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A Contest without Winners: How Students Experience Competitive School Choice

Author: Kate Phillippo
Abstract: While policymakers often justify school choice as a means to alleviate opportunity and achievement gaps, an unanticipated effect is increased competition over access to coveted, high-performing schools. In A Contest without Winners, Kate Phillippo follows a diverse group of Chicago students through the processes of researching, applying to, and enrolling in public high school. Throughout this journey, students prove themselves powerful policy actors who carry out and redefine competitive choice.
Publisher: University of Minnesota Press
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A emergência da escola

Author: José Gondra
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Publisher: Cortez Editora
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A Guide to Managing and Leading School Operations: The Principal's Field Manual

Author: Jerome Cranston
Abstract: This book fills a gap in the training of educational leaders by orienting them to the vitally important business operations required to run a school including personnel, finances, and risk.
Publisher: Rowman & Littlefield Publishers
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A liturgia escolar na idade moderna

Author: Carlota Boto
Abstract:

O livro A liturgia escolar na Idade Moderna propõe-se a ser
uma tentativa de reconstituição de alguns aspectos das práticas e do pensamento sobre a
educação entre os séculos XVI e XVII nas sociedades europeias. Com o objetivo de
fazer uma reconstituição de alguns aspectos da história da escolarização no Ocidente no
referido período, o livro centra-se no percurso civilizador ocorrido nos países da
Europa, procurando entrelaçá-lo com facetas da história da cultura que marcaram o
campo educacional. Nesse sentido, a Reforma protestante e o Renascimento, bem como
os autores humanistas, como Montaigne, Erasmo e Vives, são trabalhados com a
finalidade de averiguar a dimensão pedagógica de seus escritos. Em seguida, são
analisados os projetos de escola arquitetados por Ratke, por Comenius, pelos jesuítas e
por La Salle. A Modernidade de tais propostas verifica-se pela permanência de muitos
dos elementos propugnados por tais referências teóricas e práticas do campo da história
educacional. A escola moderna tem por intuito instruir e civilizar. Assim, à história dos
discursos, das teorias, enfim, das representações sobre a escola, une-se outra história: a
das ações, das práticas e das atitudes, as quais, no cotidiano, estruturam o ritual da
escolarização. O propósito deste trabalho foi o de identificar como o discurso
pedagógico dos séculos XVI e XVII teve correspondência em ações educativas
desenvolvidas pelas escolas e colégios da época. Nesse sentido, procurou-se
compreender o discurso humanista sobre a educação e o impacto da Reforma
protestante sobre o debate pedagógico. Por outro lado, os regulamentos de colégios
jesuíticos e escolas lassalianas davam a ver uma dimensão prática da questão educativa,
o que contribuiu para estruturar um dado modelo de escola, seja do ponto de vista dos
princípios pedagógicos declarados, seja no que concerne aos métodos utilizados na
atividade docente. Por fim, procurou-se reconhecer o potencial irradiador desse
imaginário social que marcou boa parte do repertório educacional da modernidade. À
guisa de referencial teórico, o trabalho conta com a compreensão do processo
civilizatório, no sentido que Norbert Elias confere a essa ideia. Nossa hipótese é a de
que o discurso pedagógico teve uma participação ativa no modelo que construiu um
determinado padrão civilizador, presente na Europa entre os séculos XVI e XVII. No
que diz respeito à metodologia do trabalho, procedemos a uma revisão da bibliografia,
bem como a um estudo de textos de autores clássicos do período estudado, buscando
atentar para a dinâmica desenvolvida entre representações culturais e práticas sociais –
pela acepção de Roger Chartier - na formação de visões de mundo, configuradas a partir
de conteúdos simbólicos e valorativos que falam à razão, mas também ao coração; que
organizam discursos e gestos, modos de agir e toda uma rede de comportamento que se
identifica, no limite, com o roteiro da civilização ocidental.

