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The Intellectual Properties of Learning: A Prehistory from Saint Jerome to John Locke

Author: John Willinsky
Abstract: Providing a sweeping millennium-plus history of the learned book in the West, John Willinsky puts current debates over intellectual property into context, asking what it is about learning that helped to create the concept even as it gave the products of knowledge a different legal and economic standing than other sorts of property.
 
Willinsky begins with Saint Jerome in the fifth century, then traces the evolution of reading, writing, and editing practices in monasteries, schools, universities, and among independent scholars through the medieval period and into the Renaissance. He delves into the influx of Islamic learning and the rediscovery of classical texts, the dissolution of the monasteries, and the founding of the Bodleian Library before finally arriving at John Locke, whose influential lobbying helped bring about the first copyright law, the Statute of Anne of 1710. Willinsky’s bravura tour through this history shows that learning gave rise to our idea of intellectual property while remaining distinct from, if not wholly uncompromised by, the commercial economy that this concept inspired, making it clear that today’s push for marketable intellectual property threatens the very nature of the quest for learning on which it rests.
Publisher: University of Chicago Press
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The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools

Author: Michelle L. Forman
Author: Elizabeth Leisy Stosich
Author: Candice Bocala
Abstract: The Internal Coherence Framework presents a system of research-based practices for assessing and developing the conditions that support adult and student learning in schools.

Internal coherence is defined as the ability of educators in a school or system to connect and align resources to carry out an improvement strategy, engage in collective learning, and use that learning to provide students with richer educational opportunities. The internal coherence framework featured in the book brings together three important domains of research: leadership for learning, organizational improvement, and instructional efficacy.
 
School or system leaders who progress through this book with colleagues will develop a shared vision for ambitious teaching and learning anchored in the instructional core; organize the work of the leadership and teacher teams to advance this vision; and build psychologically safe team, school, and system cultures to support the risk taking and constructive challenges necessary to move schools or systems to the next level of performance.

At the heart of the book is a survey and rubric that can help schools better understand their strengths and weaknesses and the kinds of resources they need to support student learning. The book blends theory and practice to bring tested wisdom to bear on critical issues of education leadership and professional learning.
Publisher: Harvard Education Press
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The Meaningful Writing Project: Learning, Teaching and Writing in Higher Education

Author: Michele Eodice
Author: Anne Ellen Geller
Author: Neal Lerner
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In the face of the continuing discourse of crisis in US education, The Meaningful Writing Project offers readers an affirming story of writing in higher education that shares students’ experiences in their own voices. In presenting the results of a three-year study consisting of surveys and interviews of university seniors and their faculty across three diverse institutions, authors Michele Eodice, Anne Ellen Geller, and Neal Lerner consider students’ perceptions of their meaningful writing experiences, the qualities of those experiences, and instructors’ perspectives on assignment design and delivery.

This study confirms that meaningful assignments offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities. Meaningful writing occurs across majors, in both required and elective courses, and beyond students’ years at college. Additionally, the study makes clear that faculty across the curriculum devote significant care and attention to creating writing assignments that support student learning, as they understand writing performance to be a developmental process connected to overall cognitive and social development, student engagement with learning, and success in a wide variety of disciplines and professions.

The Meaningful Writing Project provides writing center directors, WPAs, other composition scholars, and all faculty interested in teaching and learning with writing an unprecedented look into the writing projects students find meaningful.

Publisher: Utah State University Press
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The New Democratic Professional in Education: Confronting Markets, Metrics, and Managerialism

Author: Gary L. Anderson
Author: Michael Ian Cohen
Abstract: This timely and accessible book examines two waves of business influence that created models of schooling that are out of touch with the experiences of students, the professional expertise of teachers, and the needs and interests of local communities. The book also describes the forms of resistance that are currently emerging to fight for the democratic mission of a public education. Building on these promising efforts, the authors present a vision for a new democratic professional that is grounded in participatory communities of practice, as well as advocacy for and input from school communities.
Publisher: Teachers College Press
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The New Henry Giroux Reader: The Role of the Public Intellectual in a Time of Tyranny

