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100 Teaching Ideas that Transfer and Transform Learning: Expanding your Repertoire
| Author: | Frank T. Lyman, Jr. |
| Abstract: |
Expand your teaching repertoire with this unique collection of instructional ideas. Author Frank T. Lyman, Jr., esteemed educator and creator of the Think-Pair-Share model, offers ways to help students think critically, encounter puzzling phenomena and seek explanations, think before responding, listen to responses from others, create their own questions, visualize a scene, employ problem solving strategies, and more. Appropriate for teachers of all grades and subjects, the ideas address the pursuit of true learning―wanting to learn, how to learn, and enabling to learn―and can easily be adapted and applied to a wide variety of contexts. The book's format allows you to pick and choose activities for your own professional development journey and make them your own, so you can expand your teaching toolbox and bring more students to deeper levels of learning. |
| Publisher: | Routledge |
| key words: | — |
A devastação do trabalho: A classe do labor na crise da pandemia
| Author: | Dalila Andrade de Oliveira |
| Author: | Marcio Pochmann |
| Abstract: |
A recessão econômica de 2020 é uma das mais graves na história do país. A crise sanitária imposta pela pandemia da covid19 impactou o mundo, mas no Brasil diante do desemprego, da subocupação, da instabilidade do rendimento e da perda de representação e direitos sociais e trabalhistas, a situação é ainda mais preocupante. Este livro busca trazer a lume a marcha da devastação do trabalho no Brasil, especialmente quando a crise pandêmica da covid19 revela as entranhas do neoliberalismo pelas quais a classe do labor sofre e busca resistir. As contribuições contidas nesta obra são resultado do esforço intelectual coletivo de estudiosos, pesquisadores e gestores públicos que procuraram desvendar o movimento da devastação do trabalho imposto pelo neoliberalismo no Brasil e aprofundado pela pandemia da covid19. |
| Publisher: | Gráfica e Editora Positiva |
| key words: | — |
A Holistic Educator's Journey: Seeking Wholeness in America, Canada, Japan and Asia
| Author: | John P. Miller |
| Abstract: | This memoir describes the journey of John (Jack) Miller. The book explores how his personal journey is related to the work he has done in holistic education, contemplative education, and spirituality in education. In holistic education the personal and professional are connected. Professor Miller’s journey includes events, books, teachers, and the many factors in his life that have contributed to his work, which includes more than 20 books and extensive travel around the world. An example of the relationship between the personal and the professional is that Jack began meditating in 1974 and this practice has provided the foundation for much of his teaching and writing. Professor Miller’s book, The Holistic Curriculum, first published in 1988 along with the publication of the Holistic Education Review have been seen as the beginning of holistic education as a field of study. Since his journey has been connected with so many other holistic educators, this book can serve as one perspective on how the field has unfolded over the past 35 years. |
| Publisher: | Information Age |
| key words: | — |
A Pathway to PDS Partnership: Using the Pdsea Protocol
| Author: | Emily Shoemaker |
| Author: | Michael Cosenza |
| Author: | Thierry Kolpin |
| Author: | Jacquelyn May Allen |
| Abstract: | This book is a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a PDS partnership. The Professional Development School Exploration and Assessment (PDSEA) Protocol provides surveys and focus group interview questions that facilitate the identification of P-12 school and teacher preparation program qualities, characteristics and perceptions to determine institutional compatibility. Collaborative discussion and PDS planning templates provide guidelines for planning new PDSs. Assessment instruments used with the PDSEA Protocol are available online. |
| Publisher: | Information Age |
| key words: | — |
Acessibilidade e desenho universal na aprendizagem
| Author: | Márcia Denise Pletsch |
| Author: | Izadora Martins da Silva de Souza |
| Author: | Lucélia Cardoso Cavalcante Rabelo |
| Author: | Saionara Corina Pussenti Coelho Moreira |
| Author: | Alexandre Rodrigues de Assis |
| Abstract: | O livro “Acessibilidade e Desenho Universal na Aprendizagem” produção de um conjunto de pesquisadores da área de Educação Especial, apresenta um conjunto de orientações com base nas premissas do desenho universal na aprendizagem para professores que atuam com estudantes com deficiência, transtorno do espectro do autismo e altas habilidades/superdotação. O livro defende a acessibilidade e suas diferenças como um princípio dos direitos humanos. A acessibilidade em diálogo com o desenho universal na aprendizagem não é objeto de um estudo teórico, mas de um princípio fundante em toda a organização da obra, com exemplos práticos do fazer pedagógico considerando a diversidade em sala de aula. Outro tema em destaque é a abordagem sobre o processo de ensino e aprendizagem como possibilidade de um trabalho comprometido com as premissas da educação inclusiva, retirando essa responsabilidade exclusivamente do estudante, como, ainda, é bastante comum na cultura e nos discursos nas escolas e nas universidades quando se trata de pessoas com deficiências. |
