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Oppression and Resistance in Southern Higher and Adult Education: Mississippi and the Dynamics of Equity and Social Justice

Author: Kamden K. Strunk
Author: Lesie Ann Locke
Author: Georgianna L. Martin
Abstract: This book explores the long history of oppression and resistance in adult and higher education, situated in Mississippi. The state serves as a unique site in which intersecting narratives around race, ethnicity, social class, opportunity, democracy, and equity have played out over the past several decades. In this book, the authors highlight the experiences of students and adults in Mississippi who provide both covert, subtle resistance to the dominant, oppressive educational narrative in the state, as well as those who provide active, visible resistance. Using critical pedagogy and critical theory to drive their analysis, the authors highlight the systematic and continuous nature of oppression, and theorize ways forward toward liberation in Mississippi, the South, and the nation.
Publisher: Palgrave Macmillan
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ot For Ourselves Alone: The Legacies of Two Pioneers of Black Higher Education in the United States

Author: Hakim J. Lucas
Abstract: By relying on the educational models of Wilberforce University and Morehouse College, this study gathered historical artifacts that provide critical responses to the following research questions: What were the similarities and differences between the social, historical, political and cultural forces that led to the founding of the colleges? What were the similar and different motivations and interests of the founding leaders? What were the similar and different effects of these founding leaders on their institutions in their time period? What similar and different supports did these institutions receive from their religious organizations? What can we learn from the impact of these institutions on Black higher education over the last 150 years?
Publisher: Information Age
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Outcomes of High-Quality Clinical Practice in Teacher Education

Editor: David Hoppey
Editor: Diane Yendol-Hoppey
Abstract: Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.
Publisher: Information Age
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Outside Money in School Board Elections: The Nationalization of Education Politics

Author: Jeffrey R. Henig
Author: Rebecca Jacobsen
Author: Sarah Reckhow
Abstract: Drawing on a detailed study of elections in five districts (Bridgeport, Connecticut, Denver, Indianapolis, Los Angeles, and New Orleans), the authors explore what happens when national issues percolate downward into local politics. They suggest that the involvement of wealthy individuals and national organizations in local school board elections are signs of the nationalization of local education politics that potentially have significant implications for equity and democracy. 
Publisher: Harvard Education Press
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Para Além da Educação Popular

Author: Flávio Brayner
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A obra, prefaciada pelo professor Danilo Streck, reúne 12 longos artigos, escritos em declarada tonalidade polêmica, tratando de diversos aspectos da chamada Educação Popular, seus conceitos, suas fragilidades, sua adequação como instrumento pedagógico de resistência, o enquadramento histórico das proposições de Freire ou o uso frequente de conhecidos chavões que pululam nos discursos da área. Os artigos que compõem o livro foram apresentados nas reuniões da ANPEd (Grupo de Trabalho 06. Educação Popular, ao qual pertence o autor), desde o ano de 1999. Discutindo temas como as mudanças políticas na ideia de "militância", os limites práticos e conceituais do Movimento de Cultura Popular (Recife), o platonismo da Educação Popular, o clichê como uma forma de "derrota do pensamento", ou o silêncio bibliográfico de Paulo Freire (que raramente citava obras!), ou a institucionalização do pensamento de Paulo Freire..., o livro é alinhavado a partir de um visível fio vermelho: é necessário, se quisermos ainda esperar de uma "pedagogia" suas virtuais potencialidades de "libertação" política e cultural, rever com seriedade os conceitos em que ela se funda e se legitima. A Pedagogia do Oprimido, por exemplo, foi um verdadeiro divisor de águas da literatura pedagógica brasileira, "inventando" uma personagem que, antes, não era objeto de nenhum discurso propriamente pedagógico: o "oprimido". No entanto, devemos perguntar - à luz da vigilância crítica a que Freire tanto nos incitou- se as "águas" que corriam em 68 são as mesmas que correm hoje, quer dizer, se podemos ainda tratar da opressão no interior de uma filosofia da consciência, numa época de modificação radical da ética do dever, substituída por outra, do prazer, numa sociedade de hiperconsumo e de narcisismo patológico. Assim, a tese, comum no meio da Educação Popular, de que "enquanto houver oprimidos, a obra de Freire se manterá atual" não se sustenta! De inspiração polêmica, como foi dito, o livro é um alerta contra a fragilidade da resistência pedagógica crítica num momento de severo ataque do antiintelectualismo.


