In Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice, editors Suniti Sharma, JoAnn Phillion, Jubin Rahatzad, and Hannah L.
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 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.
The idea for this book was born from discussions at several recent academic events including the Women Leading Education (WLE) International Conference in Volos, Greece (2012) and the University Council for Educational Administration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongst ourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated to the study of women in leadership.
This book provides an introduction to classical social theory through discussion, application, and synthesis of the work of Karl Marx, Emile Durkheim, and George Herbert Mead.
We recognize that our society and demands for lifelong learning changes rapidly, and needs to continue to be rapidly effectively infused in changing forms into the teaching and learning process.
This edited book is a new and valuable resource for students, teachers, and practitioners, providing a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies.
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.
Theory Driving Research: New wave perspectives on self-processes and human development provides a unique insight into self-processes from varied theoretical perspectives.
Multicultural Education for Learners with Special Needs in the Twenty-First Century provides general and special educators innovative information that address the road blocks to effective practice such that diverse learners will be appropriately; identified, assessed, categorized, placed and instructed.
Hearts and Minds Without Fear: Unmasking the Sacred in Teacher Preparation is the first book of its kind that focuses on the critical urgency of integrating creativity, mindfulness, and compassion in which social and ecological justice are forefronted in teacher preparation.
The achievement, schooling, and the ethnic identities of Asian American students are among the core areas in the field of Asian American education, yet there is much that remains to be uncovered, verified, contradicted, and learned through sound research, especially as the Asian American population rapidly increases in size and in the diversification of its characteristics.
This is the first book to address the care and preservation of Fluxus works, reimagining the afterlife of Fluxus by positioning conservation as an evolving, interpretive and generative framework.
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.
This book provides an intuitive and accessible introduction to item response theory (IRT), making complex psychometric concepts easier to grasp through graphical displays and familiar analogies.
The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge.
The chapters in this book should stimulate the reader not only to think about the kind of leadership that is needed to improve schools in the Caribbean (using'schools' in the widest sense to range from early childhood to higher education institutions) but also other forms of support.
The Handbook of Research of Catholic Higher Education provides an important and timely overview for scholars and students interested in understanding this important sector of private higher education.
This publication features Hiatt-Michael's research and practice during thirty-four years as Professor of Education at the Graduate School of Education and Psychology, Pepperdine University.
The Forum that led to this volume was the thirteenth in an on-going annual series sponsored by the Applied Psychology Center (APC) at Kent State University.
Topics covered in this volume include: research on web-based learning; ways to reduce cognitive load in multimedia learning; gathering and organizing web-based information; the risks in cyberspace; engineering perspectives; and the pedagogical impact of course management systems.
Storied Lives: Emancipatory Educational Inquiry-Experience, Narrative, & Pedagogy in the International Landscape of Diversity contains exemplary research practices, strategies, and findings gleaned from the contributions to the 15 issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI).
This book on bilingual education policy represents a multidimensional and longitudinal study of "e;policy processes"e; as they play out on the ground (a single school in Los Angeles), and over time (both within the same school, and also within the state of Georgia).
In Canaries Reflect on the Mine: Dropouts' Stories of Schooling, Jeanne Cameron invites the reader to see schooling and early school leaving through the eyes of high school dropouts themselves.
In Living the Questions: Dispatches From a Life Already in Progress, Wade Tillett takes up the question of how to live - not in some abstract sense, but in the urgent present.
Zambia, the butterfly-shaped, central African country has a population of about 11 million people, and as other Sub-Saharan African countries, has been trying to democratize since the early 1990s.
In recent years there has been increasing interest in issues of space and spatiality in the social sciences and humanities generally, if less so in the study of education.