| Publisher: | Encontrografia |
| key words: | — |
At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings
| Editor: | Gretchen Brion-Meisels |
| Editor: | Jessica Tseming Fei |
| Editor: | Deepa Sriya Vasudevan |
| Abstract: | At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings brings together the voices of over 50 adults and youth to explore both the promises and challenges of intergenerational work in out-of-school time (OST) programs. Comprised of 14 chapters, this book features empirical research, conceptual essays, poetry, artwork, and engaged dialogue about the complexities of youth-adult partnerships in practice. At Our Best responds to key questions that practitioners, scholars, policymakers, and youth navigate in this work, such as: What role can (or should) adults play in supporting youth voice, learning, and activism? What approaches and strategies in youth-adult partnerships are effective in promoting positive youth development, individual and collective well-being, and setting-level change? What are the tensions and dilemmas that arise in the process of doing this work? And, how do we navigate youth-adult partnerships in the face of societal oppressions such as adultism, racism, and misogyny? |
| Publisher: | Information Age |
| key words: | — |
Basic Elements of Survey Research in Education: Addressing the Problems Your Advisor Never Told You About
| Editor: | Ulemu Luhanga |
| Editor: | Allen G. Harbaugh |
| Abstract: | In this first book of the series Survey Methods in Educational Research, we have brought together leading authors and scholars in the field to discuss key introductory concepts in the creation, implementation, evaluation and dissemination of survey instruments and their resultant findings. While there are other textbooks that might introduce these concepts adequately well, the authors here have focused on the pragmatic issues that inevitably arise in the development and administration process of survey instruments. Drawing from their rich experiences, the authors present these potential speed bumps or road blocks a survey researcher in education or the social sciences might encounter. Referencing their own work and practice, the authors provide valuable suggestions for dealing with these issues “your advisor never told you about.” And all of the recommendations are aligned with standard protocols and current research on best practices in the field of research methodology. This book is broken into four broad units on creating survey items and instruments, administering surveys, analyzing the data from surveys, and stories of successful administrations modeling the entire research cycle. Each chapter focuses on a different concept in the survey research process, and the authors share their approaches to addressing the issues. |
| Publisher: | Information Age |
| key words: | — |
Belonging: A Relationship-based Approach for Trauma-Informed Education
| Author: | Sian Phillips |
| Author: | Deni Melim |
| Author: | Daniel Hughes |
| Abstract: | Even though it is relationships that have hurt students with developmental trauma, it is known that they must find safe relationships to learn and heal. Forming those relationships with children who have been hurt and no longer trust adults is not easy. This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and felt sense of safety children with developmental trauma need. Using what is known from attachment theory, intersubjectivity theory, and interpersonal neurobiology, the reader is helped to understand why children behave in the challenging ways they do. |
| Publisher: | Rowman & Littlefield |
| key words: | — |
Bending the Arc Towards Justice: Equity-Focused Practices for Educational Leaders
| Editor: | Rajni Shankar-Brown |
| Abstract: | This book provides educational leaders with a deeper understanding of equity-focused and inclusive leadership practices, while offering intersectional views on social inequalities and stark reminders of the work still ahead. Connecting theory to practice, this book offers needed encouragement and inspiration to both in-service and practicing educational leaders. Rooted in social justice and weaving together diverse voices, this edited volume systematically examines equity-focused PreK-12 and higher education leadership practices. Shankar-Brown (Ed.) calls on educational leaders to collectively rise and mindfully work together to bend the arc toward justice. |
| Publisher: | Information Age |
| key words: | — |
Black Girl Civics: Expanding and Navigating the Boundaries of Civic Engagement
| Editor: | Ginnie Logan |
| Editor: | Janiece Mackey |
