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Integrating Multiculturalism and Intersectionality Into the Psychology Curriculum: Strategies for Instructors

Editor: Jasmine A. Mena
Editor: Kathryn Quina
Abstract: Multicultural and intersectional aspects of identity are crucial components of human psychology. Yet, properly teaching and accounting for these factors in psychology courses can be a challenge. This comprehensive book provides instructors with practical guidance for incorporating multicultural perspectives into their courses and creating more welcoming and inclusive classrooms. The contributors are experienced instructors of graduate and undergraduate courses who describe effective teaching strategies, activities, and assignments that encourage students to contribute their viewpoints, learn from each other, challenge their own biases, and expand their worldviews.
Publisher: American Psychological Association
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Interactional Research Into Problem-Based Learning

Editor: Susan M. Bridges
Editor: Rintaro Imafuku
Abstract: Interactional Research Into Problem-Based Learning explores how students learn in an inquiry-led approach such as PBL. Included are studies that focus on learning in situ and go beyond measuring the outcomes of PBL. The goal is to further expand the PBL research base of qualitative investigations examining the social dimension and lived experience of teaching and learning within the PBL process. A second aim of this volume is to shed light on the methodological aspects of researching PBL, adding new perspectives to the current trends in qualitative studies on PBL. Chapters cover ethnographic approaches to video analysis, introspective protocols such as stimulated recall, and longitudinal qualitative studies using discourse-based analytic approaches. Specifically, this book will further contribute to the current educational research both theoretically and empirically in the following key areas: students’ learning processes in PBL over time and across contexts; the nature of quality interactions in PBL tutorials; the (inter)cultural aspects of learning in PBL; facilitation processes and group dynamics in synchronous and asynchronous face-to-face and blended PBL; and the developing nature of PBL learner identity.
Publisher: Purdue University Press
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Intra-Public Intellectualism Critical Qualitative Inquiry in the Academy

Editor: Timothy C. Wells
Editor: David Lee Carlson
Editor: Mirka Koro
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In a decidedly anti-intellectual moment, exemplified by such recent phenomena as denials of science, defunding of universities, and distrust of “facts,” Intra-Public Intellectualism examines the relationships among qualitative inquiry, truth telling and social activism. With contributions from scholars and activists around the world, the book addresses three key tensions in the field of social inquiry. The first tension concerns the proliferation of digital environments and virtual spaces, exploring how the “public” in public intellectualism might be reconsidered. The second tension concerns the ongoing critiques of truth and subjectivity, exploring how these disruptions change the work of the intellectual. The third tension concerns the growing scientific and philosophical rejection of static material worlds, exploring what becomes of social responsibility and justice when agency extends beyond human subjects. 

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It's Not Education that Scares Me, It's the Educators...: Is there Still Hope for Democracy in Education, and Education for Democracy?

Author: Paul R. Carr
Author: Gine Thésée
Abstract: The connection to democracy, Education for Democracy (EfD) and social justice is, for Carr and Thésée, clear, and this volume interweaves a narrative within these themes based on a Freirian theoretical backdrop. This book presents a vision for transformative education and EfD, seeking to cultivate, stimulate and support political and media literacy, critical engagement and a re-conceptualization of what education is, and, importantly, how it can address entrenched, systemic and institutional problems that plague society. Based on over a decade of empirical research in a range of contexts and jurisdictions, the authors strive to link teaching and learning with agency, solidarity, action and transformative change within the conceptual framework of a critically-engaged EfD.
Publisher: Myers Education Press
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It’s Being Done in Social Studies: Race, Class, Gender and Sexuality in the Pre/K-12 Curriculum

Editor: Lara Wilcox
Editor: Cathy Brant
Abstract: The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. 
Publisher: Information Age
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Key Scholarship in Media Literacy: David Buckingham

