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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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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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Multiculturalism Still Matters in Education and Society: Responding to Changing Times

Author: Festus E. Obiakor
Abstract: Today, we live in changing times and how we respond to these changes creates some uneasiness in our daily lives. Some of these changes reflect demographic shifts in power and paradigm in the United States, while others reflect the reckless assumption that our problems are insurmountable. Multiculturalism Still Matters in Education and Society: Responding to Changing Times urges us to collaborate, consult, and cooperate for our common good. It rightly emphasizes that multiculturalism will always matter in whatever we do in our complex world. In addition, it challenges us to continue to see differences as strengths that must be valued in dealing with our students, educational professionals, leaders, and communities. Finally, this book inspires us to expand our discourses, create avenues for “hearty” conversations, look for ways to make invisible voices visible, and help culturally and linguistically diverse (CLD) and vulnerable populations to maximize their fullest potential.
Publisher: Information Age Publishing
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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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Narratives on Becoming: Identity and Lifelong Learning

Editor: Emilie Clucas Leaderman
Editor: Jennifer S. Jefferson
Editor: Jo Ann Gammel
Editor: Sue T. Motulsky
Editor: Amy Rutstein-Riley
Abstract: Narratives on Becoming: Identity and Lifelong Learning explores a myriad of ways that authors’ personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions.
Publisher: Information Age Publishing
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Navigating Moments of Hesitation: Portraits of Evangelical English Language Arts Teachers

Author: Heidi Lyn Hadley
Abstract: Teachers’ religious identities shape their classroom practices in varied ways. From the books they select to the relationships they build with students to the way they see their role as a teacher, teachers’ religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers as they explore the tension they feel between their teaching identities and their religious identities in the setting of the U.S. public education system.
Publisher: Myers Education Press
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Navigating the American Education System: Four Latino Success Stories

Author: Manuel P. Vargas
Abstract: Navigating the American Education System: Four Latino Success Stories showcases the educational journey of four Latino/a men and women who navigated the American education system successfully. Their success is significant given the multiple and varied challenges that most Latinos/as encounter throughout the K–20 educational continuum. The purpose of this book is not only to show and tell, but to describe ordinary people attaining extraordinary results, who might also stand as good role models for the youngest- and fastest-growing group—Latinos/as—in this country. 
Publisher: Information Age
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Next-Level Digital Tools and Teaching: Solving Six Major Instructional Challenges, K–12

Author: Rachel Karchmer-Klein
Author: Lauren Boulden
Author: Maureen McDonald
Abstract: What we have learned from the many challenges of online teaching and learning during the COVID-19 pandemic is the focus of this authoritative resource. Featuring teachers’ experiences and classroom examples, the authors examine what’s needed and what works in order to help educators improve current models of technology-integrated instruction in their schools and districts. With a focus on digital tools and planning for any setting, the text provides ready-to-use help for designing technology-integrated lessons, building and managing community, selecting the best digital tools for particular tasks, increasing student engagement, and differentiating instruction. The text also includes a final chapter that looks at how leaders can support schoolwide coordination and infrastructure. Action items at the end of each chapter address the specific needs of individuals, teams, and schools to help them shift from reflection to actual implementation, encouraging collaboration and accountability. Next-Level Digital Tools and Teaching is applicable to teaching and learning in face-to-face, online, or hybrid K–12 classroom settings.
Publisher: Teachers College Press
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On Indian Ground: The Southwest

Editor: John W. Tippeconnic III
Editor: Mary Jo Tippeconnic Fox
Abstract: On Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices. On Indian Ground: The Southwest looks at the history of Indian education within the southwestern states. The authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. 
Publisher: Information Age
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On Liking the Other: Queer Subjects and Religious Discourses

