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Enduring Myths That Inhibit School Turnaround

Editor: Coby V. Meyers
Editor: Marlene J. Darwin
Abstract: The concept of school turnaround—rapidly improving schools and increasing student achievement outcomes in a short period of time—has become politicized despite the relative newness of the idea. Unprecedented funding levels for school improvement combined with few examples of schools substantially increasing student achievement outcomes has resulted in doubt about whether or not turnaround is achievable. Skeptics have enumerated a number of reasons to abandon school turnaround at this early juncture. This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowest-performing schools and the systems in which they operate. The “turnaround challenge” remains salient regardless of what we call it. We must improve the nation’s lowest-performing schools for many moral, social, and economic reasons. In this first book, education researchers and scholars have identified a number of myths that have inhibited our ability to successfully turn schools around. Our intention is not to suggest that if these myths are addressed school turnaround will always be achieved. Business and other literatures outside of education make it clear that turnaround is, at best, difficult work. However, for a number of reasons, we in education have developed policies and practices that are often antithetical to turnaround. Indeed, we are making already challenging work harder. The myths identified in this book suggest that we still struggle to define or understand what we mean by turnaround or how best, or even adequately, measure whether it has been achieved. Moreover, it is clear that there are a number of factors limiting how effectively we structure and support low-performing schools both systemically and locally. And we have done a rather poor job of effectively leveraging human resources to raise student achievement and improve organizational outcomes. We anticipate this book having wide appeal for researchers, policymakers, and practitioners in consideration of how to support these schools taking into account context, root causes of low-performance, and the complex work to ensure their opportunity to be successful. Too frequently we have expected these schools to turn themselves around while failing to assist them with the vision and supports to realize meaningful, lasting organizational change. The myths identified and debunked in this book potentially illustrate a way forward.
Publisher: Information Age
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Engineering Instruction for High-Ability Learners in K-8 Classrooms

Editor: Debbie Dailey
Editor: Alicia Cotabish
Abstract: Engineering Instruction for High-Ability Learners in K-8 Classrooms is an application-based practitioners' guide to applied engineering that is grounded in engineering practices found in the new Next Generation Science Standards (NGSS) and the Standards for Engineering Education. The book will provide educators with information and examples on integrating engineering into existing and newly designed curriculum. The book will specify necessary components of engineering curriculum and instruction, recommend appropriate activities to encourage problem solving, creativity, and innovation, and provide examples of innovative technology in engineering curriculum and instruction. Additionally, authors will discuss professional development practices to best prepare teachers for engineering instruction and provide recommendations to identify engineering talent among K-8 students. Finally, the book will include a wealth of resources, including sample lesson and assessment plans, to assist educators in integrating engineering into their curriculum and instruction.
Publisher: Prufrock & National Association for Gifted Children
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Evaluative Research Methods: Managing the Complexities of Judgement in the Field

Author: Saville Kushner
Abstract: This book is written for research students and their supervisors, for ‘program evaluators’, and for those researchers who don’t call themselves evaluators, but whose research is evaluative. It is aimed, this is to say, at those whose research involves judgment - of policies, practices or organization. judgment of their value, merit or their appropriateness. The involvement of judgment changes the nature of any research and makes particular demands on the researcher in terms of choice and use of method, ethics, political relationships and even emotional capabilities. There are many methodological text-books and models to support the researcher to meet such challenges. This is not one of those. Rather than teach a methodology or propose a model, this book helps you to think methodologically - i.e. to solve methodological, political, emotional issues as they arise, using your own judgment and your own resources. There are no blueprints for dealing with the ethics and the politics of evaluative research, there is only your ability to manage complexity and unpredictability. This book supports you in developing just that. Since this is an intellectual challenge the book offers both theory and method combined, and is laced with practical examples. Here at last is a thoughtful and important effort to enlarge the theoretical and practical evaluative framework that includes consideration of the political environment.
Publisher: Information Age
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Factories for Learning: Making Race, Class and Inequality in the Neoliberal Academy

