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O movimento de ocupações estudantis

Author: Adriana Alves Fernandes Costa
Author: Luis Antonio Groppo
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A coletânea analisa uma série de ações coletivas potentes do ponto de vista político e formativo: as ocupações estudantis no Brasil em 2015 e 2016. Nessas ações coletivas, adolescentes e jovens tomaram as rédeas da resistência contra o retrocesso político e social perpetrado por um golpe institucional e um governo que despejou uma série de medidas de cunho neoliberal e conservador. Mas também se tratou de um movimento que trouxe à luz a capacidade dos estudantes serem sujeitos de sua própria história e guiarem, sozinhos ou ao lado de gerações mais velhas, seu processo educativo. O movimento que abordaremos teve a adesão de estudantes em praticamente todos os estados brasileiros, além do Distrito Federal, com diversas motivações e em diferentes tempos: tanto em reação à reestruturação do sistema educacional, quanto em reação à Proposta de Emenda Constitucional (PEC) n° 241/2016 1 e à Medida Provisória n° 746/2016. 2 A nosso ver, esses projetos e a contraofensiva dos estudantes interferiram nas reconfigurações da estrutura do sistema educacional brasileiro e nos processos formativos de alunos e professores. A abertura traz uma entrevista concedida pela estudante secundarista paranaense, Ana Júlia Ribeiro, na qual reflete, quase um ano depois, sobre sua participação na ocupação de sua escola, seu discurso na Assembleia Legislativa do Paraná e a escola pós-ocupação. A primeira parte, “Contextos e Discursos de luta dos movimentos estudantis”, traz um olhar panorâmico sobre as ocupações, precedido da análise do contexto político e educacional que deu origem a tais movimentos. As ocupações são tratadas como parte do ciclo de ações coletivas iniciado, no Brasil, com as Jornadas de Junho de 2013, ciclo esse em que os jovens têm tido papel de grande relevância. Já a segunda parte, “Espaços de ocupação e resistências”, explana a análise de movimentos de ocupação ocorridos em 2015 e de 2016. Destaca-se a onda nacional de ocupações do segundo semestre de 2016, que se iniciou como uma ação dos secundaristas do Paraná contra a proposta do governo Temer de reforma do Ensino Médio, mas que atingiu estudantes da Educação Superior e se vinculou, em alguns locais, a greves de servidores da educação pública federal.

Publisher: Pedro & João Editores
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Open Your Hand: Teaching as a Jew, Teaching as an American

Author: Ilana M Blumberg
Abstract: Fifteen years into a successful career as a college professor, Ilana Blumberg encounters a crisis in the classroom that sends her back to the most basic questions about education and prompts a life-changing journey that ultimately takes her from East Lansing to Tel Aviv.  As she explores how civic and religious commitments shape the culture of her humanities classrooms, Blumberg argues that there is no education without ethics. When we know what sort of society we seek to build, our teaching practices follow. In vivid classroom scenes from kindergarten through middle school to the university level, Blumberg conveys the drama of intellectual discovery as she offers novice and experienced teachers a pedagogy of writing, speaking, reading, and thinking that she links clearly to the moral and personal development of her students. Writing as an observant Jew and as an American, Blumberg does not shy away from the difficult challenge of balancing identities in the twenty-first century: how to remain true to a community of origin while being a national and global citizen. As she negotiates questions of faith and citizenship in the wide range of classrooms she traverses, Blumberg reminds us that teaching - and learning - are nothing short of a moral art, and that the future of our society depends on it.
Publisher: Rutgers University Press
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Opening Doors: An Implementation Template for Cultural Proficiency

Author: Trudy T. Arriaga
Author: Randall B. Lindsey
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This book tells the story of Ventura Unified School District's successful implementation of cultural proficiency, which opened long-closed doors for marginalized students and returned gains on every key success metric. Most importantly, it will empower you to do the same for your school or district. Resources include:

