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Experts in social studies education and gifted education share
teacher?tested strategies for differentiating social studies in
K?12 classrooms. Chapter authors showcase best-practice and
research?based lessons and activities that enrich and expand social
studies instruction while building K?12 students' critical and
creative thinking. Each chapter contains two or more teacher?tested
lessons or activities linking social studies content and concepts
to the standards and recommendations of the National Association
for Gifted Children (NAGC) and National Council for the Social
Studies (NCSS). This edited volume is targeted toward K?12 teachers
and administrators, gifted education coordinators and consultants,
parents of gifted children, social studies methods instructors, and
central office administrators. Each chapter contains activities
that can be adapted and replicated in teachers' classrooms.
Chapters focus on significant social studies topics such as civic
education, historical thinking, drama, and teaching with primary
sources. Each topic is approached in ways that meet the needs of
gifted education students. Through its emphasis on critical
thinking, inquiry?based instruction, and higher order thinking
skills, activities and lessons in the book challenge K?12 educators
to raise the bar for classroom instruction in ways that improve
opportunities of learning for all students.
Experts in social studies education and gifted education share
teacher?tested strategies for differentiating social studies in
K-12 classrooms. Chapter authors showcase best?practice and
research?based lessons and activities that enrich and expand social
studies instruction while building K?12 students' critical and
creative thinking. Each chapter contains two or more teacher?tested
lessons or activities linking social studies content and concepts
to the standards and recommendations of the National Association
for Gifted Children (NAGC) and National Council for the Social
Studies (NCSS). This edited volume is targeted toward K?12 teachers
and administrators, gifted education coordinators and consultants,
parents of gifted children, social studies methods instructors, and
central office administrators. Each chapter contains activities
that can be adapted and replicated in teachers' classrooms.
Chapters focus on significant social studies topics such as civic
education, historical thinking, drama, and teaching with primary
sources. Each topic is approached in ways that meet the needs of
gifted education students. Through its emphasis on critical
thinking, inquiry?based instruction, and higher order thinking
skills, activities and lessons in the book challenge K?12 educators
to raise the bar for classroom instruction in ways that improve
opportunities of learning for all students.
Reflecting on Service-Learning in Higher Education: Contemporary
Issues and Perspectives examines forms of pedagogy such as
service-learning, experiential learning, and problem-based learning
in order to determine how students make connections between and
among abstract academic concepts and real-life issues. This edited
collection is divided into three sections-"Reflecting on Community
Partnerships," "Reflecting on Classroom Practice," and "Reflecting
on Diversity"-so as to represent interdisciplinary subjects,
diverse student populations, and differing instructional
perspectives about service-learning in higher education.
Contributors provide service-learning programs and plans that can
be replicated or adapted at other institutions of higher education.
This book is recommended for scholars and practitioners of
education.
As societies grapple with an unprecedented refugee and migration
crisis, child refugees and migrants-who constitute a particularly
vulnerable immigrant category-have been surprisingly overlooked in
immigration scholarship. Interdisciplinary Perspectives on Child
Migrants: Seen but Not Heard addresses this lapse by presenting
analyses of child refugees and migrants. This comprehensive
overview considers the challenges facing young migrants and
refugees through richly varied academic perspectives that integrate
communication, media studies, journalism, sociology, criminology,
cultural studies, international relations, and public policy.
Employing diverse theoretical and methodological lenses, this
collection addresses the sociopolitical and cultural exigencies
prompted by child migrants and refugees, engaging a range of
academic and policy discussions. Relevant to scholars and
policymakers alike, Interdisciplinary Perspectives on Child
Migrants is an integral and foundational text to explore this
relatively unchartered region of immigration research.
Reflecting on Service-Learning in Higher Education: Contemporary
Issues and Perspectives examines forms of pedagogy such as
service-learning, experiential learning, and problem-based learning
in order to determine how students make connections between and
among abstract academic concepts and real-life issues. This edited
collection is divided into three sections-"Reflecting on Community
Partnerships," "Reflecting on Classroom Practice," and "Reflecting
on Diversity"-so as to represent interdisciplinary subjects,
diverse student populations, and differing instructional
perspectives about service-learning in higher education.
Contributors provide service-learning programs and plans that can
be replicated or adapted at other institutions of higher education.
This book is recommended for scholars and practitioners of
education.
Even the Janitor Is White addresses challenges faced by teacher
educators who are committed to diversity education. The chapters in
this volume invite readers to reflect on their own practice as
teacher educators as well as consider ways in which that practice
might be improved. More than forty percent of students in U.S.
schools are of non-White ethnicity, yet the majority of teachers
are White and middle class. Some teacher education students are
resistant to conversations about race or ethnicity in the college
classroom, while teacher educators may avoid initiating dialogues
about race or ethnicity. U.S. teacher education programs, however,
are charged with preparing culturally competent teachers.
Educational experts agree teacher educators must direct special
attention toward consciousness-raising activities and instructional
strategies to increase White educators' awareness of diverse
populations, challenge stereotypes, and facilitate interactions
between and among ethnic groups. Teacher education programs,
pre-service teachers, and others interested in issues of diversity
will benefit from this collection of classroom-tested strategies
for increasing educators' awareness about diversity.
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