Editor: Jennifer A. Sandlin
Editor: Jake Burdick
Abstract: The New Henry Giroux Reader presents Henry Giroux’s evolving body of work. The book articulates a crucial shift in his analyses after the September 11th, 2001 terrorist attack, when his writing took on more expansive articulations of power, politics, and pedagogy that addressed education and culture in forms that could no longer be contained via isolated reviews of media, schooling, or pedagogical practice. Instead, Giroux locates these discourses as a constellation of neoliberal influences on cultural practices, with education as the engine of their reproduction and their cessation. The volume also takes up Giroux’s proclivity for using metaphors articulating death as the inevitable effect of neoliberalism and its invasion of cultural policy. Zombies, entropy, and violence permeate his work, coalescing around the central notion that market ideologies are anathema to human life. His early pieces signal an unnatural state of affairs seeping through the fabric of social life, and his work in cultural studies and public pedagogy signals the escalation of this unease across educative spaces. The next sections take up the fallout of 9/11 as an eruption of these horrific practices into all facets of human life, within traditional understandings of education and culture’s broader pedagogical imperatives. The book concludes with Giroux’s writings on education's vitalist capacity, demonstrating an unerring capacity for hope in the face of abject horror.
Publisher: Myers Education Press
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The Politics of Writing Studies: Reinventing Our Universities from Below

Author: Robert Samuels
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A friendly critique of the field, The Politics of Writing Studies examines a set of recent pivotal texts in composition to show how writing scholarship, in an effort to improve disciplinary prestige and garner institutional resources, inadvertently reproduces structures of inequality within American higher education. Not only does this enable the exploitation of contingent faculty, but it also puts writing studies—a field that inherently challenges many institutional hierarchies—in a debased institutional position and at odds with itself.

Instead of aligning with the dominant paradigm of research universities, where research is privileged over teaching, theory over practice, the sciences over the humanities, and graduate education over undergraduate, writing studies should conceive itself in terms more often associated with labor. By identifying more profoundly as workers, as a collective in solidarity with contingent faculty, writing professionals can achieve solutions to the material problems that the field, in its best moments, wants to address. Ultimately, the change compositionists want to see in the university will not come from high theory or the social science research agenda; it must come from below.

Offering new insight into a complex issue, The Politics of Writing Studies will be of great interest to writing studies professionals, university administrators, and anyone interested in the political economy of education and the reform of institutions of higher education in America.

Publisher: Utah State University Press
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The Promise and Practice of Next Generation Assessment

Author: David T. Conley
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In The Promise and Practice of Next Generation Assessment, David T. Conley presents the case for a new, comprehensive system of assessment using different measurements for different purposes. Changes in the purposes of education, he argues, demand forms of assessment that go beyond merely ranking students to supporting the ambitious aim of helping all students meet career and college readiness goals.

Publisher: Harvard Education Press
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The Rise of the Human Digital Brain: How Multidirectional Thinking is Changing the Way We Learn

Author: Beatriz Pacheco
Abstract: The Rise of the Human Digital Brain: How Multidirectional Thinking is Changing the Way We Learn contains information about the history of education, the changes in the systems of education over the years, and the impact of technology on learning for 21st century students. It also contains the results of a unique study regarding the impact of iPad instruction on literacy attainment for struggling readers. The hope is that the information contained in this book will cause administrators, educators, parents, and developers of new technologies to take a moment to step back and envision a new model that will revolutionize education across the world.
Publisher: Information Age
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The Role of Leadership Educators: Transforming Learning

Author: Kathy L. Guthrie
Author: Daniel M. Jenkins
Abstract: Leadership, as a discipline, leadership education, as a field, and leadership educator, as a profession are still in their infancy and rapidly evolving. As professionals in higher education, we are constantly asked to provide opportunities for students to learn leadership, whether that is inside or outside of the classroom. However, very little, if any professional development occurs in how to create such learning opportunities. This book provides resources for leadership educators in three sections. The first section sets the stage for leadership education and the professional work of leadership educators, culminating with a variety of professional development resources for leadership educators. The second section introduces a leadership learning framework, provides characteristics and examples of strong leadership programs and assessment practices, and describes the transformative practice of leadership education. The third and final section offers specific instructional and assessment strategies ranging from discussion, case study, and reflection, to teambased and servicelearning to selfassessments, roleplay, simulation, and games, to fulfill learning outcomes.
Publisher: Information Age
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The Science of the Obvious: Education's Repetitive Search for What's Already Known