Publisher: Papirus Editora
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A Meaningful Mess: A Teacher's Guide to Student-Driven Classrooms, Authentic Learning, Student Empowerment, and Keeping It All Together Without Losing Your Mind

Author: Andi McNair
Abstract: How do you organize what may seem like a chaotic mess into a classroom that empowers students to engage with content and pursue their passions? A Meaningful Mess offers suggestions and specific tools that can be used to engage this generation of students in meaningful, relevant, and student-driven learning experiences―even if things in the classroom may get messy, both literally and figuratively. Such strategies and tools include Genius Hour, Makerspaces, flexible learning spaces, meaningful technology, global learning experiences, critical and creative thinking, collaboration, and reflection.
Publisher: Prufrock Press
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A política da escola: Justiças e qualidades no sistema de ensino

Author: Guilherme de Alcantara
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O livro A política da escola examina os aspectos multidimensionais de uma política das
relações interpessoais, organizacionais, institucionais e territoriais que condicionam as
experiências dos atores no sistema de ensino. Essas relações são atravessadas por
questões estruturais que influem no modo como a sociedade e o Estado constroem e
lidam com as políticas educacionais e a escola pública, bem como nas ações e
mobilizações dos atores em cada estabelecimento de ensino. A descrição etnográfica das
relações entre atores escolares no estabelecimento e na rede de ensino apresentadas no
livro clarificam lógicas dissimuladas de produção social da precariedade na escola
pública brasileira, mas também os sentidos e as estratégias produzidos por atores que se
propõem a construir uma outra escola.
A política da escola envolve mobilizações individuais e coletivas, conflitos,
reivindicações, disputas ideológicas, de projetos e por recursos; envolve negociações,
acordos e colaborações. Ela influencia as possibilidades, os sentidos e as formas de
organização do trabalho pedagógico, as condições de produção da(s) qualidade(s) e de
justiça no sistema de ensino.

Publisher: Appris Editora
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A World of Indigenous Languages: Politics, Pedagogies and Prospects for Language Reclamation

Editor: Teresa L. McCarty
Editor: Sheilah E. Nicholas
Editor: Gillian Wigglesworth
Abstract: Spanning Indigenous settings in Africa, the Americas, Aotearoa/New Zealand, Australia, Central Asia and the Nordic countries, this book examines the multifaceted language reclamation work underway by Indigenous peoples throughout the world. Exploring political, historical, ideological, and pedagogical issues, the book foregrounds the decolonizing aims of contemporary Indigenous language movements inside and outside of schools. Many authors explore language reclamation in their own communities. Together, the authors call for expanded discourses on language planning and policy that embrace Indigenous ways of knowing and forefront grassroots language reclamation efforts as a force for Indigenous sovereignty, social justice, and self-determination. This volume will be of interest to scholars, educators and students in applied linguistics, Ethnic/Indigenous Studies, education, second language acquisition, and comparative-international education, and to a broader audience of language educators, revitalizers and policymakers.
Publisher: Multilingual Matters
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Absent from School: Understanding and Addressing Student Absenteeism

Editor: Michael A. Gottfried
Author: Ethan L. Hunt
Abstract: The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance.
Publisher: Harvard Education Press
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African Traditional Oral Literature and Visual Cultures: as Pedagogical Tools in Diverse Classroom Contexts

Editor: Lewis Asimeng-Boahene
Editor: Michael Baffoe
Abstract: This book, the second in the series, is a distinct exploration of how educational policy makers, curriculum developers, educators, learners and social activists can utilize the hitherto untapped rich resource of African traditional oral literature and visual cultures. These are epistemological reservoirs and invaluable pedagogical tools in the delivery of content in the classrooms of the present global village, most of whom contain diverse student populations from varying backgrounds. The content of the book is thus designed to help expand educators’ repertoire of understanding beyond the hitherto “conventional wisdom”, most of which are either outdated or are colonial impositions on former colonial entities. 
Publisher: Information Age
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Agency, Structure and the NEET Policy Problem: The Experiences of Young People