Author: Allison T. Butler
Abstract: Key Scholarship in Media Literacy: David Buckingham focuses on the scholarship and research of the eponymous global leader in media literacy education and childrens and young peoples media cultures. Studies and applications of media literacy education around the globe are indebted to the scholarship of Buckingham.
Publisher: Brill
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Latinas Leading Schools

Editor: Melissa A. Martinez
Editor: Sylvia Méndez-Morse
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The impetus for this book is to acknowledge, explore, theorize, and expand our understanding of how Latinas’ success as school and district leaders is informed by such gifts, including their prioritizing of familia and communidad, relationship building, reciprocity, and advocacy, in the face of such challenges. Thus, this volume covers four topical areas: 1) Testimonies and reflections from the field/Testimonios y reflexiones del campo, 2) Leading in relationship, comadrismo, with and for community/Liderazgo en relación, comadrismo, con y para la omunidad, 3) School community leaders(hip)/Lider(azgo) escolar y comunitario 4) Learning from the experiences of others/Aprendiendo de las experiencias de otras.

Publisher: Information Age
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Leading in Change: Implications of School Diversification for School Leadership Preparation in England and the United States

Editor: Valerie A. Storey
Abstract: Drawing together leading thinkers, researchers, and practitioners in the field of school leadership and management this text takes an international perspective to consider what we know about school diversification, and school leadership preparation. Theoretically and conceptually informed, the contributors’ draw on recent empirical research studies and practitioner experience into school leadership preparation to examine how neoliberal and neoconservative policies are working in unison to privatize and corporatize public schools. It looks at how these policies have impacted the preparation of school leaders.
Publisher: Information Age
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Learning in the Fast Lane: The Past, Present, and Future of Advanced Placement

Author: Chester E. Finn, Jr.
Author: Andrew E. Scanlan
Abstract: The Advanced Placement program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education―until now. In Learning in the Fast Lane, Chester Finn and Andrew Scanlan, two of America’s most respected education analysts, offer a groundbreaking account of one of the most important educational initiatives of our time.
Publisher: Princeton University Press
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Learning Theories for Everyday Teaching

Author: Carol Thompson
Author: Lydia Spenceley
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An essential tool for new teachers and trainees who want to use learning theories to develop their practice. The text explores key learning theories in a pragmatic way and encourages focused reflection to promote critical analysis of theories and their potential application to specific contexts. The authors highlight the practical benefits of using theory in planning, teaching and reflecting on practice. The text also encourages the use of a range of creative approaches to enhance learning.

Each chapter explores a key aspect of the teacher's role (such as planning, motivation or assessment) and outlines theories relating to this theme - fully embedding the use of learning theories in practical every day teaching. It includes activities for reflection and a section encouraging readers to 'map' the theory to their own practice. Scenarios and case studies throughout illustrate learning and support readers link theory to practice.

Publisher: SAGE
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Learning to Read the World and the Word: School-University-Community Collaboration to Enrich Immigrant Literacy and Teacher Education

Editor: R. Martin Reardon
Editor: Jack Leonard
Abstract: The perspective espoused by this volume is that collaboration among universities, schools, and communities is a crucial element in ensuring the provision of optimal learning environment for both im/migrant children and their parents. Chapter authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students. Enlightened teaching and culturally aware approaches from teachers engender support and cooperation from parents. Enlightened leadership is a constant thread through all the endeavors that are chronicled by contributors, as are the implications for socially just outcomes of successful implementation of inclusive pedagogies.
Publisher: Information Age
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Liberating Scholarly Writing: The Power of Personal Narrative

Author: Robert J. Nash
Author: Carol Witherell
Abstract: This book provides an alternative to the more conventional modes of qualitative and quantitative inquiry currently used in professional training programs, particularly in education. It features a very accessible presentation that combines application, rationale, critique, and inspiration-and is itself an example of this kind of writing. It teaches students how to use personal writing in order to analyse, explicate, and advance their ideas. And it encourages minority students, women, and others to find and express their authentic voices by teaching them to use their own lives as primary resources for their scholarship.
Publisher: Information Age
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Life behind the Mirror: One Woman's Remarkable Story of Living with Autism and Her Work with Children on the Spectrum