Author: Christy Kulz
Abstract: Over half of England's secondary schools are now academies. While their impact on achievement has been debated, the social and cultural outcomes prompted by this neoliberal educational model has received less scrutiny. This book draws on original research based at Dreamfields Academy, a celebrated flagship secondary school in a large English city, to show how the accelerated marketization and centralization of education is reproducing raced, classed and gendered inequalities. The book also examines the complex stories underlying Dreamfields' glossy veneer of success and shows how students, teachers and parents navigate the everyday demands of Dreamfields' results-driven conveyor belt. Hopes and dreams are effectively harnessed and mobilized to enact insidious forms of social control, as education develops new sites and discourses of surveillance.
Publisher: Manchester University Press
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Failure Up Close: What Happens, Why It Happens, and What We Can Learn from It

Editor: Jay P. Greene
Editor: Michael Q. McShane
Abstract: For many reasons, failure in education reform is rarely admitted. Even though it is incredibly hard work to try and improve the enormous and diverse American education system, because there are political consequences of admitting that a particular effort did not live up to its promises and pressure from philanthropic funders to show success, unsuccessful efforts are often swept under the rug or papered over with public relations efforts that avoid wrestling with the tough realities of educational improvement. This doesn’t help anyone. As any educator will tell you, failure is an essential part of learning. Insofar as education reform needs to be a learning movement itself, it has to be able to admit where it has failed and learn from it. Failure Up-Close engages a select group of scholars from across the ideological spectrum to examine particular education reform efforts of recent years that have not succeeded and offer lessons for school and system improvement that can be learned from them. Rather than view failure as negative, this volume looks at failure as an opportunity to learn and grow. In fact, the editors endeavored to find authors that would analyze reforms for which they had some fundamental sympathy. The goal is not to bash particular efforts or castigate their supporters but rather to help those supporters understand how to do what they do better, and ultimately, do better for children.
Publisher: Rowman & Littlefield Publishers
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Federalism and Education

Editor: Kenneth K. Wong
Editor: Felix Knüpling
Editor: Mario Kölling
Editor: Diana Chebenova
Abstract: This volume examines ongoing challenges and policy strategies in ten countries, namely Australia, Austria, Belgium, Canada, Germany, Italy, Spain, Switzerland, United Kingdom, and the United States. These chapters and the introductory overview aim to examine how countries with federal systems of government design, govern, finance, and assure quality in their educational systems spanning from early childhood to secondary school graduation. Particular attention is given to functional division between governmental layers of the federal system as well as mechanisms of intergovernmental cooperation both vertically and horizontally. The chapters aim to draw out comparative lessons and experiences in an area of great importance to not only federal countries but also countries that are emerging toward a federal system.
Publisher: Information Age
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Foucault and School Leadership Research: Bridging Theory and Method

Author: Denise Mifsud
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Foucault and School Leadership Research illustrates the application of Foucauldian theory to an educational leadership research context, thus staging the ways a researcher negotiates the methodological tensions and contradictions in the conduct of qualitative inquiry within education research. The book focuses on and demonstrates the challenging enterprise of the art of theory application in method by outlining the epistemological, operational and analytical challenges encountered: the application of Foucauldian concepts in education research contexts; the adaptation of methodological and theoretical concerns; in addition to showing how the quality of research outcomes is shaped by social theory.