| Abstract: | This book begins the journey of understanding and communicating the varied forms of civics in the Black Girl experience. Black Girl Civics: Expanding and Navigating the Boundaries of Civic Engagement brings together a range of works that grapple with the question of what it means for African American girls to engage in civic identity development and expression. The chapters collected within this volume openly grapple with, and disclose the ways in which Black girls engage with and navigate the spectrum of civics. This collection of 11 chapters features a range of research from empirical to theoretical and is forwarded by Black Girlhood scholar Dr. Venus Evans-Winters. The intended audience for this volume includes Black girlhood scholars, scholars of race and gender, teachers, civic advocacy organizations, civic engagement researchers, and youth development providers. |
| Publisher: | Information Age |
| key words: | — |
Black Males Matter: A Blueprint for Creating School and Classroom Environments to Support Their Academic and Social Development A Sourcebook
| Author: | Cherrel Miller Dyce |
| Author: | Julius Davis |
| Author: | Shadonna Gunn |
| Abstract: | A major premise of the book is that teachers, school leaders, and school support staff are not taught how to create school and classroom environments to support the academic and social success of Black male students. The purpose of this book is to help champion a paradigmatic shift in educating Black males. This books aims to provide an asset and solution-based framework that connects the educational system with community cultural wealth and educational outcomes. The text will be a sourcebook for in-service and pre-service teachers, administrators, district leaders, and school support staff to utilize in their quest to increase academic and social success for their Black male students. Adopting a strengths-based epistemological stance, this book will provide concerned constituencies with a framework from which to engage and produce success. |
| Publisher: | Information Age |
| key words: | — |
Bridges not Blockades: Transcending University Politics
| Editor: | Gayle Maddox |
| Editor: | Martha Kalnin Diede |
| Abstract: | — |
| Publisher: | Myers Education Press |
| key words: | — |
Childhoods in More Just Worlds: An International Handbook
| Editor: | Timothy Kinard |
| Editor: | Gaile S. Cannella |
| Abstract: |
“This is a timely and important book. The contributions take up the critical task of inquiring into what it might look like to centre justice in the worlds and worldings of young children in current times of intensified and unevenly distributed precarity. Rather than working with an already-known and universalized meaning of justice, the book powerfully illustrates how confronting the impacts of neoliberal capitalism, colonialism and human exceptionalism on 21st Century childhoods can occur through situated, socio-culturally attuned accounts that attend closely to the places and spaces of childhood becomings.” |
| Publisher: | Myers Education Press |
| key words: | — |
Civil Rights and Federal Higher Education
| Editor: | Nicholas Hillman |
| Editor: | Gary Orfield |
| Abstract: |
Edited by Nicholas Hillman and Gary Orfield, the volume focuses on federal policy debates that have significant racial and socioeconomic implications, linking civil rights reforms to contemporary higher education policy issues. Through a mix of history and current events, the chapters highlight how policy has strayed from the Higher Education Act’s intended trajectory of promoting and protecting civil rights. This drift, the editors show, has created far-reaching consequences for students of color, low-income students, and incarcerated students, in addition to the colleges that serve them. Deftly identifying the social justice dimensions of today’s federal policies, the editors reveal how certain political influences have preserved the interests of powerful and historically advantaged stakeholders—often at the expense of those who are less powerful and most disadvantaged. With great insight, the book’s contributors explore higher education issues such as enrollment at Minority Serving Institutions, for-profit college outcomes, and legal and academic perspectives on affirmative action. Perhaps more importantly, Civil Rights and Federal Higher Education provides guidance on what can be done to course correct. The book offers short- and long-term policy prescriptions and policy alternatives to help legislative staffers, policy analysts, and researchers plot a way forward. |
| Publisher: | Harvard Education Press |
| key words: | — |
Clinically Based Teacher Education in Action: Cases from Professional Development Schools
| Editor: | Eva Garin |
| Editor: | Rebecca West Burns |
| Abstract: | For the last thirty years, educators have been fascinated yet puzzled with how to build professional development schools (PDS). Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward. |
| Publisher: | Information Age |
| key words: | — |