Author: Simons Jeanne
Author: Sabine Oishi
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Jeanne Simons devoted her career as a social worker to the study, treatment, and care of children with autism. In 1955, she established the Linwood Children's Center in Ellicott City, Maryland, one of the first schools especially for pupils with autism anywhere in the world. Her Linwood Model, developed there, was widely adopted and still forms the basis for a variety of autism intervention techniques. Incredibly―although unknown at the time―Jeanne was herself autistic.

Behind the Mirror reveals the remarkable tale of this trailblazer and how she thought, felt, and experienced the world around her. With moving immediacy, Jeanne tells her life story to developmental psychologist, friend, and collaborator Sabine Oishi, describing various adaptive strategies and coping mechanisms she developed to help control challenging behaviors associated with autism.

Publisher: Johns Hopkins University Press
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Linguagem, arte e educação ético-estética em perspectiva hermenêutica filosófica

Author: Maria Regina Johann
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Esta obra tematiza a arte como linguagem e argumenta a favor de que essa noção amplia as possibilidades da abordagem da arte escolar, pois permite uma experiência de acesso à verdade ético-estética em perspectiva própria, e esse acesso, ao modo específico da arte, é o próprio modo da aprendizagem humana, uma vez que aprender exige a mobilização e o pôr-se no horizonte da aprendizagem. Linguagem, Arte e Educação Ético-Estética em Perspectiva Hermenêutica Filosófica estrutura-se a partir da seguinte pergunta: Em que medida a arte é uma linguagem e o que isso permite pensar em relação ao seu lugar na educação escolar? A noção de arte como uma linguagem estética propõe pensar a possibilidade de um ensino que permita viver a experiência da inesgotabilidade da obra a partir da ideia gadameriana de que na relação com a arte ordenamos cada vez mais o nosso próprio mundo. A presente escrita resulta da revisão e ampliação dos temas tratados na pesquisa de Doutorado, apresentada em 2015, no Programa de Pós-Graduação em Educação nas Ciências da Unijuí.

Publisher: Unijuí
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Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students

Editor: Jennifer E. Carinci
Editor: Stephen J. Meyer
Editor: Cara Jackson
Abstract: The book responds to stakeholders’ collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.
Publisher: Information Age
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Literacy Instruction for Students with Emotional and Behavioral Disorders: Research-Based Interventions for Classroom Practice

Editor: Richard T. Boon
Editor: Mack D. Burke
Editor: Lisa Bowman-Perrott
Abstract: The purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.
Publisher: Information Age
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Look, Listen, Learn, LEAD: A District-Wide Systems Approach to Teaching and Learning in PreK-12

Editor: Jeffrey Smith
Editor: Kate Wolfe Maxlow
Editor: John Caggiano
Editor: Karen Sanzo
Abstract: Look, Listen, Learn, LEAD: A District-Wide Systems Approach to Teaching and Learning in PreK-12 lays out the transformational journey of Hampton City Schools (HCS), an urban school division of 30 schools in southeastern Virginia. Our school district faces numerous challenges, such as 62% of students receiving free and reduced-price lunch and 14% of students holding an IEP, and in 2015-2016, Hampton City Schools’ state accreditation rate was approximately half the statewide rate and on a downward trend. In only three years, that was turned around and HCS exceeded the statewide accreditation rate, a more than 100% improvement with 100% of our schools accredited without conditions. We attribute this in large part to our dedicated educators and their implementation of district-wide systems for curriculum, instruction, checking for student understanding, climate, and culture. The goal of this book is to break down the process of what it takes to bring about large-scale educational change that is sustainable. 
Publisher: Information Age
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Love in Education & the Art of Living