Publisher: Bloomsbury
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From Giftedness to Gifted Education: Reflecting Theory in Practice

Author: Jonathan Plucker
Author: Ann Rinn
Author: Matthew Makel
Abstract: The fields of gifted education and talent development have numerous theories and conceptions for how to identify and serve students. This book helps introduce and apply these ideas to help reflect theory in practice. Each chapter introduces readers to a different theory by providing definitions of key concepts, explaining the fundamental conceptual/theoretical approach, and concluding with advice on how the conception can be put into practice. Suggestions for further reading are also provided. Some chapters are based on theories that have been around for decades, and some have been developed more recently. But all chapters focus on helping empower readers to understand and take action without having to reinvent the wheel.
Publisher: Prufrock Press
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Gender, Sex and Children's Play

Author: Jacky Kilvington
Author: Ali Wood
Abstract: Does gender, sex and sexuality influence children's play, and their learning? Can/should professionals try to influence children's gender and sexual concepts? Can/should professionals try to prevent gender stereotyping? These and other questions are explored in a lively and thought-provoking text that looks at why and how children inhabit or develop their gender and sexuality. Written in an approachable way and illustrated with case studies and linked to current research and theory, the book helps students, teachers and playworkers understand the debates about biology versus culture and social learning and how these impact on children's expression of gender and sexuality. Engaging the reader in a thorough reflection of their own views and approaches to the genderized and sexualized behaviour of children at play, this text is an invaluable guide for all those interested in the importance of play, gender and sexuality and how they relate to children's lives.
Publisher: Bloomsbury
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Getting to Where We Meant to Be: Working Toward the Educational World We Imagine/d

Author: Patricia H. Hinchey
Author: Pameila J. Konkol
Abstract: How is it, this text asks, that given such good intentions among education professionals, things in schools can go so very wrong?   The problem, Hinchey and Konkol posit, is that unspoken and misleading assumptions result in choices, decisions and policies with disastrous consequences for kids. They tease out those assumptions on the key issues of school goals, curriculum, education for citizenship, discipline, and school reform, inviting readers to think again, to question the taken-for-granted, in the hope of better aligning intentions and outcomes.
Publisher: Myers Education Press
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Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School

Author: Antero Garcia
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Schools and school districts have one approach to innovation: buy more technology. In Good Reception, Antero Garcia describes what happens when educators build on the ways students already use technology outside of school to help them learn in the classroom. As a teacher in a public high school in South Central Los Angeles, Garcia watched his students' nearly universal adoption of mobile devices. Whether recent immigrants from Central America or teens who had spent their entire lives in Los Angeles, the majority of his students relied on mobile devices to connect with family and friends and to keep up with complex social networks. Garcia determined to discover how these devices and student predilection for gameplay, combined with an evolving "culture of participation," could be used in the classroom. Garcia charts a year in the life of his ninth-grade English class, first surveying mobile media use on campus and then documenting a year-long experiment in creating a "wireless critical pedagogy" by incorporating mobile media and games in classroom work. A year in the life of a ninth-grade English class shows how participatory culture and mobile devices can transform learning in schools.

Publisher: MIT Press
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Handbook of Research on Teaching, Fifth Edition

Editor: Drew H. Gitomer
Editor: Courtney Bell
Abstract: The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. The volume covers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing a conceptual overview of a critical aspect of research on teaching. Each of the volume’s 23 chapters is a canonical piece that will serve as a reference tool for the field. The chapters, all broad treatments of areas of study, will help readers see how particular areas of research connect with the larger issues of teaching and teacher education. The Handbook, therefore, provides readers with a “20,000-foot view” of the current state of education research.
Publisher: American Educational Research Association
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Helping Parents Understand Schools: A Different Perspective on Education and Schooling in America

Author: Lyndon G. Furst
Abstract: There is a great deal of misunderstanding about how schools in America function and what goes on in the typical classroom. Parents, even relatively young parents, perceive that public schools are just like when they attended. This faulty perception is held by a large portion of the general public. In addition a number of aspects of schooling have come under close scrutiny by critics of the public schools, resulting in a heated debate throughout the nation. It is the purpose of this book to provide parents and others who are interested in the operation of public schools an alternative way of looking at publically supported education and the issues surrounding better educational practice. The framework for this volume is the published articles of the author over the past 20 years in his weekly newspaper column, A Different Perspective. While no attempt is made to be comprehensive, the 13 chapters cover a broad range of issues facing the schools. The reader is treated to a fascinating look at the viewpoint of an experienced observer of these public institutions. The author has changed his perspective over the two decades on only a few issues. The book was written with the average reader in mind. It does not contain a large amount of educational jargon, although the issues are approached with enough depth to be useful to the professional educator. Throughout the entire volume the author maintains strong support for public schools.
Publisher: Information Age
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High-Quality Early Learning for a Changing World: What Educators Need to Know and Do