Publisher: Mercado Letras
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Paradoxes of the Public School: Historical and Contemporary Foundations of American Public Education

Author: James E. Schul
Abstract: Paradoxes of the Public School promises to foster a thoughtful dialogue on the complexity of school and how best to improve it for the future. Teacher educators may find it useful to help develop teacher candidates’ understanding of the nature of school. However, anyone interested in the nature of school will find this book insightful, clear, and easy to follow. All readers will find this book to be cutting edge as it creatively fills a dire need for a compelling tale of school that is both informative and thought provoking.
Publisher: Information Age
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Paradoxes of the Public School: Historical and Contemporary Foundations of American Public Education

Author: James E. Shul
Abstract: Is the American public school doing what we want it to do? Or, is what we want it to do in conflict with what society allows it to do? This book takes on issues central to understanding the complexities of the American public school experience. Readers are simultaneously taken into the historical and contemporary context of these issues through an honest and provocative approach that engages them into the real world of school. Chapters revolve around key issues such as religion, democracy, teachers, race, reform, pedagogy, efficiency, freedom, segregation, social class, exceptionality, gender, technology, and accountability. Paradoxes of the Public School promises to foster a thoughtful dialogue on the complexity of school and how best to improve it for the future. Teacher educators may find it useful to help develop teacher candidates’ understanding of the nature of school. However, anyone interested in the nature of school will find this book insightful, clear, and easy to follow. All readers will find this book to be cutting edge as it creatively fills a dire need for a compelling tale of school that is both informative and thought provoking.
Publisher: Information Age
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Participatory Methodologies to Elevate Children's Voice and Agency

Editor: Ilene R. Berson
Editor: Michael J. Berson
Editor: Colette Gray
Abstract: This volume of the Research in Global Child Advocacy Series explores participatory methodologies and tools that involve children in research. Perspectives on the role of children have transitioned from viewing children as objects of research, to children as subjects of research, to acknowledgement of children as competent contributors and agents throughout the inquiry process.
Publisher: Information Age
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Pathways to Personalization: A Framework for School Change

Author: Shawn C. Rubin
Author: Cathy Sanford
Abstract: Shifting a school or district to offer more personalized learning requires a great deal of commitment, passion, and energy, but it also demands a strategic process. Pathways to Personalization meets this need by providing a field-tested road map for educators seeking ways to meet the academic and emotional needs of all students, and to empower them to take charge of their own learning.
Publisher: Harvard Education Press
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Pedagogy for Restoration: Addressing Social and Ecological Degradation Through Education

Author: David Krzesni
Abstract: Pedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own terms.
Publisher: Peter Lang
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People Need to Know

Author: Robert M. Lucas
Abstract: People Need to Know follows a group of students as they study the defining event in their community’s history - a 1930 lynching that was captured in one of the century’s most iconic and disturbing photographs. With ambitions of contributing to public understanding, the students set out to create a collection of online resources about the lynching. As they encounter troubling information and consider how best to present it to others, the students come to better understand the complex ethical ramifications of historical work and to more fully appreciate why their learning matters. Through the stories of these students, their teacher, and an author re-immersed in the town of his own childhood, the book develops an approach to curriculum in which students create products of value beyond the school walls. In a time of educational standardization, when assignments and assessments often fail to deliberately engage the ethically charged and locally particular contexts of students’ lives, Robert M. Lucas proposes that we see learning in their creation and appreciation of public value. The book will be of particular interest for courses in curriculum studies and in history and social studies education.
Publisher: Peter Lang
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Personalized Learning in the Middle Grades: A Guide for Classroom Teachers and School Leaders

Author: Penny A. Bishop
Author: John M. Downes
Author: Katy Farber
Abstract: Drawing on their research and work with fifty schools in Vermont, where PLPs are used statewide, the authors show how personalized learning aligns with effective middle grades practice and provide in-depth examples of how educators have implemented PLPs in a wide range of schools representing different demographics and grade configurations. They also highlight five critical roles for teachers in personalized learning environments—as empowerer, scaffolder, scout, assessor, and community builder—and illustrate how teachers can adapt the PLP process for their own unique contexts.
Publisher: Harvard Education Press
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Perspectives of Black Histories in Schools