Editor: Becky L. Noël Smith
Editor: Randy Hewitt
Abstract: This collection of narratives, essays, and poetic expressions includes the perspectives of students and educators who, in varying ways, express gratitude toward those who came before them and a deep desire to keep the faith alive. The authors share narrative accounts of someone or something in the public schools or learning experiences in general that inspired and nurtured the passionate desire to achieve goods internal to some shared practice - that is, some art at living - such that there was a transformative readjustment to the very nature of experience itself. We share with readers the stories and intellectual habits that have fueled us, inspired us, and that continue to push us to engage in the practice of cultivating educational dynamics that are meaningful and transformative for ourselves, our students, and our communities. The book concludes with an exploration into how teachers might not only root their craft, but the habit of love in general, in a sense of freedom.
Publisher: Information Age
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Making A Spectacle: Examining Curriculum/Pedagogy as Recovery From Political Trauma

Editor: Megan Ruby
Editor: Michelle Angelo-Rocha
Editor: Mark Hickey
Editor: Vonzell Agosto
Abstract: The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.
Publisher: Information Age
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Making the DEC Recommended Practices ""Come to Life"": Using Case Method of Instruction in Early Childhood Special Education

Author: Aaron R. Deris
Author: Cynthia F. DiCarlo
Abstract: This book presents the use of case method instruction and realistic cases that align with current recommended practices (RP) from the Division of Early Childhood (DEC). An overview of DEC recommended practices explores assessment, environment, family, instruction, interaction, teaming and collaboration, transition, and a chart of cases. The benefits, debates, usage, barriers, framework, recommended practice, and case study rubrics of Case Method Instruction (CMI) are explored, creating guidelines for analysis and the implementation of plans. Each chapter contains two sections that presents cases for birth to age 3, and cases for 3 to 5 year olds. Fourteen case studies aligned with RP and DEC are includedseven solved and seven unsolved. The unsolved cases allow the reader to further develop their skills by determining what else could be done or needed to solve the case. 
Publisher: Charles C Thomas
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Making Up Our Mind: What School Choice Is Really About

Author: Sigal R. Ben-Porath
Author: Michael C. Johanek
Abstract: The question is not whether to have school choice. It is how we will regulate who has which choices in our mixed market for schooling—and what we, as a nation, hope to accomplish with that mix of choices. Looking beyond the simplistic divide between those who oppose government intervention and those who support public education, the authors make the case for a structured landscape of choice in schooling, one that protects the interests of children and of society, while also identifying key shared values on which a broadly acceptable policy could rest.
Publisher: University of Chicago Press
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Matchsticks: An Education in Black and White

Author: Fred Engh
Abstract: Fred Engh and his non-profit organization, NAYS―the National Association of Youth Sports―has positively affected the lives of millions of children throughout the country for decades, but chances are you have never heard of him or his group. What he has tried to do is make organized sports for kids fun. He has done this by training coaches to be fair, avoid playing favorites, bulling players, and stopping fans from getting out of control. He has also tried to even the playing field for children of different colors and ethnicities. From baseball to soccer to golf, he has made it his mission to let children choose to play the sport they love―no matter where they live or how well they play. And yet, the story behind how he discovered his calling in life is definitely a remarkable one of transition.
Publisher: Square One
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Maximizing the Policy Relevance of Research for School Improvement

Editor: Angela Urick
Editor: David E. DeMatthews
Editor: Timothy G. Ford
Abstract: This book is primarily for education researchers, faculty, and advanced graduate students seeking to improve the visibility and impact of their research on school improvement, particularly in the realm of educational policy and policy making. While this book is a volume in the book series for the American Educational Research Association Special Interest Group, Leadership for School Improvement, the importance and usefulness of the topics covered span education research more broadly. Further, the content of this book serves as a comprehensive guide for how education researchers, in general, can better situate their work to influence policy. The book is intended to be utilized by university scholars, graduate students in research or policy courses, post-doctoral fellows, as well as research associates or directors in various organizations relevant to education such as research consulting groups, non-profits which serve education causes, teacher unions, state agencies or state-level educator organizations/associations, and think tanks. Emerging or established researchers in any of these organizations who want to increase the relevance, significance and dissemination of their work into education policy will hopefully find this book useful.
Publisher: Information Age
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Measure, Use, Improve!: Data Use in Out-of-School Time