Author: Kevin J. Burke
Author: Adam J. Greteman
Abstract: On Liking the Other: Queer Subjects and Religious Discourses studies the intersection of religious and queer discourses in teacher education. It looks at the sometimes difficult topics rooted in these two particular discourses, which are often seen as unwelcome in both public and private educational spaces. In engaging in such a conversation, the authors seek the ways that these discourses, while steeped in discontent, dilemma, and difficulty, might also offer ways to reorient ourselves amidst twenty-first century educational realities. More to the point, the text puts queer histories and logics into conversations with theologies through the concept of liking. Eschewing the typical antagonism that often defines the relationships between religious and queer discourses, this book looks for resonances and overlaps that might provide new habits for conducting the work of meeting in teacher education classrooms and educational worlds. It is an excellent text for a variety of classrooms and courses.
Publisher: Myers Education Press
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On Teacher Neutrality Politics, Praxis, and Performativity

Editor: Daniel P. Richards
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On Teacher Neutrality explores the consequences of ideological arguments about teacher neutrality in the context of higher education. It is the first edited collection to focus exclusively on this contentious concept, emphasizing the practical possibilities and impossibilities of neutrality in the teaching of writing, the deployment of neutrality as a political motif in the public discourse shaping policy in higher education, and the performativity of individual instructors in a variety of institutional contexts. The collection provides clarity on the contours around defining "neutrality," depth in understanding how neutrality operates differently in various institutional settings, and nuance in the levels and degrees of neutrality--or what is meant by it--in the teaching of writing.

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Operationalizing Culturally Relevant Leadership Learning

Author: Cameron C. Beaty
Author: Kathy L. Guthrie
Abstract: This book is a practical resource designed to raise leadership educators understanding of culturally relevant leadership pedagogy for the purpose of creating inclusive learning spaces that are socially just for students. For leadership educators seeking personal and professional development to assist in building and enhancing their levels of cultural competence in leadership education, this book is a guide. The audience for the book ranges from new and entry-level leadership educator roles to senior scholars in leadership education. Operationalizing Culturally Relevant Leadership Learning, provides leadership educators with a substantive and comprehensive approach to the topic, offering personal narratives from leadership educators who have operationalized the model in their own personal and professional contexts. 
Publisher: Information Age Publishing
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Our Children Are Your Students: LGBTQ Families Speak Out

Author: Tara Goldstein
Abstract: Many schools have failed to create a nurturing educational environment for LGBTQ students. Our Children are Your Students features a discussion about the various tactics that LGBTQ families use to work with schools that don’t anticipate the arrival of their families and children. The book features a verbatim theatre script called Out at School, which is based on interviews conducted with 37 LGBTQ families about their experiences in school. The families live in four different cities in the province of Ontario as well as in the suburbs and rural communities surrounding them. Written by Tara Goldstein, Jenny Salisbury, and Pam Baer, the play contains 22 scenes of verbatim monologues and dialogues. A set of images created by visual artist benjamin lee hicks accompanies each scene. The play also contains three original songs composed by musician Kate Reid, who draws on a number of the themes embedded in the scenes. Links to performances of the songs and to the artwork can be seen on the LGBTQ Families Speak Out project website: www.lgbtqfamiliesspeakout.ca. This is an important book for teachers and pre-service teachers who are interested in creating inclusive classroom environments for all students.
Publisher: Myers Education Press
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Para a crítica dos fundamentos da formação de professores no Brasil - o problema da prática

Author: Elza Margardia de Mendonça Peixoto
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Para a crítica dos fundamentos da formação de professores no Brasil - o problema da prática trata do esforço de aproximação a uma abordagem materialista dialética do tema da prática a partir de uma incursão pelo pensamento do filósofo português José Barata-Moura. Com um convite aos que reivindicam o materialismo-dialético para desconfiar do que aparece como "bem conhecido", a autora revisa a crítica do filósofo português aos idealismos da práxis, destacando a categoria materialista e dialética de idealismo e de materialismo que o autor vai desenvolvendo em seus estudos do pensamento de Marx e Engels. Em paralelo, é exposta a polissemia do tema da prática em três clássicos que orientam os debates sobre a formação de professores no Brasil com o encaminhamento da necessidade de tomar a sério a advertência de Barata-Moura de que o sentido forte de prática em termos do materialismo dialético de Marx remete-se à "transformação material" nas figuras do trabalho, da política e do experimento. Longe de fechar a questão, o livro abre o debate instigante dos desafios para a abordagem das bases objetivas que determinam a formação de professores no Brasil.