Author: R. Barker Bausell
Abstract: This book poses and ultimately answers the question of whether the public schools would have been affected if no educational research had been conducted during this century. To answer this question, 12 genres of educational research are evaluated. The genres are accompanied by non-technical, annotated synopses examples of each. A case is made that the science of education as a whole is repetitive, non-cumulative, and is characterized by a circular rather than a linear trajectory.
Publisher: Rowman & Littlefield Publishers
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The Struggle for Teacher Education: International Perspectives on Governance and Reforms

Editor: Tom Are Trippestad
Editor: Anja Swennen
Author: Tobias Werler
Abstract: Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, England, Finland, The Netherlands, Norway, South Africa and South America to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education.
Publisher: Bloomsbury
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The Textbook and the Lecture: Education in the Age of New Media

Author: Norm Friesen
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Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past―a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and practices.

Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook―from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself.

Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media.

Publisher: Johns Hopkins University Press
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The Trauma-Sensitive Classroom: Building Resilience with Compassionate Teaching

Author: Patricia Jennings
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Fully half the students in U.S. schools have experienced trauma, violence, or chronic stress. In the face of this epidemic, it falls increasingly to teachers to provide the adult support these students need to function in school. But most educators have received little training to prepare them for this role. Tish Jennings—an internationally recognized leader in the field of social and emotional learning—shares research and experiential knowledge about the practices that support students' healing, build their resilience, and foster compassion in the classroom.

Publisher: W. W. Norton & Company
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The World’s Highest-Scoring Students: How Their Nations Led Them to Excellence

Author: Hani Morgan
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The World’s Highest-Scoring Students focuses on how various countries transformed their school systems into the world’s leading systems of education. Hani Morgan covers eight countries: Finland, Singapore, Japan, South Korea, China, Canada, Estonia, and the United States. His book offers ideas on how the United States can improve its school system so that it can regain its status as the world’s undisputed leader in education. This book provides a balanced view of the highest-ranking nations in education, offering the outstanding practices they use to achieve stellar results but also pointing out the problems they endure. In addition, Morgan discusses various controversies about international tests, including the limitations of using these tests to evaluate students.

Publisher: Peter Lang Inc.
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Thinking and Acting Systemically: Improving School Districts Under Pressure

Editor: Alan J. Daly
Editor: Kara S. Finnigan
Abstract: This volume argues that districts are important as a lever for change given the limited success of school-by-school efforts. Policies that focus on skill development, recognize and support performance, create opportunities for collaboration, build leader capacity, and create networks of knowledge sharing hold great potential for improving districts but it will require a paradigm shift in the way we view our public school system and those who work within it - away from blame and toward complext systems change.
Publisher: AERA
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Thinking in Education Research: Applying Philosophy and Theory

Author: Nick Peim
Abstract: Thinking in Education Research examines the resources available from philosophy and theory that can be practically applied to any educational research project. Nick Peim argues that the current well-established divide between theory and the empirical in research methods is unhelpful to students. Instead, Thinking in Education Research looks at major lines of thinking in modern European philosophy, from Kant to Freud and Derrida to Malabou, and how they provide a rich resource for every stage of conducting research. By getting students engaged in 'how to think' and 'how to do', Peim illustrates that thinking is in fact a vital part of how you do research and is not an aside.
Publisher: Bloomsbury
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This Once Was Us: the life and death of Penguin Education

Author: the West Drayton Collective
Abstract: This Once Was Us is a celebration of a bold and innovative venture, Penguin Education, which shone briefly in the publishing firmament in the 1960s and 1970s, before being cruelly extinguished by its owners. It is a remembrance of things past, put together by many of those who worked for the company during its mould-breaking years spent re-inventing the schoolbook. These detailed and colourful pages bear testament to the unique style of collaboration that marked the Penguin Education way of working. They also record the widespread protests, from both inside and outside education, which emerged when the shutdown brought the pioneering work to an abrupt and untimely end.
Publisher: Symposium Books
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To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students With LD, ADHD, and Other Disorders (3rd ed.)

