This volume expands the chronology and geography of the black freedom struggle beyond the traditional emphasis on the old South and the years between 1954 and 1968. Beginning as far back as the nineteenth century, and analyzing case studies from southern, northern, and border states, these essays incorporate communities and topics not usually linked to the African American civil rights movement. Contributors highlight little-known race riots in northern cities, the work of black women who defied local governments to provide medical care to their communities, and the national Food for Freedom campaign of the Student Nonviolent Coordinating Committee. Moving to recent issues such as Ferguson, Sandra Bland, and Black Lives Matter, these chapters connect the activism of today to a deeply historical, wide-ranging fight for equality.

Between Washington and Du Bois describes the life and work of James Edward Shepard, the founder and president of the first state-supported black liberal arts college in the South - what is today known as North Carolina Central University. Arguing that black college presidents of the early twentieth century were not only academic pioneers but also race leaders, Reginald Ellis shows how Shepard played a vital role in the creation of a black professional class during the Jim Crow era. Rather than focusing on vocational skills, as did Booker T. Washington, or emphasizing the liberal arts exclusively, as did W. E. B. Du Bois, Shepard steered a course between these two perspectives by considering the most practical ways to make higher education available to African Americans. At times, he accommodated his state's segregationist regime in order to keep his school open and funded. Yet he never lost sight of his goal of radical racial uplift. Shepard's story illustrates the gradualist strategy used by many of his peers in academic leadership who successfully navigated the currents of southern white supremacy and northern black radicalism.

This collection reviews key research addressing key challenges faced by organic animal farming in improving yields, animal nutrition and health. Part 1 assesses current research on environmental impact, promoting animal health, enhancing naturalness and welfare. It also reviews how organic systems fit in with agroforestry, pastoralist and other smallholder farming systems. The second part of the book includes case studies from leading experts on current research in improving the farming of particular species. Chapters review challenges and opportunities in organic dairy and beef farming, sheep and goats, pigs and poultry. There are also chapters on organic aquaculture as well as organic and natural beekeeping. With its distinguished editors and international team of expert authors, this will be a standard reference for all those researching organic animal farming as well as the organic livestock farmers, organic certification and regulatory bodies.

The opening chapters suggest that transitions in welfare capitalism can be understood in terms of shifts in dominant 'corporeal' discourses. The body as a focus for power and resistance in differing welfare regimes is further explored in individual contributions on health and social care, bodily metaphors in social policy and the relationship between animal and human welfare. In highlighting the significance of the body in social policy, the book opens up a novel, and potentially rich, vein of academic enquiry.

The opening chapters of this book suggest that transitions in welfare capitalism can be understood in terms of shifts in dominant "corporeal" discourses. The body as a focus for power and resistance in differing welfare regimes is further explored in individual contributions on health and social care, bodily metaphors in social policy and the relationship between animal and human welfare. In highlighting the significance of the body in social policy, the book opens up a novel and potentially rich vein of academic inquiry.

The fourth edition of this highly praised book includes coverage of evidence-based education and No Child Left Behind. Like the previous editions, it offers authoritative and balanced overviews to help you make distinctions between innovative programs backed up by sound research support and "faddish" ideas which lack a research base.

The authors in this book outline a new definition and treatment of behaviorally disordered children and adolescents. The emphasis throughout is on the development of the principles and treatment procedures that will allow the reader to apply the strategies necessary to teach behaviorally disordered students to learn to control their own social and academic behavior in the school setting. Treatment is largely based on a self-management and social-skills training model--a model which has gained increasing support and attention in the last decade. Self-management and social skills function best when they are gradually and successfully practiced under specifically controlled conditions. Under these conditions, students learn to appreciate their teachers and their teachers' efforts to help them learn to help themselves. They demonstrate improved academic proficiency, social competence, and enhanced self-esteem. For teachers, counselors, administrators, school and child psychologists, behavior analysts, and other mental health professionals.