Author: Ian Thurlby-Campbell
Author: Leslie Bell
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For many years, government policy has associated young people 'being NEET' (Not in Education, Employment or Training) with educational underachievement, worklessness, generational poverty, poor health, antisocial behaviour, and reduced life expectancies. Researchers and policymakers continue to debate whether young people become NEET as a result of their own choices (i.e. their personal agency), or as a result of external factors (i.e. social, political and economic structures). Most recognise that the truth is somewhere between the two, but a clear understanding of how each interacts in causing young people to become NEET has so far been elusive, making the development of effective policy and practice problematic. Agency, Structure and the NEET Policy Problem makes headway against this problem through an original approach that draws on social cognitive theory and the lived experiences of young people themselves.

 

Publisher: Bloomsbury
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Ambitious Science Teaching

Author: Mark Windschitl
Author: Jessica Thompson
Author: Melissa Braaten
Abstract: Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
Publisher: Harvard Education Press
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An Alternate Pragmatism for Going Public

Author: Jim Webber
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An Alternate Pragmatism for Going Public interrogates composition’s most prominent responses to contemporary K–16 education reform. By “going public,” teachers, scholars, and administrators rightfully reassert their expertise against corporate-political standards and assessments like the Common Core, Complete College America, and the Collegiate Learning Assessment. However, author Jim Webber shows that composition’s professional imperative for self-defense only partly fulfils the broader aims of “going public,” which include fostering public participation that can assess and potentially affirm the public good of professional judgment.

Drawing on the pragmatic/democratic tradition, Webber envisions an alternate rhetoric of professionalism, one that not only reasserts compositionists’ expertise but also expands opportunities for publics to authorize this expertise. While this public inquiry and engagement may not safeguard professional standing against neoliberal reform, it reorients composition toward an equally important goal, enabling publics to gauge the adequacy of the educational standardization so often advocated by contemporary reform.

An Alternate Pragmatism for Going Public shows how public engagement can serve composition’s efforts related to “going public.”

Publisher: Utah State University Press
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Assessing Students' Social and Emotional Learning: A Guide to Meaningful Measurement

Author: Clark McKown
Abstract: An essential guide to using social and emotional assessment in support of teaching and learning.  Assessing children’s social and emotional learning skills is a critical and underappreciated element of all SEL programming. This book provides educators with practical information that they can use to clarify their assessment goals, identify viable assessment options that meet their needs, and understand and use assessment data to inform their practice and improve student outcomes.
Publisher: W.W. Norton
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Back to the Sandbox: Art and Radical Pedagogy

Editor: Jaroslav Anděl
Abstract: Back to the Sandbox addresses critical issues of the education system from an intriguing new perspective: essays by leading thinkers juxtaposed with art projects, intended for kindergarten through adult. The core issues include democracy in education, creativity, transdisciplinarity, neuroplasticity, thinking versus memorizing, science versus art and humanities. Both artists and scholars explore specific topics while guided by one framing question central to educators’ and students’ concerns today: What education do we need? The volume includes several lead essays and eighteen shorter texts from international scholars. 
Publisher: University of Minnesota Press
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Best Practices in Professional Learning and Teacher Preparation in Gifted Education

Editor: Angela M. Novak
Editor: Christine L. Weber
Abstract: Drawing on both literature in the field and research-based best practices in professional learning, this series provides the reader with a foundation for designing and implementing effective professional development experiences for educators working with gifted learners. This volume focuses on a variety of techniques and methods in professional development. From reflection practices, to using case studies, to incorporating technology, authors provide specific tools and resources to consider when delivering effective professional development related to this specific population of learners.
Publisher: Prufrock
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Boys Don't Try? Rethinking Masculinity in Schools

