racism functions within their
respective institutions, and how they can address it. The intended
goal of this edited volume is to translate critical race theory
into practice while emphasizing the need for higher education
leaders to develop a critical race praxis and anti-racist approach
to leadership.
This edited collection of chapters from invited scholars, explores
issues of social justice and micropolitics in educational
institutions. More specifically, it examines the ways in which
social justice workers navigate, or can navigate, (micro) political
systems in their quest to promote social justice. Issues of social
justice and micropolitics are particularly important in this day
and age as standardizing regimes and polarizing forces continue to
erode the already perilous condition of the traditionally
disadvantaged. While social justice workers make it a point to
acknowledge the plight of the less fortunate, their well-meaning
attempts to take action are not always successful. This requires
that they acknowledge the realities of the micropolitical
environments in which they work, and to take action in these arenas
if they are to achieve their socialjustice goals. The title of the
book, Working (With/out) the System, draws attention to the ways in
which social justice workers/leaders (teachers, administrators,
students, community members) navigate educational institutions and
the wider social systems that are not always hospitable to changes
that promote social justice. This volume describes the prospects,
possibilities and actual practice of working with, working without,
and working outside of educational organizations to promote social
justice. Among other topics, the chapters probe: the manner in
which social justice-minded leaders navigate micropolitical
environments the ways in which social justice minded leaders
promote and sustain social justice action within systemic contexts
the difficulties and successes that they experience.
This edited collection of chapters from invited scholars, explores
issues of social justice and micropolitics in educational
institutions. More specifically, it examines the ways in which
social justice workers navigate, or can navigate, (micro) political
systems in their quest to promote social justice. Issues of social
justice and micropolitics are particularly important in this day
and age as standardizing regimes and polarizing forces continue to
erode the already perilous condition of the traditionally
disadvantaged. While social justice workers make it a point to
acknowledge the plight of the less fortunate, their well-meaning
attempts to take action are not always successful. This requires
that they acknowledge the realities of the micropolitical
environments in which they work, and to take action in these arenas
if they are to achieve their socialjustice goals. The title of the
book, Working (With/out) the System, draws attention to the ways in
which social justice workers/leaders (teachers, administrators,
students, community members) navigate educational institutions and
the wider social systems that are not always hospitable to changes
that promote social justice. This volume describes the prospects,
possibilities and actual practice of working with, working without,
and working outside of educational organizations to promote social
justice. Among other topics, the chapters probe: the manner in
which social justice-minded leaders navigate micropolitical
environments the ways in which social justice minded leaders
promote and sustain social justice action within systemic contexts
the difficulties and successes that they experience.
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