For more than twenty years, Research on Educational Innovations has helped readers draw distinctions between truly innovative educational programs backed by sound empirical research and faddish policy trends of the day. Using a variety of current and emerging topics as practical case studies, this book offers a clear theoretical framework for program evaluation and for ways to delve into the research base behind any educational innovation. From examining the theoretical basis of a proposed program to understanding the nature of the research done to document the validity of the proposed program, it highlights the importance of differentiating opinions from results before implementing educational policies of any size or scope. Features and Updates to the New Edition include: *Framework provides clarity to the research process, helping both experts and novices in the field make reasonable assessments as consumers *A fully revised and updated chapter on brain research provides an overview of the unfolding research applications of neuroscience to education. *Snapshots features offer brief summaries of highly current topics such as problem-based learning, flipped classrooms, reflective assessment, and curriculum integration.

The systems movement, now 40 years old, is made up of many associations of systems thinkers from different disciplines all over the world. The United Kingdom Systems Society (UKSS) was formed in 1978. Today it has over 300 members and is committed to the development and promotion of "systems" philosophy, theory, concepts and methodolo gies for improving decision making for the benefit of organizations and wider society. The first UKSS International Conference was held at the University of Hull in July ofHuddersfield 1989. Since then we have held International Conferences at the Universities (1991) and Paisley (1993). The UKSS International Conferences are now an established biannual event and this, our fourth international conference, will be jointly hosted by the Universities of Hull and Humberside. Systems science is considered to be a trans-discipline which promotes critical and effective intervention in complex organisational and social problem situations. As such it traverses "hard," through "soft" to "critical" systems thinking and methodologies. Yet, despite the currently robust state of the UKSS the systems movement cannot be described as an international movement: different subdisciplines are at different stages of development and are often engaged in pursuing their own particular interests and themes with little "conversation" between the subdisciplines despite their common interest in systems."

This book goes back to the basic purpose of assessment - to show teachers what your students know and are able to do. The 22 activities in this book will help your students become active, engaged, responsible, and caring learners. This how to book is filled with activities which will enable you to: - keep your students active and engaged
- facilitate cooperative group projects without losing control
- raise academic achievement
- apply multiple intelligences in your classroom
- teach your students how to thinkThese strategies all involve student reflection through- writing
- discussion
- drawing
- investigating
- record keeping
- and other activities.

This book offers easy-to-use classroom strategies for middle and high school English and Social Studies classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of education through reflective practice. The chapters begin with a reflective teaching strategy, followed by classroom examples. Guiding icons will help you coordinate and implement each strategy. Chapters conclude with a set of learning community discussion questions to guide personal growth as well as faculty discussions.

This book offers easy-to-use classroom strategies for middle and high school Mathematics and Science classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of education through reflective practice. The chapters begin with a reflective teaching strategy, followed by classroom examples. Guiding icons will help you coordinate and implement each strategy. Chapters conclude with a set of learning community discussion questions to guide personal growth as well as faculty discussions.

This book crosses the divide between theoreticians and practitioners by demonstrating how curriculum theories and models are applied in classrooms today. It ties together broad educational theories such as progressivism, essentialism, perennialism, etc.; curriculum models, characterized as learner-centered, society-centered or knowledge-centered; and exemplars of curriculum theories and models, such as Reggio Emilia, Core Knowledge, the International Baccalaureate, etc.

First published in 2010. Routledge is an imprint of Taylor & Francis, an informa company.

This book offers easy-to-use classroom strategies for middle and high school Mathematics and Science classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of education through reflective practice. The chapters begin with a reflective teaching strategy, followed by classroom examples. Guiding icons will help you coordinate and implement each strategy. Chapters conclude with a set of learning community discussion questions to guide personal growth as well as faculty discussions.

This book offers easy-to-use classroom strategies for middle and high school English and Social Studies classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of education through reflective practice.

The chapters begin with a reflective teaching strategy, followed by classroom examples. Guiding icons will help you coordinate and implement each strategy. Chapters conclude with a set of learning community discussion questions to guide personal growth as well as faculty discussions.