Editor: LaGarrett J. King
Abstract: The book, Perspectives on Black Histories in Schools, brings together a diverse group of scholars who discuss how k-12 Black history is understood in education. The book’s chapters focus on the question, what is Black history, and explores that inquiry through various mediums including its foundation, curriculum, pedagogy, policy, and psychology. The book provides researchers, teacher educators, and historians an examination into how much k- 12 Black history has come and yet how long it still needed to go.
Publisher: Information Age
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Pesquisa-Educação: Mediações para transformação social

Author: Telmo Adams
Author: Danilo Romeu Streck
Author: Cheron Zanini Moretti
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O livro articulado pelo Grupo de Pesquisa Mediações Pedagógicas e Cidadania da Universidade do Vale do Rio dos Sinos – UNISINOS nasceu, entre outras razões, para registrar memórias de práticas e de reflexões teóricas de investigação. O grupo envolve desde a sua origem, pesquisadores e pesquisadoras de diferentes níveis de formação acadêmica (de graduandos/as a pós-doutorandos/as), da mesma forma que integra projetos que resultaram em trabalhos de conclusão de cursos de graduação, dissertações de mestrado, teses de doutorado e pesquisas de estágio de pós-doutorado. Trata-se do resultado de um belo mutirão de pesquisa, característica desse grupo, como podemos perceber na diversidade dos capítulos que o compõem. Sua organização contempla 16 capítulos integrados em duas partes: Pesquisa-Educação: experiências mediadoras e Mediações pedagógicas e educativas: diálogos e teorizações. A primeira parte do livro assume a categoria central de nosso estudo, em suas dimensões educativas e pedagógicas, e outros conceitos (participação, a experiência, a emancipação social e humana, a mulher, a comunicação e as tecnologias) em diferentes campos empíricos e contextos. A segunda parte, apresenta uma incidência maior na teorização da prática educativo- investigativa do grupo de pesquisa, com a pluralidade de compreensões sobre as mediações na educação, na pedagogia e na pesquisa.O conteúdo de cada um dos capítulos que formam as partes e o todo dessa obra oferece um amplo leque de reflexões sobre mediações educativas e pedagógicas, reflete o nosso desejo de compartilhar uma experiência de pesquisa participativa que articula tanto a rigorosidade metódica quanto a boniteza da prática de quem educa pesquisando e pesquisa educando com as organizações sociais populares que lutam por justiça cognitiva e pela transformação da sua realidade.

Publisher: Appris Editora
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Philosophical Reflections on Neuroscience and Education

Author: William H. Kitchen
Abstract: Philosophical Reflections on Neuroscience and Education explores conceptual and normative questions about the recent programme which aims to underpin education with neuroscientific principles. By invoking philosophical ideas such as Bennett and Hacker's mereological fallacy, Wittgenstein's the first-person/third-person asymmetry principle and the notion of irreducible/constitutive uncertainty, William H. Kitchen offers a critique of the whole-sale adoption of neuroscience to education. He explores and reviews the role that neuroscience has started to play in educational policy and practice, and whether or not such a role is founded in coherent conceptual reasoning. Kitchen critically analyses the role which neuroscience can possibly play within educational discussions, and offers paradigmatic examples of how neuroscientific approaches have already found their way into educational practice and policy documents. By invoking the philosophical work primarily of Wittgenstein, he argues against the surge of neuroscientism within educational discourse and offers to clarify and elucidate core concepts in this area which are often misunderstood.
Publisher: Bloomsbury
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Physics Teaching and Learning: Challenging the Paradigm

Editor: David W. Sunal
Editor: Jonathan T. Shemwell
Abstract: In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms.
Publisher: Information Age
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Points of Departure: Rethinking Student Source Use and Writing Studies Research Methods

Editor: Tricia Serviss
Editor: Sandra Jamieson
Abstract: Points of Departure encourages a return to empirical research about writing, presenting a wealth of transparent, reproducible studies of student sources. The volume shows how to develop methods for coding and characterizing student texts, their choice of source material, and the resources used to teach information literacy. In so doing, the volume advances our understanding of how students actually write. The contributors offer methodologies, techniques, and suggestions for research that move beyond decontextualized guides to grapple with the messiness of research-in-process, as well as design, development, and expansion. Serviss and Jamieson’s model of RAD writing studies research is transcontextual and based on hybridized or mixed methods. Among these methods are citation context analysis, research-aloud protocols, textual and genre analysis, surveys, interviews, and focus groups, with an emphasis on process and knowledge as contingent. Chapters report on research projects at different stages and across institution types—from pilot to multi-site, from community college to research university—focusing on the methods and artifacts employed.