Author: Susan Baum
Author: Robin Schader
Author: Steven Owen
Abstract: To Be Gifted and Learning Disabled is one of the most popular resources available on identifying and meeting the needs of twice-exceptional students. This updated third edition provides a comprehensive look at the complex world of students with remarkable gifts, talents, and interests, who simultaneously face learning, attention, or social challenges from LD, ADHD, ASD, and other disorders. Through case studies and years of research, the authors present a rationale for using a strength-based, talent-focused approach to meeting the needs of this special population. 
Publisher: Prufrock Press Inc.
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Transgender Children and Youth: Cultivating Pride and Joy with Families in Transition

Author: Elijah C. Nealy
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A comprehensive guide to the medical, emotional, and social issues of trans kids. These days, it is practically impossible not to hear about some aspect of transgender life. Whether it is the bathroom issue in North Carolina, trans people in the military, or on television, trans life has become front and center after years of marginalization. And kids are coming out as trans at younger and younger ages, which is a good thing for them. But what written resources are available to parents, teachers, and mental health professionals who need to support these children?

Publisher: W. W. Norton & Company
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Truth Without Tears: African American Women Deans Share Lessons in Leadership

Author: Carolyn R. Hodges
Author: Olga M. Welch
Author: H. Richard Milner IV
Author: Earl T. Braxton
Abstract: Truth Without Tears is a timely and insightful portrait of Black women leaders in American colleges and universities. Carolyn R. Hodges and Olga M. Welch are former deans who draw extensively on their experience as African American women to account for both the challenges and opportunities facing women of color in educational leadership positions.
Publisher: Harvard Education Press
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Uncommon Leadership: Live Well, Lead Strong for Courage and Integrity

Author: Debbie McFalone
Abstract: Uncommon Leaders have a gift: While inspiring and serving others with integrity, they also model a commitment to self-care and reflective practices. These skillful leaders are focused on being intentional and mindful of their values, beliefs, and guiding principles---in short, they “live well”. This high level of self-awareness informs the leader’s capacity to model courage and integrity---to “lead strong”. Grounded in their beliefs and values, these leaders routinely offer skillful feedback that impacts performance; they also have the capacity to plan and hold difficult conversations with professionalism. Uncommon Leadership supplies the reader with practical strategies, information and exercises to develop skills, as well as inspirational ideas for maintaining strong and effective leadership over a sustained period of time. Each chapter includes ways in which the reader may transfer their learning to their own practice, as well as a graphic quote that serves as a reminder of key points. Practicing leaders will find this a helpful guide for significant professional growth; aspiring and early career leaders will find it a valuable tool they will return to often for reference.
Publisher: Rowman & Littlefield Publishers
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Understanding How We Learn: A Visual Guide and millions of other books are available for Amazon Kindle. Learn more Understanding How We Learn: A Visual Guide

Author: Yana Weinstein
Author: Megan Sumeracki
Author: Oliver Caviglioli
Abstract: This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom.
Publisher: Routledge
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Understanding Schematic Learning at Two

Author: Julie Brierley
Author: Cathy Nutbrown
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Providing a deeper understanding of how two-year-old children learn, Understanding Schematic Learning at Two highlights how a schematic pedagogy can be used to recognise and support two-year-old children's thinking and understanding of the world around them. Over a 16-week period four children's individual experiences and stories are constructed, providing detailed written and photographic evidence of the unfolding schematic learning journeys of each. Following the children from nursery setting to their home environments, readers gain a greater understanding of how, even at such a young age, children are intrinsically motivated to select resources from the environment to support their schematic pursuits. The book focuses on the importance of an appropriate environment and informed pedagogy to support two-year-old children's schematic explorations and the significant role adults play in developing these.

Publisher: Bloomsbury
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Unlearning to Teach Through Intercultural Professional Development (Research for Social Justice: Personal-Passionate-Participatory)

Author: Candace Schlein
Abstract: This book comprises an examination of novice teachers' experiences in schools and cultures of schooling across the contexts of Hong Kong, Japan, and Canada. Drawing on narrative inquiry and arts-based approaches, this study employs experience as a starting point for making sense of both professional and personal encounters in local and foreign settings. This work thus sheds light on how people make sense of shifting landscapes in an era of increasing intercultural communication and interaction while addressing important curricular implications of intercultural professional development for equity and social justice.
Publisher: Information Age
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Untold Narratives: African Americans Who Received Special Education Services and Succeeded Beyond Expectations

Editor: Shawn Anthony Robinson
Abstract: This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. 
Publisher: Information Age
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Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students

Author: Claire Battershill
Author: Shawna Ross
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Rooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this book is the first practical guide to using digital tools and resources in the humanities classroom.