Author: Beverly Falk
Abstract: This concise and accessible resource provides an overview of the fundamentals of teaching in early childhood settings (pre-K–2), with a focus on what high-quality practices look like. It details the features of developmentally appropriate, linguistically responsive, culturally relevant/sustaining teaching and how this approach can prepare our youngest citizens for the challenges of our 21st-century world. Beginning with what the research tells us about how young children develop and learn, Falk shows how to create learning environments, plan, teach, and assess in ways that support children’s optimal development. Specific strategies are described and explained, such as setting up the classroom environment and schedule, making smooth transitions, using effective communication strategies, and creating home–school partnerships.
Publisher: Teachers College Press
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Hope, Utopia and Creativity in Higher Education: Pedagogical Tactics for Alternative Futures

Author: Craig A. Hammond
Abstract: Reappraising ideas associated with Ernst Bloch, Roland Barthes and Gaston Bachelard within the context of a utopian pedagogy, Hope, Utopia and Creativity in Higher Education reframes the transformative, creative and collaborative potential of education offering new concepts, tactics and pedagogical possibilities. Craig A. Hammond explores ways of analysing and democratising not only pedagogical conception, knowledge and delivery, but also the learning experience, and processes of negotiation and peer-assessment. Hammond shows how the incorporation of already existent learner hopes, daydreams, and creative possibilities can open up new opportunities for thinking about popular culture and memory, learning and knowledge, and collaborative communities of support. Drawing together theoretical and cultural material in a teaching and learning environment of empowerment, Hammond illustrates that formative articulations of alternative, utopian futures, across sociological, humanities, and education studies subjects and curricula, becomes possible.
Publisher: Bloomsbury
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How Schools and Districts Meet Rigorous Standards Through Authentic Intellectual Work: Lessons From the Field

Editor: M. Bruce King
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There is no such thing as a simple formula for school improvement, but the Authentic Intellectual Work (AIW) framework presented in this book will help school- and district-based teams improve the quality of instruction, assessment, and curriculum for more rigorous and more equitable student learning. This book provides: 

  • Richly detailed case studies of successful AIW implementation at the statewide, districtwide, and individual school levels 
  • Illustrations of collaborative teaming to advance higher-order thinking, disciplined inquiry, and value beyond school
  • Exemplars of how AIW transforms professional development and evaluations and increases coherence and alignment of initiatives
Publisher: Corwin
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How to Create the Conditions for Learning: Continuous Improvement in Classrooms, Schools, and Districts

Author: Ann Jaquith
Abstract: Ann Jaquith presents a framework for understanding and building instructional capacity, based on her original research in schools and districts and ideas drawn from the literature on resourcing and social learning. She describes four types of resources—knowledge, technology, relationships, and structures—and discusses the contextual conditions that allow these resources to be identified, taken up, and put to effective use. Through case studies of schools and districts engaged in the sometimes messy work of developing the capacity to improve instruction, Jaquith shows ways that school and district leaders can identify and deploy underutilized resources and create organizational routines that support the ongoing development of instructional capacity.
 
How To Create the Conditions for Learning represents an important contribution to the effort to stimulate, support, and sustain excellent teaching and inspired learning in our schools.
Publisher: Harvard Education Press
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How University Boards Work

Author: Robert A. Scott
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How University Boards Work is designed to help trustees understand how to fulfill their responsibilities. This volume will prove an invaluable resource for those responsible for governing colleges and universities, whether privately financed or state funded. It will also be an illuminating read for board secretaries, campus executives and administrators, faculty leaders, alumni volunteers, and public officials, as well as anybody seeking to understand institutional governance in the light of past and current trends in higher education.