Editor: Christina A. Russell
Editor: Corey Newhouse
Abstract: Measure, Use, Improve! Data Use in Out-of-School Time shares the experience and wisdom from a broad cross-section of out-of-school time professionals, ranging from internal evaluators, to funders, to researchers, to policy advocates. Key themes of the volume include building support for learning and evaluation within out-of-school time programs, creating and sustaining continuous quality improvement efforts, authentically engaging young people and caregivers in evaluation, and securing funder support for learning and evaluation. This volume will be particularly useful to leadership-level staff in out-of-school time organizations that are thinking about deepening their own learning and evaluation systems, yet aren’t sure where to start. Authors share conceptual frameworks that have helped inform their thinking, walk through practical examples of how they use data in out-of-school time, and offer advice to colleagues.
Publisher: Information Age
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Mentoring as Critically Engaged Praxis: Storying the Lives and Contributions of Black Women Administrators

Editor: Deirdre Cobb-Roberts
Editor: Talia R. Esnard
Abstract: This edited volume seeks to interrogate the structures that affect the perceptions, experiences, performance and practices of Black women administrators. The chapters examine the nature and dynamics of the conflict within that space and the ways in which they transcend or confront the intersecting structures of power in academe. A related expectation is for interrogations of the ways in which their institutional contexts and, marginalized status inform their navigational strategies and leadership practices. More specifically, this work explores mentorship as critical praxis; that being, the ways in which Black women’s thinking and practices around mentoring affect their institutional contexts or environment, and, that of other marginalized groups within academe.
Publisher: Information Age
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Metodos de alfabetizacao no brasil

Author: Maria do Rosario Mortatti
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Neste livro estão reunidos sete textos publicados entre 1988 e 2018, como resultados de pesquisas desenvolvidas pela Autora há aproximadamente três décadas, especialmente em continuidade e detalhamento da pesquisa sobre história da alfabetização no Brasil, que resultou em tese de livre-docência defendida em 1997 e publicada em 2000 no livro Os sentidos da alfabetização: São Paulo – 1876-1994 (Ed. Unesp). Todos os textos tratam da história da alfabetização no Brasil, considerada como história da alfabetização escolar, em que se inter-relacionam aspectos didático-pedagógicos, sociológicos, culturais e políticos, dada sua vinculação direta com a história da escola pública, laica e gratuita que se inicia em nosso país, com a proclamação da República. A face mais visível desse movimento é a “questão dos métodos”, em torno da qual a Autora identifica quatro momentos cruciais, nos quais estão sintetizadas disputas políticas pela hegemonia de projetos de nação, por meio de disputas entre os “educadores ‘intelectuais orgânicos’” defensores de um novo e “revolucionário” método em oposição aos defensores de métodos então antigos e tradicionais.  A relevância do tema, a complexidade dos problemas formulados e/ou indicados no livro possibilitam compreender a tensão entre permanências e rupturas características dessa história e que se manifestam também no contexto brasileiro atual, reiterando a importância tanto de conhecer o passado para compreender o presente quanto de considerar a intrínseca relação entre alfabetização e política.