Composing Storylines of Possibilities: Immigrant and Refugee Families Navigating School
| Editor: | Martha J. Strickland |
| Abstract: | In this book, internationally migrant families invite us to listen to the storylines of their mostly muted voices as they navigate the local schools in their new cultural context. They call us to hear them as they grapple with issues they encounter. They implore us to feel like an outsider and see the school as a foreign culture with language and communication barriers. The book is organized to enhance this carework. Each chapter begins with a vignette that includes the voices of one or more members of international migrating families, while introducing the context of the chapter. At the end of each chapter readers will find specific implications to consider. These are constructed with preservice teachers, practicing teachers, and educational administrators in mind. As you read each chapter, there is the call for school transformation. The families in this book entreat school personnel to engage with international migrant families and to embrace a risk and resilience model as we strive together for success. These storylines challenge us to examine our personal storylines for biases and deficit understandings and call us all to purposefully rewrite these in the spirit of possibilities as the families in this book have embodied for us. |
| Publisher: | Information Age |
| key words: | — |
Computational Thinking Education in K–12 Artificial Intelligence Literacy and Physical Computing
| Editor: | Siu-Cheung Kong |
| Editor: | Harold Abelson |
| Abstract: |
A guide to computational thinking education, with a focus on artificial intelligence literacy and the integration of computing and physical objects. Computing has become an essential part of today's primary and secondary school curricula. In recent years, K–12 computer education has shifted from computer science itself to the broader perspective of computational thinking (CT), which is less about technology than a way of thinking and solving problems—“a fundamental skill for everyone, not just computer scientists,” in the words of Jeanette Wing, author of a foundational article on CT. This volume introduces a variety of approaches to CT in K–12 education, offering a wide range of international perspectives that focus on artificial intelligence (AI) literacy and the integration of computing and physical objects. |
| Publisher: | MIT Press |
| key words: | — |
Confessions of a School Reformer
| Author: | Larry Cuban |
| Abstract: | In Confessions of a School Reformer, eminent historian of education Larry Cuban reflects on nearly a century of education reforms and his experiences with them as a student, educator, and administrator.Interwoven with Cuban's evaluations and remembrances are his "confessions," in which he accounts for the beliefs he held and later rejected, as well as mistakes and areas of weakness that he has found in his own ideology. Ultimately, Cuban remarks with a tempered optimism on what schools can and cannot do in American democracy. |
| Publisher: | Harvard Education Press |
| key words: | — |
CONFLUENCES Intercultural Journeying in Research and Teaching: From Hermeneutics to a Changing World Order
| Author: | David Geoffrey Smith |
| Abstract: | In this book, Canadian scholar David Geoffrey Smith reflects on over thirty years of research and teaching in the human sciences, including education. Written between 1986 and 2018, the essays are organized around four themes: Hermeneutics and the Human Sciences; The Poststructuralist Turn; Globalization and Its Discontents; East/West Encounters and the Search for Wisdom. As a historical guide through the defining discourses in the human sciences, this volume could well serve as an introductory text for graduate students in education and other cognate disciplines like nursing, recreation and cultural studies. |
| Publisher: | Information Age |
| key words: | — |
Contemporary Perspectives on Research on Child Care in Early Childhood Education
| Editor: | Olivia Saracho |
| Abstract: | Child care researchers have been conducting studies to understand how participating in nonparental child care might influence the children's development and learning outcomes. There are more than enough child care studies to make numerous major inferences. For example, research outcomes show that child care quality seems to be more influential than either the kind of child care or age of admission in determining the children’s development and learning. The adults’ child care affects the quality in child care. In the environment adults who are caring for the children have the opportunity to effectively assume both nurturing and instructional roles to help young children cultivate their social and cognitive abilities. The teachers’ effectiveness is related to their individual characteristics, such as formal education, specialized training, and the classroom environment. However, the majority of the studies show that both family and quality of child care have the most significant effects on the children’s development and learning. Therefore, the concept of child care has heavily influenced modern views. Researchers, scholars, and educators are beginning to understand the current foundations based on theoretical frameworks that contribute to the purposes of the child care in the United States and Europe. The contents of the child care volume reflect the major shifts in the views of these early childhood researchers, scholars, and educators in relation to research outcomes on child care, its historical roots, the role of child care in early childhood education, and its relationship to theory, research, and practice. |