Publisher: Johns Hopkins University Press
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Improving School Board Effectiveness: A Balanced Governance Approach

Editor: Thomas L. Alsbury
Editor: Phil Gore
Abstract: Improving School Board Effectiveness offers a clarifying and essential look at the evolving role of school boards and how they contribute to efforts to improve student learning. It examines how board members can establish effective district priorities, and it explores those board policies and actions that result in shared, districtwide commitments to heightened student achievement.

This book arises out of a critical need for a better understanding of school boards and the development of helpful tools and guidelines for school board members. At its heart is the notion of Balanced Governance, a principle that most generally “balances the authority of a superintendent to lead a school district with the necessary oversight of a locally engaged and knowledgeable board.”
Publisher: Harvard Education Press
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In the Shadow of Authoritarianism: American Education in the Twentieth Century

Author: Thomas D. Fallace
Abstract: For most of the 20th century, American educators lived in the shadow of ideological, political, cultural, and existential threats (including Prussianism, propaganda, collectivism, dictatorship, totalitarianism, mind control, the space race, and moral relativity). To meet the perceived threat, the American curriculum was gradually moved in a more student-centered direction that focused less on “what to think” and more on “how to think.” This book examines the period between World War I and the 1980s, focusing on how U.S. schools countered the influence of fascist and communist ideologies, as well as racial discrimination. Fallace also considers this approach in light of current interests in the Common Core State Standards.
Publisher: Teachers College Press
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Inclusive Physical Activities:: International Perspectives

Editor: Alexandre J. S. Morin
Editor: Christopher Maïano
Editor: Danielle Tracey
Editor: Rhonda G. Craven
Abstract: There is currently a paucity of research about physical activities that effectively include children and adolescents with a range of special needs or research that identifies evidence-based strategies that seed success in maximizing the involvement in, and the positive biopsychosocial outcomes associated with, the practice of physical activity. This dearth of research is impeding progress in addressing the biopsychosocial disadvantage that these children and adolescents encounter, the development of new solutions for enabling full potential, and ensuring that children and adolescents with special needs not only succeed, but also flourish in life. This volume includes examples of theory, research, policy, and practice that will advance our understanding of how best to encourage these children and adolescents to participate regularly in physical activity, how to maximize the biopsychosocial benefits of involvement in physical activities, and how to ensure that these physical activities are inclusive for children and adolescents with special needs. The focus will be placed on research-derived physical activity practices that seed success for children and adolescents with special needs, and new directions in theory, research, and practice that have implications for enhancing physical activity practices with at-risk children and adolescents. The themes covered in this volume include: Strategies to maximise participation of children and adolescents with special needs in physical activity as a global priority; Strategies to maximise the social inclusion of children and adolescents with special needs in general physical activities; Effective physical education strategies to enhance biopsychosocial outcomes for children and adolescents with special needs; Advancing the practice of educators and coaches to cultivate the social inclusion and participation in physical activity of children and adolescents with special needs; and Challenging the meaning and implementation of inclusive practices in physical education globally.
Publisher: Information Age
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Inheriting Possibility: Social Reproduction and Quantification in Education

Author: Ezekiel J. Dixon-Roman
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How has the dominant social scientific paradigm limited our understanding of the impact of inherited economic resources, social privilege, and sociocultural practices on multigenerational inequality? In what ways might multiple forces of social difference haunt quantitative measurements of ability such as the SAT? Building on new materialist philosophy, Inheriting Possibility rethinks methods of quantification and theories of social reproduction in education, demonstrating that test performance results and parenting practices convey the impact of materially and historically contingent patterns of differential possibility.