Publisher: Edições Gargula/Editora Kelps
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Parenting in the Pandemic: The Collision of School, Work, and Life at Home A Collection of Essays

Editor: Rebecca Lowenhaupt
Editor: George Theoharis
Abstract: This book focuses on the experiences of education faculty who navigate this relationship as pandemic professionals and pandemic parents. In this collection of personal essays, we explore parenting in the pandemic among education professors. Through our stories, we share our perspectives on this moment of upheaval, as we find ourselves confronting practical (and impractical) aspects of long held theories about what school could be, seeing up close and personally the pedagogy our children endure online, watching education policy go awry in our own living rooms (and kitchens and bathrooms), making high-stakes decisions about our children’s (and other children’s) access to opportunity, and trying to maintain our careers at the same time. In this collision of personal and professional identities, we find ourselves reflecting on fundamental questions about the purpose and design of schooling, the value of our work as education professors, and the precious relationships we hope to maintain with our children through this difficult time. 
Publisher: Information Age
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Paulo Freire em diálogo com a educação de jovens e adultos

Author: Tânia Regina Dantas
Author: Ivanildes Apoluceno
Author: Maria Olivia de Oliveira Matos
Author: Érica Valéria Alves
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Essa obra é destinada a professoras(es), estudantes e pesquisadoras(es) da área de Educação, interessadas(os) em reflexões sobre diferentes conceitos e interpretações das concepções freirianas nas relações entre educação, ambiente e sociedade contemporânea, com vistas à reorganização curricular na Educação de Jovens e Adultos (EJA). Sabendo-se que Paulo Freire “é mais reconhecido do que efetivamente conhecido”, como já dizia Jason Mafra (2007, p.17), esse livro é mais do que oportuno nesse momento histórico. A partir de uma construção coletiva, com alunos e egressos do MPEJA, docentes desse Programa e professores pesquisadores de várias instituições brasileiras, foi possível construir esse livro que faz parte das Comemorações pelo Centenário de Paulo Freire programadas na UNEB, nesse ano.

Publisher: EDUFBA
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Pedagogies of With-ness: Students, Teachers, Voice and Agency

Editor: Linda Hogg
Editor: Kevin Stockbridge
Editor: Charlotte Achieng-Evensen
Editor: Suzanne SooHoo
Abstract: Across the globe, students are speaking up, walking out, and marching for social and ecological justice. Despite deficit discourses about students, youth are using their voice and agency to call forth a better world. Will educators respond to this call to stand with students in relational solidarity as co-constructors of a new tomorrow? What is possible when teachers and students engage together in new ways? Pedagogies of With-ness: Students, Teachers, Voice and Agency offers insight into the transformative possibilities of education when enacted as the art of being with. Driven by student voices and their experiences of marginalization, this text takes a clear ethical stance. It asserts that students are both capable and competent. Taking a narrative approach, this book honors academic work that is rooted in educational practice. Expanding beyond traditional conceptions of student voice, chapters engage in meditations on three themes: identity, pedagogy, and partnership. This book is an exploration of with-ness, a way of knowing, being, and acting. 
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Pedagogy of Vulnerability

Editor: Edward J. Brantmeier
Editor: Maria K. McKenna
Abstract: The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. 
Publisher: Information Age
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PNE, Políticas e Gestão da Educação: Novas formas de organização e privatização