| Publisher: | Information Age |
| key words: | — |
Contribuições filosóficas à educação infantil: Por um “demorarse” na infância
| Author: | Patrícia Soares Venzon |
| Abstract: |
Contribuições filosóficas à educação infantil: Por um “demorarse” na infância estabelece uma ponte entre a educação infantil e a filosofia da educação, fortalecendo-as ao se debruçar sobre o conceito de infância, para liberá-lo, com o aporte teórico de Martin Heidegger. Venzon apresenta o método como um acesso provisório e temporário ao ser dos entes, já indicando que não estamos no horizonte positivista tradicional, no qual serão encontradas soluções às questões postas. O pensar com os escritos de Heidegger e de seus estudiosos vai indicando um filosofar em meio à trama conceitual desenvolvida pelo filósofo, na qual vamos nos enredando e nos aproximando do universo da educação infantil. Mais do que encontrar respostas e conclusões, vamos nos confrontando com indagações, num movimento de abertura aos possíveis, e nos daremos conta de que é preciso aprender a estar a caminho, a desencaminhar, a questionar e apropriar-se de si, possibilitando ao leitor um autocompreender-se enquanto ser em formação humana. |
| Publisher: | Appris |
| key words: | — |
Convictions of Conscience: How Voices From the Margins Inform Public Actions and Educational Leadership
| Editor: | Brenda J. McMahon |
| Editor: | Lisa R. Merriweather |
| Abstract: | Convictions of Conscience: How Voices From the Margins Inform Public Actions and Educational Leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools. It is for educational leaders interested in transforming systems and decolonizing education rooted socially, structurally and ideologically in hegemony. This edited volume promotes the questioning of assumptions embedded in neoliberal new managerialism practices that often undergird the preparation and training of school leaders. New managerialism in higher education seeks to understand the market forces in order to cater to the idiosyncratic, often self-promoting needs and interests of the few and seeks to respond with programs and policies aligned with those forces and interest. |
| Publisher: | Information Age |
| key words: | — |
CounterStories from the Writing Center
| Editor: | Wonderful Faison |
| Editor: | Frankie Condon |
| Abstract: | CounterStories from the Writing Center gathers emerging scholars of colour and their white accomplices to challenge some of the most cherished lore about the work of writing centres. Writing within an intersectional feminist frame, this volume’s contributors name and critique the dominant role that white, straight, cis-gendered women have played in writing centre administration as well as in the field of writing centre studies. This work will shake the field’s core assumptions about itself. |
| Publisher: | Utah State University Press |
| key words: | — |
Creating and Sustaining Effective K-12 School Partnerships: Firsthand Accounts of Promising Practices
| Editor: | Ahmad R. Washington |
| Editor: | Ramon B. Goings |
| Editor: | Malik S. Henfield |
| Abstract: | This book is a compilation of manuscripts and studies that explore partnerships and strategies educators and educational leaders use to produce positive socio-educational outcomes for Black students in various contexts. "Creating and Sustaining Effective K-12 School Partnerships: Firsthand Accounts of Promising Practices" is unique because it illuminates examples of effective school-community partnerships that foster positive student outcomes. "Creating and Sustaining Effective K-12 School Partnerships: Firsthand Accounts of Promising Practices" is intended as a practical text for committed educational leaders, at different professional points (e.g., practicing teachers, pre-service school counselors and teachers), who are eager to transform the current educational trajectory of Black children through interventions that show promise. |
| Publisher: | Information Age |
| key words: | — |
Creating Positive Elementary Classrooms: Preventing Behavior Challenges to Promote Learning
| Author: | Stephen W. Smith |
| Author: | Mitchell L. Yell |