Ezekiel J. Dixon-Román explores the dualism of nature and culture that has undergirded theories of inheritance, social reproduction, and human learning and development. Research and debate on the reproduction of power relations have rested on a premise that nature is made up of fixed universals on which the creative, intellective, and discursive play of culture are based. Drawing on recent work in the physical and biological sciences, Dixon-Román argues that nature is culture. He contends that by assuming a rigid nature/culture binary, we ultimately limit our understanding of how power relations are reproduced. 

Through innovative analyses of empirical data and cultural artifacts, Dixon-Román boldly reconsiders how we conceptualize the processes of inheritance and approach social inquiry in order to profoundly sharpen understanding and address the reproducing forces of inequality.

Publisher: University of Minnesota Press
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Inside Our Schools: Teachers on the Failure and Future of Education Reform

Editor: Brett Gardiner Murphy
Abstract: In this powerful collection of personal accounts, successful and respected teachers from across the country reveal how recent education policies have played out in their schools and classrooms in negative and counterproductive ways, and offer teacher-led alternatives for providing equitable, engaging, and empowering education.  Inside Our Schools provides valuable insights for all those who worry and wonder about the future of education reform: scholars and researchers who are contributing to the preparation of the next generation of public educators; policy makers who need a broader context of the impact of their policy decisions; parents who are trying to understand what is best for their children; and current educators who want to hear, learn, and reflect on the perspectives of peers from across the country.
Publisher: Harvard Education Press
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Inside PreK Classrooms: A School Leader’s Guide to Effective Instruction

Author: Judith A. Schickedanz
Author: Catherine Marchant
Abstract: Inside PreK Classrooms provides school leaders with much-needed guidance and knowledge to ensure quality instruction for their youngest students. Based on their extensive experience working with children and educators, the authors bring readers inside real classrooms, where teachers are grappling with the “big ideas” that lie at the core of quality preK instruction.
 
The authors examine historical shifts in early education and the most recent research to argue for an expanded view of the capacity of preschoolers. They focus on critical issues in guiding instruction, such as which skills are best taught in whole-group versus small-group settings, and the value of one-on-one conversations between teachers and students. In addition, the book offers concrete recommendations that help school leaders work more effectively with preK teachers.
 
Inside PreK Classrooms tackles some of the most contentious debates in early childhood education, including how preK teachers can meet state standards while honoring their traditional priorities of helping young children develop social and emotional skills and adjust to school routines.
 
Full of wisdom and insights gleaned from decades of experience immersed in research and practice, this book provides a critical resource for school leaders and educators concerned with increasing access to quality preK education.
Publisher: Harvard Education Press
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Interventions That Work With Special Populations in Gifted Education

Author: Ariel Baska
Author: Joyce VanTassel-Baska
Abstract: This text is for regular classroom teachers who work with special needs learners in their classrooms, and the specialists and administrators who support these populations. Students of poverty, English language learners, and the twice exceptional are often overlooked for services in gifted programs and frequently miss out on opportunities to hone their skills and learn the culture of success. Interventions provided in this book promote talent development in schools, at home, and in the community. This book focuses on both the social-emotional and cognitive needs of these students, and provides templates for long-term planning and goal setting. The text also addresses challenges encountered in working with these students and effective strategies to overcome them.
Publisher: Prufrock
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Inventing the World Grant University: Chinese International Students’ Mobilities, Literacies, and Identities

Author: Steven Fraiberg
Author: Xiqao Wang
Author: Xiaoye You
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Through an exploration of the literacy practices of undergraduate Chinese international students in the United States and China, Inventing the World Grant University demonstrates the ways in which literacies, mobilities, and transnational identities are constructed and enacted across institutional and geographic borders.

Steven Fraiberg, Xiqiao Wang, and Xiaoye You develop a mobile literacies framework for studying undergraduate Chinese international students enrolling at Western institutions, whose numbers have increased in recent years. Focusing on the literacy practices of these students at Michigan State University and at Sinoway International Education Summer School in China, Fraiberg, Wang, and You draw on a range of mobile methods to map the travel of languages, identities, ideologies, pedagogies, literacies, and underground economies across continents. Case studies of administrators’, teachers’, and students’ everyday literacy practices provide insight into the material and social structures shaping and shaped by a globalizing educational landscape.