Author: Luiz Fernandes Dourado
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É propósito deste e-book retomar, historicamente, a relação entre Plano Nacional de Educação (PNE), políticas e gestão, dando prosseguimento a pesquisas desenvolvidas e em desenvolvimento , que têm por eixo análises sobre os limites estruturais e conjunturais, sobretudo, do PNE 2014-2024, com especial ênfase na compreensão do processo de tensão entre a proposição e a materialização deste plano, suas diretrizes, metas e estratégias. Alia-se a esses processos de investigação a adoção de novos formatos pedagógicos, incluindo a oferta de pós-doutorado envolvendo a efetiva participação de pesquisadores de várias Universidades e a criação da Rede de Estudos e Pesquisas sobre Políticas Públicas de Educação (REPPE) . Neste contexto, este ebook apresenta resultados de pesquisas, visando, por meio de análises que se intercruzam, apreender, na conjuntura atual, quais são os contornos, os retrocessos, os limites e as potencialidades do processo de materialização ou não do PNE, a partir de vários olhares e perspectivas analíticas, na tentativa de analisar a intersecção entre plano, políticas e gestão da educação num contexto de novas formas de organização, gestão e privatização.

Publisher: ANPAE
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Posicionamentos epistemológicos nas pesquisas em políticas educacionais em cenários incertos

Editor: José Vieira de Sousa
Editor: Maria de Lourdes P. de Almeida
Abstract: É demasiadamente complexa a investigação epistemológica sobre as pesquisas que abordam as políticas educacionais. Dentre outras razões, isso acontece devido aos diferentes interesses dos pesquisadores que, associados às suas distintas concepções de realidade, elegerão uma diversidade de métodos e formas de examiná-las. Os vários artigos desse livro compartilham a tese de que a definição de uma política educacional, como de qualquer outra política pública, é uma construção histórica, que se dá mediante a negociação de interesses e visões de mundo expressas por diferentes grupos sociais. Essa política é carregada de concepções filosóficas de homem, de sociedade, de visões de mundo que, em seu conjunto, ou vistas separadamente, sempre requerem o olhar ético por parte de quem as aborda. Em se tratando de pesquisas em políticas educacionais, a definição do método para examiná-las exige identificar, dentre outros elementos, pressupostos ideológicos, contradições e interesses antagônicos implícitos aos discursos que lhes dão origem, bem como a forma como ganham concretude no movimento dialético que as constituem. Desse ponto de vista, o conjunto dos textos do presente livro expressa a compreensão de que as políticas educacionais devem ser apreendidas como fenômenos dotados de várias dimensões e na perspectiva de sua historicidade e do desvelamento das contradições e mediações no contexto da totalidade na qual se manifestam.
Publisher: Mercado de Letras
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Post-Pandemic Social Studies: How COVID-19 Has Changed the World and How We Teach

Editor: Wayne Journell
Abstract: COVID-19 offers a unique opportunity to transform the K–12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume—leading voices in social studies education—make the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards, and they offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society. Divided into two sections, this volume first focuses on how elementary and secondary educators might teach about the pandemic, both as a contentious public issue and as a recent historical event. The second section asks teachers to reconsider many long-standing aspects of social studies teaching and learning, from content and instructional approaches to testing.
Publisher: Teachers College Press
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Práticas Educativas: Múltiplas experiências na educação

Author: Shara Jane Holanda Costa Adad
Author: Joana D'arc de Sousa LIma
Author: Antônia Edna Brito
Abstract: Uma coletânea dedicada a discutir a prática educativa em vinte e oito capítulo. Os capítulos foram organizados a partir da articulação entre o alcance teórico e empírico das discussões de cada um, distribuindo-os em cinco temáticas: Práticas Educativas e Reflexões Teóricas; Práticas Educativas em experiências de Educação Indígena e Étnico/Raciais ; Práticas Educativas em Artes, Criações e Feminilidades Plurais ; Práticas Educativas e as Questões do Espaço Escolar e Espaços Acadêmicos, Universidades.
Publisher: Editora da Universidade Estadual do Ceará – EdUECE
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Práticas pedagógicas em imagens e narrativas: Memórias de processos didáticos e curriculares para pensar as escolas hoje

Author: Nilda Alves
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Este livro traz acontecimentos de e nas escolas, através de memórias de uma professora que atuou em todos os graus de ensino e que é pesquisadora, há muitos anos, dos processos curriculares cotidianos nas escolas, em especial, de suas dimensões materiais, com os artefatos culturais que, presentes nas escolas, são entendidos como artefatos curriculares. A intenção deste livro é, trazendo essas memórias – que são dela e que lhe foram contadas por outros docentes – pensar as questões pedagógicas que hoje estão nas escolas brasileiras como questões curriculares e didáticas.