Author: Matt Pinkett
Author: Mark Roberts
Abstract: There is a significant problem in our schools: too many boys are struggling. The list of things to concern teachers is long. Disappointing academic results, a lack of interest in studying, higher exclusion rates, increasing mental health issues, sexist attitudes, an inability to express emotions.... Traditional ideas about masculinity are having a negative impact, not only on males, but females too. In this ground-breaking book, Matt Pinkett and Mark Roberts argue that schools must rethink their efforts to get boys back on track.
Publisher: Routledge
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Broader, Bolder, Better: How Schools and Communities Help Students Overcome the Disadvantages of Poverty

Author: Elaine Weiss
Author: Paul Reville
Abstract: In Broader, Bolder, Better, authors Elaine Weiss, of the Broader, Bolder Approach to Education campaign, and Paul Reville, former Massachusetts education secretary, make a compelling case for a fundamental change in the way we view education. The authors argue for a large-scale expansion of community-school partnerships in order to provide integrated student supports (ISS) from cradle to careers, including traditional wraparound services like mental health and nutrition supports, as well as early childhood education, afterschool and enrichment programs, and family supports.
Publisher: Harvard Education Press
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Celebrity, Aspiration and Contemporary Youth: Education and Inequality in an Era of Austerity

Author: Heather Mendick
Author: Kim Allen
Author: Laura Harvey
Author: Aisha Ahmad
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Celebrity, Aspiration and Contemporary Youth uses the lens of celebrity to explore how young people think about their futures under austerity. Based on an interdisciplinary study, the book offers fresh insights into contemporary youth aspirations and inequalities. It helps us to understand young people's transitions into adulthood at a time of socio-economic 'crisis'. Using young people's 'celebrity talk' to explore their aspirations, the authors challenge stereotypes of young people as a fame-hungry, get-rich-quick generation. Instead, they show how young people engage critically with celebrity and its discourses. Key chapters focus on how young people talk about youth, work, authenticity, success, happiness, money and fame in relation to their own lives and those of celebrities. Each of these chapters contains a case study of an international celebrity, including, Beyoncé, Will Smith, Bill Gates, Prince Harry and Kim Kardashian. The authors conclude with possibilities for social change. They show that celebrity offers an important way of working with young people to critically explore what futures are possible and for whom.

Publisher: Bloomsbury
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Collaborative School Leadership: Managing a Group of Schools

Author: David Middlewood
Author: Ian Abbott
Author: Sue Robinson
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Collaborative School Leadership investigates how and why more collaboration is taking place in a wide range of settings in the UK, South Africa, New Zealand, China, the USA, the Seychelles, Tanzania and Greece, and considers the implications for leadership and the overall effectiveness of schools. David Middlewood, Ian Abbott and Sue Robinson explore various models of collaboration, considering their strengths, weaknesses and how they affect school leadership, including: executive leadership, school-to-school collaboration, federations, alliances, and academy chains. Using case studies, points of reflection, and further reading and summaries, this volume emphasizes how skills and approaches used by leaders of single schools are not automatically transferable to the leadership of several schools and proposes possible ways forward for leadership and consider potential implications for education systems as a whole.

Publisher: Bloomsbury
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Combat Zone: The Continuing War against the Public Schools

Author: Arthur Shapiro
Abstract: Although in plain sight daily, a highly successful war against the public schools has been hidden in the shadows of public consciousness. Only very recently have several people written articles about this war, with the only book calling it a war being written in 2002. Neither the public nor educators have become aware of the far-reaching extent and effectiveness of this war. This book treats this war as part of an extensive social movement that is conducting wars also against government and science, as well as against women, immigrants, the poor (but not against poverty), and, certainly, against unions. However, the book focuses on the war against the public schools.
Publisher: Information Age
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Commitment and Common Sense: Leading Education Reform in Massachusetts

Author: David P. Driscoll
Abstract: Commitment and Common Sense tells the inside story of how Massachusetts became a national model for education. Twelve years after the passage of the state’s comprehensive education reform law in 1993, Bay State student scores rose to the top of “the nation’s report card” (the National Assessment of Educational Progress) in fourth- and eighth-grade reading and math—and have stayed there ever since. This book is full of lively anecdotes and wisdom born from experience in the trenches of education politics at local, state, and national levels. Driscoll offers unique insights for current and future education leaders interested in learning more about the keys to Massachusetts’s success and understanding of the power of state policy to effect change.
Publisher: Harvard Education Press
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Compete or Close: Traditional Neighborhood Schools Under Pressure

