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Vygotsky’s Pedology of the School Age

Author: René van der Veer
Abstract: This is an edited (introduced and annotated) book by the Russian psychologist Lev Vygotsky who belongs to the most well-known social scientists of the previous century and whose body of writings still serves as a source of inspiration for present-day researchers in psychology, education, linguistics, and so on. The book had not been translated into any language and was virtually unknown to the scientific community, because it is extremely hard to find a copy of the original. The book will cause excitement among those familiar with Vygotsky’s writings, because it deals with an aspect of his life and work that is little known, notably his involvement with child studies or, as it is also known, pedology (paidology, paedology).
Publisher: Information Age
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We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States

Editor: Leisy J. Abrego
Editor: Genevieve Negrón-Gonzales
Abstract: The widely recognized “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship. While a well-intentioned, strategic tactic to garner political support of undocumented youth, it has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—poignantly counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Illuminating how various institutions reproduce and benefit from exclusionary narratives, this volume articulates the dangers of the Dreamer narrative and envisions a different way forward.
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Weathering the Storm: Independent Writing Programs in the Age of Fiscal Austerity

Editor: Richard N. Matzen, Jr.
Editor: Matthew Abraham
Abstract: Weathering the Storm assesses the socioeconomic and political conditions that have surrounded the rise of independent writing programs (IWPs) and departments. Chapter contributors look at the institutional conditions and challenges that IWPs have faced since the 1980s with a focus on enduring the financial collapse of 2008.
Publisher: Utah State University Press
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What to Expect When You're Expected to Teach Gifted Students: A Guide to the Celebrations, Surprises, Quirks, and Questions in Your First Year Teaching Gifted Learners

Author: Kari Lockhart
Abstract: In each chapter, readers dive into issues that are frequently cited as challenges for new gifted teachers and emerge equipped with resources and strategies to build a successful classroom that meets the needs of high-ability students. This book is perfect for any teacher new to the field of gifted education.
Publisher: Prufrock Press
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When Your Child Learns Differently: A Family Approach for Navigating Special Education Services With Love and High Expectations

Author: Kathryn Fishman-Weaver
Abstract: Accessible and encouraging, this guide humanizes the journey of caring for children who learn differently. Readers will leave the book empowered with practical policy knowledge and energized by the belief that, with love and high expectations, almost anything is possible.
Publisher: Prufrock Press
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Where Teachers Thrive: Organizing Schools for Success

Author: Susan Moore Johnson
Abstract: In Where Teachers Thrive, Susan Moore Johnson outlines a powerful argument about the importance of the school as an organization in nurturing high‐quality teaching. Based on case studies conducted in fourteen high-poverty, urban schools, the book examines why some schools failed to make progress, while others achieved remarkable results. It explores the challenges that administrators and teachers faced and describes what worked, what didn’t work, and why.
Publisher: Harvard Education Press
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Who Controls the Preparation of Education Administrators?

Editor: Arnold B. Danzig
Editor: William R. Black
Abstract: The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers--graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. 
Publisher: Information Age
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Wholehearted Teaching of Gifted Young Women: Cultivating Courage, Connection, and Self-Care in Schools

Author: Kathryn Fishman-Weaver
Abstract: Wholehearted Teaching of Gifted Young Women explores the important role school communities play in supporting the social and emotional needs of high-achieving young women. Using a youth participatory action research model, this project follows 20 student researchers from high school through college. This longitudinal study leads to "Wholehearted Teaching," a new framework for cultivating courage, connection, and self-care in schools. 
Publisher: Prufrock
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Why Kids Love (and Hate) School: Reflections on Difference

Editor: Steven P. Jones
Author: Eric C. Sheffield
Abstract: This collection consists of theoretical discussions, personal reflections, research reports, and policy suggestions sourced in the experiences of our most vulnerable students with an eye to making schools places all students might love rather than hate. The essays take up these issues from the perspectives of poverty, gender, race, ethnicity, ability, language, and religion among others.
Publisher: Myers Education Press
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Why Students Disengage in American Schools and What We Can Do About It

Author: Paul Bernabei
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Engaged students with a passion for learning are becoming rare in American schools. Why do students lose their passion for learning and disengage in school?

The continual comparison and judgment that our youth experience result in their belief that they are not good enough or not smart enough. To the extent that this happens, fear diminishes their curiosity, strips away their self-confidence, and results in disengagement and unfulfilled potential. This book examines the significance of disengagement and presents strategies for overcoming it.

Publisher: TOP20 Publishing
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Work-based learning in tertiary education in Europe – examples from six educational systems: Part II – case studies

Author: Ute Hippach-Schneider
Author: Verena Schneider
Abstract: The implementation of work-based learning elements in tertiary education programmes can be seen as a trend of recent years. Different models and approaches have been developed. In the context of a BIBB research project, examples from England, France, Ireland, Norway, Austria and Poland were investigated, analysed and thus the great variety of practice-oriented and practice-integrated programmes revealed. Interviews with representatives from research, education policy administration as well as with students, companies and educational institutions provide an insight into the concrete experience and appraisal of selected educational programmes. 
Publisher: Federal Institute for Vocational Education and Training
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Writing Beyond Recognition: Queer Re-Storying for Social Change

Author: Claire Robson
Abstract: Writing Beyond Recognition: Queer Re-Storying for Social Change documents and analyzes the insidious ways heteronormativity produces homophobia and heterosexism, including how this operates and is experienced by those who identify as gay, lesbian, bisexual, transgendered and queer. Using critical arts research practices read through queer and feminist theories and perspectives, the chapters in the book describe how participants who identified as lesbian, gay, bisexual and transgendered gained critical insights by learning to write and read about their experiences in new ways. Their revised queer stories function to enable a movement beyond merely recognizing to appreciating and understanding those differences. Robson offers a powerful argument about how everyone is narrated by and through discourses of gender and sexuality. 
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You Can't Be What You Can't See: The Power of Opportunity to Change Young Lives

Author: Milbrey W. McLaughlin
Abstract: You Can’t Be What You Can’t See presents a rare longitudinal account of the benefits of a high-quality, out-of-school program on the life trajectories of hundreds of poor, African American youth who grew up in Chicago’s notorious Cabrini-Green housing project in the 1980s and early ’90s.
Publisher: Harvard Education Press
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