Publisher: Utah State University Press
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Políticas de accountability em educação: Perspectivas sobre avaliação, prestação de contas e responsabilização

Author: Odair Sass
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Esta coletânea, fruto do V Seminário Internacional promovido pelo PEPG em Educação: História, Política, Sociedade (Educação e Regimes Ditatoriais: 50 anos do Golpe Militar no Brasil”), da Pontifícia Universidade Católica de São Paulo, realizado em 2014, reúne contribuições de pesquisadores nacionais e estrangeiros, cujas análises compõem as quatro grandes partes da obra: 1) Ditaduras na América Latina e no Brasil; 2) Movimentos Sociais e a Luta pela Educação; 3) Memória, Autoritarismo e Justiça; e 4) O Uso de Futebol pelas Ditaduras e a Resistência, além da conferência de abertura, à cargo de Noam Chomsky, Professor Emérito do Instituto de Tecnologia de Massachusetts – MIT, em que desenvolve raciocínio pautado na relação entre democracia e educação, recuperando princípios necessários à liberdade em todos os planos da vida social, sobretudo o da educação.

Publisher: Junqueira & Marin
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Potential on the Periphery

Author: Omari Scott Simmons
Abstract: Even high-performing students sometimes need assistance to transform their high school achievement into a higher education outcome that matches their potential, especially when those students come from vulnerable backgrounds. Without intervention, many of these students, lost in the transition between secondary school and higher education, would not attend selective colleges that provide greater opportunities. Potential on the Periphery profiles the Simmons Memorial Foundation (SMF), a grassroots non-profit organization co-founded by author Omari Scott Simmons, that promotes college access for students in North Carolina and Delaware. Simmons discusses how the organization has helped students secure admission and succeed in college, using this example to contextualize the broader realm of existing education practice, academic theory, and public policy. Using data gleaned from interviews with past student participants in the programs run by the SMF, Simmons illuminates the underlying factors thwarting student achievement, such as inadequate information about college options, limited opportunities for social capital acquisition, financial pressures, self-doubt, and political weakness. Simmons then identifies policy solutions and pragmatic strategies that college access organizations can adopt to address these factors. 
Publisher: Rutgers University Press
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Power, Equity and (Re)Design: Bridging Learning and Critical Theories in Learning Ecologies for Youth

Editor: Elizabeth Mendoza
Editor: Ben Kirshner
Editor: Kris D. Gutiérrez
Abstract: This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth. The contributors are emerging scholars who are leading voices working at the intersections of theory and practice for educational equity. Chapters in this volume take up themes of power and equity in the design and redesign of learning opportunities for young people. The chapters show variation in the kinds of learning--from complex ecologies spanning multiple institutions and age groups to specific classroom or after-school spaces.
Publisher: Information Age
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Práticas de formação de professores: Da educação básica à educação superior

Author: Joana Paulin Romanowski
Author: Pura Lúcia Oliver Martins
Author: Simone Regina Manosso Cartaxo
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Este livro apresenta resultados de investigações realizadas nos grupos de pesquisa da Rede Interinstitucional de Pesquisas de Formação e Práticas Docentes – RIPEFOR, na maioria projetos financiados pelo CNPq e CAPES. O tema central é a formação de professores entendida como processo permanente de construção da profissão docente. Ao conter os resultados de pesquisa expressa sua originalidade pelo ineditismo dos textos e pela a origem das questões de pesquisa articuladas aos problemas gestados nos processos de formação de professores, o que oportuniza a atualidade das análises e discussões. A formação de professores ao considerar os desafios da atualidade carece de constante busca para compreender os processos das práticas formativas. A análise é dirigida para a teorização dessa prática na perspectiva da teoria como expressão da prática. A formação de professores se articula com a prática pedagógica da educação básica e do ensino superior avaliando criticamente as possibilidades de melhoria do processo de ensino.

Publisher: PUCPRESS
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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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Preventing Bullying in Schools: A Social and Emotional Learning Approach to Prevention and Early Intervention

Author: Catherine P. Bradshaw
Author: Tracy Evian Waasdorp
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Nearly a third of students are directly involved in bullying by the time they graduate from high school. A range of strategies have been shown to improve peer interactions and reduce bullying behaviors. Yet many teachers struggle to detect bullying and to respond to it effectively. This book is a much- needed guide to evidence-based methods for prevention and intervention in K–12 classrooms.