Advocating an expansion of focus from translingualism to transliteracy and from single-site analyses to multi-site approaches, this volume situates local classroom practices in the context of the world grant university. Inventing the World Grant University contributes to scholarship in mobility, literacy, spatial theory, transnationalism, and disciplinary enculturation. It further offers insight into the opportunities and challenges of enacting culturally relevant pedagogies.

Publisher: Utah State University Press
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Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning

Author: Christina L. Dobbs
Author: Jacy Ippolito
Author: Megin Charner-Laird
Abstract: Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.
 
The book outlines the steps in the cycle and identifies four “working habits” essential to initiating and sustaining disciplinary literacy projects: balancing content with process; creating a culture of adaptation and invention; attending equally to intermediate and subject-specific literacy skills; and positioning teachers and leaders as learners within projects. The book, written in a reader-friendly voice, shows how educators can collaboratively explore and implement disciplinary literacy-related practices in context-specific, meaningful ways.
Publisher: Harvard Education Press
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Invisibly Blighted: The Digital Erosion of Childhood

Author: Sandra Leaton Gray
Author: Andy Phippen
Abstract: Children carry the weight of other people's expectations on their shoulders, and in the technological age that represents a bigger burden than it ever has before. This book is a manifesto for a different digital future for children in which their rights are respected and their identities are free. The authors explore new ways of understanding children's risk, schooling, biometrics, privacy issues, and technology innovation. Aimed at anyone who has sensed the cultural shift in childhood currently taking place, this book helps readers think more deeply about what it means to be a child in the digital world today.
Publisher: UCL IOE Press
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It Takes a School: The Extraordinary Story of an American School in the World's #1 Failed State

Author: Jonathan Staff
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A story of David and Goliath proportions, how an American hedge fund manager created a unique school in Somaliland whose students, against all odds, have come to achieve success beyond anyone’s wildest dreams

Jonathan Starr, once a cutthroat hedge fund manager, is not your traditional do-gooder, and in 2009, when he decided to found Abaarso, a secondary school in Somaliland, the choice seemed crazy to even his closest friends. “Why,” they wondered, “would he turn down a life of relative luxury to relocate to an armed compound in a breakaway region of the world’s #1 failed state?” To achieve his mission, Starr would have to overcome profound cultural differences, broken promises, and threats to his safety and that of his staff.

It Takes a School is the story of how an abstract vision became a transformative reality, as Starr set out to build a school in a place forgotten by the world. It is the story of a skeptical and clan-based society learning to give way to trust. And it’s the story of the students themselves, including a boy from a family of nomads who took off on his own in search of an education and a girl who waged a hunger strike in order to convince her strict parents to send her to Abaarso.

Abaarso has placed forty graduates and counting in American universities, from Harvard to MIT, and sends Somaliland a clear message: its children can compete with anyone in the world. Now the initial question Starr was asked demands another: “If such a success can happen in an unrecognized breakaway region of Somalia, can it not happen anywhere?”

Publisher: Henry Holt and Company
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Jim Crow Campus: Higher Education and the Struggle for a New Southern Social Order

Author: Joy Ann Williamson-Lott
Abstract: This well-researched volume explores how the Black freedom struggle and the anti–Vietnam War movement dovetailed with faculty and student activism in the South to undermine the traditional role of higher education and bring about social change. It uses the battles between students, faculty, presidents, trustees, elected officials, and funding agencies to explain how Black and White southern campuses transformed themselves into reputable academic centers. No matter the type of institution, these battles represented cracks in the edifice of the Old South and precipitated wide-ranging changes in southern higher education and society as well.
Publisher: Information Age
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