Education

This book will expand the horizon of higher education, helping students, faculty and administrators to return to their roots and be in touch with their whole being.

This collection of award-winning research in Learning and Teaching in Educational Leadership is sponsored by the Learning and Teaching in Educational Leadership Special Interest Group of the American Educational Research Association (LTEL SIG of AERA).

The seven chapters address long-standing concerns from first-hand perspectives regarding women of color faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of mentoring support.

Real-Life Distance Education: Case Studies in Practice documents and discusses the experiences of those who have implemented distance learning as a solution to "e;real-life"e; problems and provides guidance to assist readers in their understanding and analysis of distance learning.

There is a void in the literature on how to conduct research in the finance and economics of higher education.

The book, Evaluator Competencies: Standards for the Practice of Evaluation, details the development and validation of evaluator competencies by the International Board of Standards for Training, Performance, and Instruction (ibstpi).

In an era of accountability and increased demand of literacy competency, this book provides examples of how teacher educators and teachers have come together to learn from each other and from English learners.

Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum.

The world is ever changing and the way students experience social studies should reflect the environment in which they live and learn.

What is wrong with young people today?

Historically Black College Leadership & Social Transformation Little research has been conducted to identify aspects of effective social transformation leadership in American college and university leadership.

Liminal Spaces and Call for Praxis(ing) follows the theme of the Curriculum & Pedagogy conference that highlighted issues of power, privilege, and supremacy across timelines and borders.

A team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States.

For religious and non-religious alike, the Bible constitutes an important source of cultural heritage, fundamental values, and basic codes of social conduct.

Educating about social issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013).

This inaugural volume of the new book series, Research in Queer Studies is a collection of memoirs or short narrative essays in which lesbian, gay, bisexual, trans, intersex or queer PK-12 teachers and/or administrators (either "e;out"e; or "e;not out"e;) recount their personal experiences as a queer teachers.

Transforming Teacher Education through Service-Learning provides a fresh look at educational reform through the lens of teacher preparation.

International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that primarily focus on empowering students (children, adolescents, and young adults) from diverse current circumstances and historic beliefs and traditions to become non-exploited/non-exploitive contributing members of the global community.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines.

Dystopia and Education: Insights into Theory, Praxis, and Policy in an age of Utopia Gone Wrong provides an as-of-yet unexplored critical perspective for examining contemporary educational theory, praxis, and policy with particular reference to the current state of dehumanizing and often oppressive policy and practices that have come to demarcate the era of NCLB and RTT.

With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures.

Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms.

This book narrates a writing-centered approach to teaching twentieth-century American literature, focusing on hope in an age of despair.

This book provides an insightful view of effective teaching practices in China from an international perspective by examining the grades 7-12 mathematics teacher preparation in the Shandong province of China.

This volume covers significant highlights in the history of gifted education, addressing significant contributors to the field, important political and policy concerns, and programs and practices of note.

This book provides perspectives from authors in six countries (Canada, Colombia, Germany, France, UK, USA) pertaining to adult learning in the 21st Century.

Events on Wall Street and Main Street reveal that some business leaders make dramatically unethical self-serving decisions that ignore the public interest.

This book can be read by educators at all stages in their careers.

Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability.

This is the first book that probes the lived experiences of Chinese immigrant faculty in North American higher education institutions: their struggles, challenges, successes, etc.

Mandates to implement practices that are antithetical to what we embrace as supportive of young children's literacy learning are pervasive.

Research on help seeking has primarily focused on classrooms interactions that consist primarily of students asking teachers and peers for help.

Historians often ignore the day-to-day struggles of ordinary people to improve their lives.

This book integrates research, action research, best practice and case studies detailing how some educators have embraced the opportunities afforded by mobile learning.

The purpose of this book is to serve as a guide for designing, developing, and teaching learner centered online courses and/or modules of instruction.

This volume of essays provides insights into educational technology from a diverse set of vantage points.

(sponsored by the Family School Community Partnership Issues SIG)Promising Practices for Engaging Families in Literacy fulfills the need from parents and teachers to improve home/school assistance in every child's literacy development.

Acquired brain injury (ABI) describes damage to the brain that occurs after birth, caused by traumatic injury such as an accident or fall, or by non-traumatic cause such as substance abuse, stroke, or disease.

In Necessary Spaces: Exploring the Richness of African American Childhood in the South, Saundra Murray Nettles takes the reader on a journey into neighborhood networks of learning at different times and places.

Schools must ensure that children are granted the greatest opportunity for learning possible.

The 14 chapters in this book address education policy as it is being implemented in three world regions, Africa, the Caribbean, and the Middle East.

Over the past decade the notion of sustainability has emerged as a precept that has been applied to government, commerce, the environment and technology.

Storybridge to Second Language Literacy makes a case for using authentic children's literature-alternately also referred to as 'stories' or 'real books'-as the medium of instruction in teaching English to young learners, particularly in contexts where children must access general curriculum subjects in English.

The coaching metaphor first entered the educational literature over twenty-five year ago when Ted Sizer urged classroom teachers to model the pedagogical relationship between coaches and athletes.

The Carnegie Project on the Education Doctorate (CPED)-an inter-institutional action project of the Carnegie Foundation-is a consortium of universities pursuing the goals of instituting a clear distinction between the professional doctorate in education and the research doctorate; and improving reliably and across contexts the efficacy of programs leading the professional doctorate in education.

This book is the first volume of an attempt to capture and record some of the answers to these questions-either from the pioneers themselves or from those persons who worked most closely with them.

This book explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned.

This book provides new insights about the roles in which LGBTQ individuals contribute in society and various organizations.

Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education.

This book examines what equity means in a nation where the schools are becoming more diverse.