The systems movement, now 40 years old, is made up of many associations of systems thinkers from different disciplines all over the world. The United Kingdom Systems Society (UKSS) was formed in 1978. Today it has over 300 members and is committed to the development and promotion of "systems" philosophy, theory, concepts and methodolo gies for improving decision making for the benefit of organizations and wider society. The first UKSS International Conference was held at the University of Hull in July ofHuddersfield 1989. Since then we have held International Conferences at the Universities (1991) and Paisley (1993). The UKSS International Conferences are now an established biannual event and this, our fourth international conference, will be jointly hosted by the Universities of Hull and Humberside. Systems science is considered to be a trans-discipline which promotes critical and effective intervention in complex organisational and social problem situations. As such it traverses "hard," through "soft" to "critical" systems thinking and methodologies. Yet, despite the currently robust state of the UKSS the systems movement cannot be described as an international movement: different subdisciplines are at different stages of development and are often engaged in pursuing their own particular interests and themes with little "conversation" between the subdisciplines despite their common interest in systems."

This book crosses the divide between theoreticians and practitioners by demonstrating how curriculum theories and models are applied in classrooms today. It ties together -
- broad educational theories such as progressivism, essentialism, perennialism, etc.
- curriculum models, characterized as learner-centered, society-centered or knowledge-centered.
- exemplars of curriculum theories and models, such as Reggio Emilia, Core Knowledge, the International Baccalaureate, etc.

For more than twenty years, Research on Educational Innovations has helped readers draw distinctions between truly innovative educational programs backed by sound empirical research and faddish policy trends of the day. Using a variety of current and emerging topics as practical case studies, this book offers a clear theoretical framework for program evaluation and for ways to delve into the research base behind any educational innovation. From examining the theoretical basis of a proposed program to understanding the nature of the research done to document the validity of the proposed program, it highlights the importance of differentiating opinions from results before implementing educational policies of any size or scope. Features and Updates to the New Edition include: *Framework provides clarity to the research process, helping both experts and novices in the field make reasonable assessments as consumers *A fully revised and updated chapter on brain research provides an overview of the unfolding research applications of neuroscience to education. *Snapshots features offer brief summaries of highly current topics such as problem-based learning, flipped classrooms, reflective assessment, and curriculum integration.

This volume's contributors expand the chronology and geography of the black freedom struggle beyond the traditional emphasis on the Jim Crow South and the years between 1954 and 1968. Beginning as far back as the nineteenth century, and analyzing case studies from southern, northern, and border states, the essays in The Seedtime, the Work, and the Harvest incorporate communities and topics not usually linked to the African American civil rights movement. The collection opens with a biographical sketch of Thomas DeSaille Tucker, an educational pioneer who served as the first president of Florida State Normal and Industrial School for Colored Students. It then highlights the work of black women, including Bostonian publisher Josephine St. Pierre Ruffin, who defied local governments during the Progressive Era by disseminating medical information and providing access to medical professionals. Next, the collection explores the life and work of Norfolk civil rights attorney James F. Gay, who helped to democratize the political establishment in Virginia's largest city but became a victim of his own success. The collection then moves to York, Pennsylvania, to examine a 1969 riot that went mostly unnoticed until the town's mayor was charged-more than thirty years later-with the riot-related murder of Lillie Belle Allen. Also featured is an essay examining the Student Nonviolent Coordinating Committee's "Food for Freedom" campaign that aimed to complement voter registration work in Mississippi by providing everyday sustenance to African Americans. Addressing more recent issues, this volume considers the politics of public memory in Baltimore, Maryland, a city divided by racial "riots" in 1968 and in 2015. It then examines the Black Lives Matter movement that gained international attention for its response to Michael Brown's death at the hands of police in Ferguson, Missouri, as well as the Sandra Bland Movement inspired by the arrest of Bland and her subsequent death in the Waller County jail in rural Texas. These chapters connect the activism of today-shaped in so many ways by social media, student activism, and grassroots organization-to a deeply historical, wide-ranging fight for equality.A volume in the series Southern Dissent, edited by Stanley Harrold and Randall M. Miller