Publisher: UNESP
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Misinformation and Fake News in Education

Editor: Panayiota Kendeou
Editor: Daniel H. Robinson
Editor: Matthew T. McCrudden
Abstract: Today, like no other time in our history, the threat of misinformation and disinformation is at an all-time high. This is also true in the field of Education. Misinformation refers to false information shared by a source who intends to inform, but is unaware that the information is false, such as when an educator who recommends the use of a learning strategy that is not actually beneficial. Disinformation is false information shared by a source who has the intent to deceive and is aware that the information is false, such as when a politician claim that high-stakes testing will fix K-12 education when in fact there is no evidence to support this practice. This book provides recent examples of how misinformation and disinformation manifest in the field of education and remedies.
Publisher: Information Age
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Movies and Moral Dilemma Discussions: A Practical Guide to Cinema Based Character

Author: Stewart Waters
Author: William B. Russell, III
Abstract: Movies and Moral Dilemma Discussions: A Practical Guide to Cinema Based Character Development explores the values, attitudes, and beliefs depicted on film. Since the beginning of the film industry movie makers have depicted morals and values on the silver screen. Teachers will find the book to be a valuable guide for infusing character education and film into the classroom. The book includes an overview of character education, a discussion of film pedagogy, and explores utilizing film for educational purposes.
Publisher: Information Age
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Movimentos sociais, sujeitos e processos educativos: uma antologia da produção do GT3 da Anped

Author: Elmir de Almeida
Author: Leandro R. Pinheiro
Author: Luis Antonio Groppo
Author: Mirela Figueiredo Santos
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A produção coletiva tem por objetivo central oferecer ao público uma sistematização dos processos de reflexão, debates e produções científicas ao longo de sua história, com ênfase na última década, momento em que o GT assumiu seu atual nome. Trata-se de produto intelectual que acolheu trabalhos de membros do GT3, elaborados entre 2011-2020, os quais percorrem um arco amplo, diversificado e fecundo de problemas de pesquisa e experiências teórico-práticos com claras interfaces com os seus três eixos temáticos: movimentos sociais, sujeitos e processos educativos. Assim, o livro recobre: i) os desafios teóricos e metodológicos que se declinam nos processos de investigação e compreensão das ações coletivas em seus múltiplos formatos, dos/as sujeitos/as e seus modos de participação e dos processos educativos escolares e não escolares; ii) as abordagens de questões pertinentes à configuração social de ações coletivas, em seus múltiplos modos e contextos de atuação, assim como dos conflitos sociais que elas engendram; iii)  as análises das dinâmicas de participação dos sujeitos em diferentes cenários socioeducacionais, destacando-se, tanto às condições estruturais de suas práticas, quanto os agenciamentos produzidos por seus protagonistas; iv) os estudos de diferentes processos educativos, em modalidades escolares e/ou não-escolares, no tocante a suas potencialidades subjetivadoras e emancipatórias; v) os trabalhos relativos ao diversificado rural brasileiro,:mediante análises das lutas sociais e das culturas do e no campo; vi) as produções sobre a condição juvenil e os jovens em diferentes esferas de socialização, relações plurais de sociabilidade, suas ações coletivas e espaços de educação.

Publisher: Pedro & João Editores
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Multiliteracies in English as an Additional Language Classrooms: Methods, Approaches, and Lessons

Editor: Luciana C. de Oliveira
Editor: Ana Maria Menda
Editor: Cristiane Vicentini
Abstract: This book presents different practices and strategies for the English as an additional language classroom as well as units that could be adapted to various grade levels, English language proficiency levels, and linguistic and cultural backgrounds. The research, lessons, and concepts included in the book present innovative ideas in EAL education. The chapters are the result of a professional learning program for 30 English as a Foreign Language (EFL) teachers from Brazil, held at the University of Miami’s School of Education and Human Development in the Spring semester of 2018. The program, entitled “Six-Week English Language Certificate Program for High School English Teachers from Brazil (PDPI),” contained several components related to language development and methodology, including orality, reading, writing, linguistic and grammatical knowledge, and interculturality. The program was guided by the principle of multiliteracies, with a focus on English language development through new possibilities to participate in meaning making that incorporates verbal, visual, body language, gestures, and audiovisual resources.
Publisher: Information Age
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