| Abstract: | Creating Positive Elementary Classrooms: Preventing Behavior Challenges to Promote Learning includes straightforward, feasible, and evidenced-based strategies designed to prevent behavior problems in K-5 classrooms. With an exclusive classroom focus, this practitioner-friendly book encourages teachers to be proactive in classroom management and guides them through the process of setting up their classrooms to maximize learning while focusing on prevention of behavior challenges. Its emphasis on catching behavior problems before they occur enables teachers to run their classrooms more efficiently and experience less frustration, while also increasing student learning. A well-organized, systematic, and predictable teaching environment helps to prevent challenging behaviors, and this book presents ways to achieve this type of classroom environment. Using real-life classroom scenarios, this guide equips teachers with management techniques that break the common cycle of frustration, aggression, rejection, and hostility, so they can create positive elementary classrooms. |
| Publisher: | Rowman & Littlefield |
| key words: | — |
Creating School Partnerships that Work: A Guide for Practice and Research
| Editor: | Frances Kochan |
| Editor: | Dana M. Griggs |
| Abstract: | The book contains stories and research about school partnerships from a variety of groups and perspectives, which are focused upon multiple issues within educational institutions and communities within the United States. The final chapter, presents an analysis across all the partnerships to identify the elements that fostered and hindered their success and the primary lessons learned. This analysis should provide meaningful information for those engaged in developing and operating similar partnerships or those involved in conducting research on or about them. Although the cases presented in this book occur within the United States, the findings may also have relevance for similar initiatives in other countries. |
| Publisher: | Information Age |
| key words: | — |
Critical Issues in Early Childhood Teacher Education: Volume 1-US Perspectives and Volume 2-International Perspectives
| Editor: | Miranda Lin |
| Editor: | Ithel Jones |
| Abstract: | An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work. |
| Publisher: | Information Age |
| key words: | — |
Critical Race Theory in Education
| Author: | Gloria Ladson-Billings |
| Abstract: | This important volume brings together key writings from one of the most influential education scholars of our time. In this collection of her seminal essays on critical race theory (CRT), Gloria Ladson-Billings seeks to clear up some of the confusion and misconceptions that education researchers have around race and inequality. Beginning with her groundbreaking work with William Tate in the mid-1990s up to the present day, this book discloses both a personal and intellectual history of CRT in education. The essays are divided into three areas: Critical Race Theory, Issues of Inequality, and Epistemology and Methodologies. Ladson-Billings ends with a postscript that looks back at her journey and considers what is on the horizon for other scholars of education. Having these widely cited essays in one volume will be invaluable to everyone interested in understanding how inequality operates in our society and how race affects educational outcomes. |
| Publisher: | Teachers College Press |
| key words: | — |
Culturally Competent Engagement: A Mindful Approach
| Author: | Edward J. Brantmeier |
| Author: | Noorie K. Brantmeier |
| Abstract: | This book provides conceptual context for tried and true learning exercises that promote deeper self-understanding, ways to connect with people who are culturally different, and an understanding of the systems (socio-cultural, economic, political, and environmental) that circumscribe our lives. Written for organizational leaders, university instructors, students, and practitioners, this book includes typical approaches to enhancing culturally competent engagement, yet has several special features that differentiate it from approaches in other books and articles on the topic. Typical approaches to developing cultural competence focus on acquisition of communicative skills, behaviors, and dispositions needed to effectively navigate cross-cultural relationships and function effectively in multicultural environments. We include and build on these approaches by adding a layer of critical and complex systems understanding as a necessary foundation for effective cross-cultural engagement. The Self-Other-Systems approach challenges readers via concrete learning exercises that nudge one along the life-long path of culturally competent engagement. |
| Publisher: | Information Age |
| key words: | — |
Curriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us About Schools and Society Today
| Editor: | Thomas S. Poetter |
| Editor: | Kelly Waldrop |
| Editor: | Kimberly Pietsch Miller |
| Editor: | Cynthia Sanders |
| Editor: | Andy Hatton |
| Abstract: | The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time - all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? |
| Publisher: | Information Age |
| key words: | — |
Education Review
A multilingual journal of book reviews
ISSN: 1094-5296
