Mark Edmundson's essays reclaim college not as the province of high-priced tuition, career training, and interactive online courses, but as the place where serious people go to broaden their minds and learn to live the rest of their lives.
This volume argues for reexamination of the field of community engagement, suggests that the most effective way forward requires rethinking the structures of traditional higher education, and points to the growing emergence of evidence-based best practices that can catalyze a renaissance in community engagement and in higher education.
This book envisions the formulation of critical perspectives on education reform using the Philippine experience, recognizing the need to address relevant issues and challenges particularly in an increasingly globalized twenty-first century setting.
Hundreds of thousands of teachers have used this highly practical guide to help K12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words.
In his groundbreaking work, Martin Haberman identified key dispositions of "e;star"e; teachers that help them work successfully with students in poverty.
This book is designed to increase the awareness among mental health professionals and educators about the potential sources of support for students struggling with substance abuse, addiction and compulsive behaviors.
Public school systems are central to a flourishing democracy, where children learn how to solve problems together, build shared identities, and come to value justice and liberty for all.
The importance of the teaching and learning of social research methods is increasingly recognised by research councils and policy bodies as crucial to the drive to increase capacity amongst the research community.
Drawing on critical and sociocultural frameworks, this volume presents narrative studies by or about Latinas in which they speak up about issues of identity and education.
Multicultural Education of Children and Adolescents explores the foundations of diversity through cultural portraits of young people from a variety of backgrounds, and provides practical strategies for shaping and implementing a multicultural curriculum.
Anthony Laker leads an outstanding international team of educational theorists in critically examining the theoretical underpinnings of physical education, and in challenging the rhetoric, the practices and the pedagogies that prevail in our schools.
This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications.
Taking on the challenge of the postmodernists of politics, Kenneth Minogue argues forcefully and persuasively that the current dominant philosophies of education rest upon a mistake.
Offering contributions from international leaders in the field, this volume builds on empirically informed meta-analyses to foreground relationship-based aspects of parental involvement in children's education and learning.
Distinct among contemporary philosophical studies focused on education, this book engages the history of phenomenological thought as it moves from philosophy proper (the European phenomenological-hermeneutic tradition) through curriculum studies.
Although much has changed in schools in recent years, the power of differentiated instruction remains the same--and the need for it has only increased.
In this book, Johnnie McKinley presents the results of her in-depth study of a group of teachers in grades 3-8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classrooms.
Drawing from her in-depth ethnographic study of a London comprehensive school the author shows how gender formation for both girls and boys is mediated by disciplinary control, sexuality and the curriculum.
This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "e;taboo"e; in the classroom in ways that support students' lived experiences.
This book presents research and practice which revitalises Heathcote's 'Rolling Role', an innovative trans-disciplinary model which connects the work of multiple classes to engage in collaborative imaginative work.
This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today.
STEPS (Science Tasks Enhance Process Skills) to STEM (Science, Technology, Engineering, Mathematics) is an inquiry-based science curriculum supplement focused on developing upper elementary and middle students' process skills and problem-solving abilities characteristic of how scientists think and act.
This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education.
This book contributes to the theory and practice of Philosophy for Children (P4C), with a special emphasis on theoretical and practical issues confronting researchers and practitioners working in contexts that are strongly influenced by Confucian values and norms.
Assemblages of Violence: Everyday Trajectories of Oppression brings together fields including new materialisms, anthropology, curriculum theory, and educational foundations to examine how violence is intertwined with everyday events and ideas.
Written by leading education experts and by university presidents, provosts, and other leaders nationally recognized for their innovations, the 22 original and provocative chapters in this new book comprise a wide-ranging examination of the many challenges faced in fashioning the university of tomorrow.