Author: Julia A. McWilliams
Abstract: In districts from Chicago to New York to Washington, DC, neighborhood public schools are being forced to compete with charter schools for students and resources, often under the threat of school closure. In Compete or Close, Julia A. McWilliams provides a compelling ethnographic study of one such school, a neighborhood high school in Philadelphia—a district where rising privatization and chronic underfunding cast these common tensions into sharp relief. 
Publisher: Harvard Education Press
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Competency-Based Education: A New Architecture for K-12 Schooling

Author: Rose L. Colby
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Competency-Based Education introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K–12 schools. Based on pioneering work across multiple states, the book shows how educators can design central elements of competency-based education—including performance tasks, personal learning plans, and grading systems—to meet the needs and interests of all students. The book incorporates case studies and voices from the field, and examines the variety of competency models that schools have adopted, highlighting the benefits for students.

 

Publisher: Harvard Education Press
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Conversidade: Diálogo entre universidade e movimentos sociais

Author: Reinaldo Matias Fleuri
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Conversidade é um neologismo para indicar o modelo de conhecimento desenvolvido mediante o diálogo crítico entre universidade e movimentos sociais.

Esta perspectiva epistemológica surge como alternativa aos modelos de conhecimento que Boaventura de Sousa Santos chama de universitário e pluriversitário. O modelo tradicional de universidade desenvolve ciência e educação superior dentro dos parâmetros e interesses circunscritos ao âmbito da instituição acadêmica. Este modelo de universidade encontra-se em crise há algumas décadas. Na atualidade, as universidades vêm se reestruturando numa perspectiva pluriversitária, ou seja, voltada para atender à pluralidade de demandas colocadas pela sociedade, especialmente pelo Estado, pelas empresas e pelos movimentos sociais. Entretanto, os movimentos sociais, assim como diferentes instituições da sociedade civil, vêm se assumindo não mais como simples consumidores de conhecimento produzido pelas pesquisas realizadas na universidade, nem apenas como assimiladores dos profissionais por ela formados. Os movimentos e a instituições sociais vêm se revelando como agentes autônomos, produtores de conhecimento e promotores de propostas políticas. Desta forma, adotam uma postura proativa de diálogo crítico e criativo com os diferentes agentes sociais, inclusive com a universidade. Reivindicam uma relação de reciprocidade, recusando a subalternidade, ao problematizar e transformar o contexto sociocultural e ambiental em que se constituem.

Este livro reúne três estudos desenvolvidos, em diferentes circunstâncias, com base nesta perspectiva epistemológica. O primeiro estudo focaliza experiências de três universidades brasileiras que, ao interagirem com movimentos sociais mediante projetos de educação popular, são interpeladas a reconhece-los como protagonistas e produtores de conhecimento. O segundo texto – enfocando perspectivas epistemológicas emergentes na formação de profissionais de saúde – comenta, sob esta perspectiva dialógica e problematizadora, experiências de diferentes estudantes e profissionais em atividades de extensão universitária em educação popular no campo da saúde. A vivência de situações trágicas e com pessoas em situação social de risco interpela os agentes de saúde a reformular seu modo de ser no mundo, assim como o entendimento da prática científica, profissional, social e cultural. O terceiro ensaio apresenta um projeto de cooperação científica que visa a estreitar a interação entre universidades e os movimentos sociais articulados com povos originários. No atual contexto internacional e nacional de crise econômico-política e sociocultural, somos interpelados a compreender o que estão propondo os diferentes movimentos populares, especialmente aqueles promovidos por sujeitos sociais de culturas ancestrais que sobreviveram aos processos de exploração, exclusão e subalternização ao longo de nossa história. No Brasil, temos muito a aprender com os povos indígenas, que há cinco séculos vêm resistindo aos genocidas processos de colonização. E pretendemos ampliar nossa aprendizagem mediante a conversa com as cosmovisões decoloniais e não-coloniais de povos originários do “sul”. A compreensão e a incorporação do paradigma do “bem-viver” – mediante diálogos conversitários com movimentos sociais enraizados em culturas e povos originários – contribuirão para promover a sustentabilidade socioambiental em âmbito planetário.