Publisher: W. W. Norton & Company
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Principles-Focused Evaluation: The GUIDE

Author: Michael Quinn Patton
Abstract: How can programs and organizations ensure they are adhering to core principles--and assess whether doing so is yielding desired results? From evaluation pioneer Michael Quinn Patton, this book introduces the principles-focused evaluation (P-FE) approach and demonstrates its relevance and application in a range of settings. Patton explains why principles matter for program development and evaluation and how they can serve as a rudder to navigate the uncertainties, turbulence, and emergent challenges of complex dynamic environments. In-depth exemplars illustrate how the unique GUIDE framework is used to determine whether principles provide meaningful guidance (G) and are useful (U), inspiring (I), developmentally adaptable (D), and evaluable (E). User-friendly features include rubrics, a P-FE checklist, firsthand reflections and examples from experienced P-FE practitioners, sidebars and summary tables, and end-of-chapter application exercises.
Publisher: The Guilford Press
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Professional Learning Communities: The Ultimate Blueprint for Academic Success

Author: Barbara D. Culp
Abstract: This book lays out a blueprint for thoughtful actions that transform schools and their communities. Using ideas and techniques focused on six key areas, educators discover what needs to be taught, what needs to be retaught, and who needs to be taught. Their PLCs build solutions that place academic excellence within reach of every learner.

Real experiences from schools across the nation, as well as Dr. Culp’s decades of experience, have been mined to generate actionable steps. Each chapter ends with a collection of charts, worksheets, checklists, and tips that can be implemented immediately. Professional Learning Communities is the concise go-to guide that maps your path to lasting results and true success.
Publisher: Lexington Books
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Program Evaluation Theory and Practice (2nd ed.)

Author: Donna M. Mertens
Author: Amy T. Wilson
Abstract: This leading text that covers both the theory and practice of evaluation in one engaging volume has been revised and updated with additional evaluation approaches (such as mixed methods and principles-focused evaluation) and new methods (such as technologically based strategies). The book features examples of small- and large-scale evaluations from a range of fields, many with reflective commentary from the evaluators; helpful checklists; and carefully crafted learning activities. Major theoretical paradigms in evaluation--and the ways they inform methodological choices--are explained. Readers learn effective strategies for clarifying their own theoretical assumptions; working with stakeholders; developing questions; using quantitative, qualitative, and mixed methods designs; selecting data collection and sampling strategies; analyzing data; and communicating and utilizing findings. The new companion website provides extensive recommended online resources and tools, organized by chapter. 
Publisher: The Guilford Press
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Promoting Rigor Through Higher Level Questioning: Practical Strategies for Developing Students' Critical Thinking

Author: Todd Stanley
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Promoting Rigor Through Higher Level Questioning equips teachers with effective questioning strategies and:

  • Challenges students to think critically, as well as explore their curiosity and imagination.
  • Explores the power of questioning to transform the classroom.
  • Utilizes Bloom's taxonomy as the key to formulating higher level questions.
  • Includes questioning strategies for students' assignments, assessments, day-to-day activities, and classroom discussions.
  • Helps make lively, in-depth dialogue the norm.
Publisher: Prufrock Press
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Promoting the Educational Success of Children and Youth Learning English: Promising Futures

Editor: Suzanne Le Menestrel
Editor: Ruby Takanishi
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Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result.

Promoting the Educational Success of Children and Youth Learning English: Promising Futuresexamines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.

Publisher: National Academies Press
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Queen Mothers: Articulating the Spirit of Black Women Teacher-Leaders

Editor: Rhonda Baynes Jeffries
Abstract: This text interrogates contexts where Black women function as Queen Mothers and contests the trivialization of their manifold contributions. The contributed chapters explore: The myriad experiences of Black women mothering, teaching and leading their children, families and communities; how spirituality has influenced the leadership styles of Black women as mothers and teachers; and how Black women are uniquely positioned to mother, teach, and lead in personal and professional spaces.
Publisher: Information Age
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Read Aloud Handbook for Native American Children

Author: Lauren Waukau-Villagomez
Author: Samantha J. Villagomez
Abstract:  The book promotes the use of read alouds with Native American children in order to develop oral language, vocabulary and background knowledge. In addition, American Indian English and Standard English are discussed as issues for Native American Children. The importance of code-switching and bilingualism are examined so teacher have a better understanding of their students’ worldviews. This will lead to a respect for the children;s culture and subjugated knowledge.
Publisher: Information Age
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