Using Digital Humanities in the Classroom covers such topics as:

· Overcoming resistance to technology – your own, your colleagues' and your students'
· Finding, evaluating and using digital resources
· Designing syllabi and planning classroom activities and assignments
· Solving problems when technology goes wrong
· Using digital tools for collaborative projects, course work and theses
· Enhancing your teaching by finding support communities and connecting to your research

Taking a step-by-step approach to incorporating digital humanities tools into your teaching, the book is also supported by a companion website, including tutorials, sample classroom activity prompts and assignments, and a bibliographic essay for each book chapter.

Publisher: Bloomsbury
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Using Nonfiction for Civic Engagement in Classrooms: Critical Approaches

Editor: Vivian Yenika-Agbaw
Editor: Ruth McKoy Lowery
Editor: Paul H. Ricks
Abstract: This book acknowledges the existence of high quality nonfiction children’s literature that may serve as a basis for conversation about civic engagements and our roles as global citizens. It touches on our social history, and offers ideas for how educators might be able to engage readers in healthy and useful dialogues on what it means to be human and how nonfiction texts attempt to reconstruct this reality in this quest to recognize our collective humanity.
Publisher: Rowman & Littlefield Publishers
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Visual Thinking Strategies for Preschool: Using Art to Enhance Literacy and Social Skills

Author: Philip Yenawine
Abstract: Visual Thinking Strategies for Preschool shows how teachers can add visual thinking strategies (VTS) to their existing curriculum to encourage language, critical thinking, and social skills for children ages three to five. In this sequel to his popular book, Visual Thinking Strategies, author Philip Yenawine describes using art and other visual experiences to create engaging and powerful learner-centered environments for young children just beginning their formal school experience. The book provides transcripts and analysis of classroom conversations as a means of illustrating the range of ways VTS can be used with preschoolers. Drawing on interviews with preschool teachers from public, private, and charter schools from around the country, Yenawine highlights the benefits of these discussions for students, including English language learners and students with special needs.
Publisher: Harvard Education Press
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Voices of Resistance and Renewal: Indigenous Leadership in Education

Editor: Dorothy Aguilera-Black Bear
Editor: John W. Tippeconnic III
Abstract: Dedicated to the principle that leadership must come from within the communities to be led, Voices of Resistance and Renewal applies recent research on local, culture-specific learning to the challenges of education and leadership that Native people face. Bringing together both Native and non-Native scholars who have a wide range of experience in the practice and theory of indigenous education, editors Dorothy Aguilera–Black Bear and John Tippeconnic III focus on the theoretical foundations of indigenous leadership, the application of leadership theory to community contexts, and the knowledge necessary to prepare leaders for decolonizing education. Thsi volume provides a variety of philosophical principles that will guide leaders at all levels of education who seek to encourage self-determination and revitalization, and it has important implications for the future of Native leadership, education, community, and culture, and for institutions of learning that have not addressed Native populations effectively in the past.
Publisher: University of Oklahoma Press
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Voices of Resistance: Interdisciplinary Approaches to Chican@ Children's Literature

Editor: Laura Alamillo
Editor: Larissa M. Mercado-Lopez
Editor: Cristina Herrera
Abstract: The banning of Mexican-American Studies and censorship of Chican@-authored books in Arizona were part of a succession of anti-Mexican and anti-Chican@ policies that were enacted across the state and in the education system. The counterstories offered through these classes and literature not only created a sense of cultural inclusion, but ignited a political and activist consciousness among the mostly Chican@ youth, and reinvigorated conversations among educators about the teaching of race, ethnicity, and culture in the classroom, particularly through youth literature. While most work on youth literature has emphasized “multicultural” literature as a means of being inclusive, Voices of Resistance: Interdisciplinary Approaches to Chican@ Children’s Literature recognizes that our present moment--one that is rife with continued anti-Mexican sentiment but that has given rise to our first Chicano National Poet Laureate--demands a more focused study of children’s and young adult literature by and about Chican@s. This collection re-examines how we view multicultural and diversity literature and recognize literature that invites social transformation. Using multi- and interdisciplinary perspectives to critically examine a wide range of Chican@ children’s pictures book and young adult novels, this collection reaffirms Chicano@ children’s literature as a means to achieve equity and social change.
Publisher: Rowman & Littlefield Publishers
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