Publisher: Cortez
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Preparing Pre-Service Teachers to Teach Computer Science: Models, Practices, and Policies

Editor: Chrstalla Mouza
Editor: Aman Yadav
Editor: Anne Ottenbreit-Leftwich
Abstract: The purpose of this book is to provide examples that could help guide the design and delivery of effective teacher preparation on the teaching of computer science. This book identifies promising pathways, pedagogical strategies, and policies that will help teacher education faculty and pre-service teachers infuse computer science content into their curricula as well as teach stand-alone computing courses. Specifically, the book focuses on pedagogical practices for developing and assessing pre-service teacher knowledge of computer science, course design models for pre-service teachers, and discussion of policies that can support the teaching of computer science. The primary audience of the book is students and faculty in educational technology, educational or cognitive psychology, learning theory, teacher education, curriculum and instruction, computer science, instructional systems, and learning sciences.
Publisher: Information Age
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Preparing STEM Teachers: The UTeach Replication Model

Editor: Joanne E. Goodell
Editor: Selma Koç
Abstract: STEM project-based instruction is a pedagogical approach that is gaining popularity across the USA. However, there are very few teacher education programs that focus specifically on preparing graduates to teach in project-based environments. This book is focused on the UTeach program, a STEM teacher education model that is being implemented across the USA in 46 universities. Originally focused only on mathematics and science, many UTeach programs are now offering engineering and computer science licensure programs as well. This book provides a forum to disseminate how different institutions have implemented the UTeach model in their local context.
Publisher: Information Age
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Preparing the Next Generation of Teacher Educators for Clinical Practice

Editor: Diane Yendol-Hoppey
Editor: Nancy Fichtman Dana
Editor: David Hoppey
Abstract:  This book offers insights from teacher education researchers that illustrate the ongoing benefits and persistent challenges of educating and preparing university and school-based teacher educators. This is an important step in understanding the complex roles, practices, and responsibilities associated with high quality teacher education that emphasizes clinical practice.
Publisher: Information Age
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Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia

Editor: Yolanda Flores Niemann
Editor: Carmen G. Gonzalez
Editor: Gabriella Gutiérrez y Muhs
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The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia name formidable obstacles and systemic biases that all women faculty-from diverse intersectional and transnational identities and from tenure track, terminal contract, and administrative positions-encounter in their higher education careers. They provide practical, specific, and insightful guidance to fight back, prevail, and thrive in challenging work environments. This follow up to Presumed Incompetent: The Intersections of Race and Class for Women in Academia comes at a crucial historical moment as the United States grapples with a resurgence of white supremacy and misogyny at the forefront of our social and political dialogues that continue to permeate the academic world.

Publisher: Utah State University Press
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Promoting Transborder Dialogue during Times of Uncertainty: A Time for Third Spaces

Author: Timothy G. Cashman
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Promoting Border Dialogue During Times of Uncertainty: A Time for Third Spaces is the product of years of investigations and publications focusing on the importance of dialogic processes in the fields of education, cultural work, economics, and politics. Recent, pivotal events reinforce the need for reimagining, reconceptualizing, redesigning, and reconstructing educational and governmental institutions. Hope for the amelioration of racial-, ethnic-, class-, religion- and gender-based conflicts resides in the implementation of effective dialogue. Dialogue must cross borders, internally and externally. Border crossings, not limited to geographic or political, are requisite for understandings of the current local, regional, national, transnational, and global conditions. Recent events make necessary a critical border praxis, which includes the creation of third spaces. Current conditions in the US and worldwide add to the urgency of addressing and responding to existential issues confronting educational institutions, societies, economies, and governments at all levels.

 
Publisher: Lexington Books
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