Em suma, os estudos aqui apresentados oferecem elementos teóricos e epistemológicos para problematizar e a reorientar critica e criativamente as práticas socioculturais, científicas e educacionais. O desafio conversitário fundamental consiste em conceber processos educacionais interculturais capazes de respeitar as diferenças e de integrá-las em uma unidade que não as anule, mas que ativem o potencial criativo e vital da conexão entre diferentes agentes e entre seus respectivos contextos.
Publisher: CCTA
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Crossing the Bridge of the Digital Divide: A Walk with Global Leaders

Editor: Anthony H. Normore
Editor: Antonia Issa Lahera
Abstract: The contributing authors- representing Unites States, Canada, South Africa, New Zealand, and the UK - posit that education institutions can serve as the bridge to close the digital divide for students who do not have access to information technology in their homes. At a time when more computers are made available in schools than ever before, the digital divide continues to widen and fewer people in the lowest SES groups are given the opportunity to join the world of computer technology and the internet. As a result, the influence of leadership activity on institutional racism, gender discrimination, inequality of opportunity, inequity of educational processes, digital exclusion, and justice have gained currency and attention.
Publisher: Information Age
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Cultural Impact on Conflict Management in Higher Education

Editor: Nancy T. Wilson
Editor: Lei Xie
Editor: Matthew J. Etchells
Abstract:  In this book, we introduced many conflict resolution methods from different regions in the world. You can borrow some successful strategies and examine the differences and similarities between contexts. The book shares a conflict resolution model which may direct the reader to start thinking about addressing and managing conflicts from different levels of organizations. This book is a collective work of authors coming from all over the world. We chose higher education as the context because it is a place where diverse thoughts, perspectives, and people come together. 
Publisher: Information Age
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Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning

Author: Mark J. Lattery
Abstract: Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning is concerned with the broad question of how students learn physics in a model?centered classroom. The diverse, creative, and sometimes unexpected ways students construct models, and deal with intellectual conflict, provide valuable insights into student learning and cast a new vision for physics teaching. This book is the first publication in several years to thoroughly address the "coherence versus fragmentation" debate in science education, and the first to advance and explore the hypothesis that deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, and addresses current international concern over the state of science education and appropriate standards for science teaching and learning.The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial study of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of four exploratory case studies. These studies reproduce the results of Part I with a more diverse sample of students; under new conditions (a public debate, peer discussions, and group interviews); and with new research prompts (model?building software, bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical analysis and a review of physics education research.
Publisher: Information Age
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Democratic Discord in Schools: Cases and Commentaries in Educational Ethics

Editor: Meira Levinson
Editor: Jacob Fay
Abstract: Teaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? Democratic Discord in Schools features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation.
Publisher: Harvard Education Press
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Designing Gifted Education Programs and Services: From Purpose to Implementation

Author: Scott J. Peters
Abstract: This book is intended to support educators in the design and implementation of comprehensive gifted education plans. From planning to actual implementation, this book takes the reader from goals and purpose to assessing student needs and program design. The authors begin with a broad overview of best practices in programming and services, highlighting connections to student needs, programming standards, and state laws. Their recommendations include philosophical, cultural, and practical considerations and data-based decision making. In this book, Peters and Brulles guide the reader through the process of determining the most optimal programming methods for schools to take based on their individual needs and circumstances. With this book, schools will be able to design and develop programs and/or services that lay the foundation necessary to ensure all students are appropriately challenged.
Publisher: Prufrock Press
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