  • A method for evaluating the impact of educational decisions on students' access to learning
  • A clearly outlined three-year implementation plan for making your school culturally proficient
  • A content-rich companion website that includes templates and forms for implementing the book’s suggestions
Publisher: Corwin
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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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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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Pathways to Personalization: A Framework for School Change Paperback – October 23, 2018 by Shawn C. Rubin

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 on Diversity, Equity, and Social Justice in Educational Leadership (National Association for Multicultural Education Series)

Editor: Ashraf Esmail
Editor: Abul Pitre
Editor: Antonette Aragon
Abstract: Perspectives on Diversity, Equity, and Social Justice in Educational Leadership provides educational leaders with practical steps for implementing multicultural education into schools. Drawing from multicultural scholars like James Bank’s it equips educational leaders with the knowledge, skills, and dispositions to ensure that schools provide all students with equal educational opportunities. Concepts such culturally responsive leadership, transformative leadership, and restorative justice are discussed throughout the book.
Publisher: Rowman & Littlefield Publishers
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Pesquisa em rede: Diálogos de formação em contextos coletivos de conhecimento

Author: Isabel Maria Sabino de Farias
Abstract: O livro “Pesquisa em Rede: diálogos de formação em contextos coletivos de conhecimento” apresenta um conjunto de reflexões sobre investigação em rede, desenvolvido durante cinco anos (2013-2017), por pesquisadores das Universidades Estadual do Ceará (UECE), Federal de Ouro Preto (UFOP) e Federal de São Paulo (UNIFESP-Campus Guarulhos). A pesquisa em rede sob a qual constituímos as reflexões desse escrito – que teve como objeto de estudo o desenvolvimento profissional docente – foi apoiada pelo Programa Observatório da Educação (OBEDUC/CAPES – Edital nº 049/2012). Trata-se de uma obra sobre um caminho alternativo de pesquisa em Educação – a pesquisa em rede, tecido também como espaçotempo de formação entre pares experientes e iniciantes na produção do conhecimento na área. Sua elaboração e publicização foram impulsionadas pela intenção de compartilhar com o leitor “o barro” que deu forma e vida a um modo significativo de materializar a pesquisa como princípio de formação. Assim, assume como objetivo registrar as características de um processo de pesquisa em rede e suas contribuições para a produção do conhecimento e a formação de pesquisadores. Ademais, publicizar uma experiência como esta, num contexto de cortes e contingenciamentos orçamentários nas áreas da educação, da ciência e da tecnologia, alargados a partir de 2016, é um modo de evidenciar que sem um profuso investimento em pesquisa e produção de conhecimento a busca pela qualidade social da educação não passa de uma falsa promessa. Um texto que se fia no argumento de que os nossos pares têm o direito de saber tudo sobre como gestamos e desenvolvemos uma ideia, neste caso precisamente, como gestamos e desenvolvemos uma pesquisa em rede. Os erros, assim como os acertos, ensinam, nos parece ser essa a lição. Socializar nossa caminhada, as estratégias adotadas, as incertezas, as idas e vindas e o que com ela aprendemos é o nosso jeito de continuar caminhando. Esse é o desafio desta obra
Publisher: ED UECE
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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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Place, Belonging and School Leadership: Researching to Make the Difference

Author: Kathryn Riley
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Place, Belonging and School Leadership offers research findings, analysis and accessible tools for further research inquiry that are designed to contribute to the development of professional learning communities. Researching about place and belonging, Kathryn Riley argues, gives new teachers powerful insights into children's experiences in the classroom and playground, and encourages them to review and change their professional practices. It provides young people with a vehicle to voice their experiences, grow their skill and talents, and develop a sense of agency.

Place, Belonging and School Leadership helps school leaders to be 'place-makers' who make 'belonging' work for pupils from many different backgrounds. It builds trust, develops the knowledge and capacities of staff, and harnesses the creative potential of young people to explore, reflect and act. Riley offers an invaluable leadership tool that strengthens school cultures and nourishes leadership throughout the school.

Publisher: Bloomsbury
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Place-Based Methods for Researching Schools

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Schools are complex institutions. They do not easily reveal themselves to researchers who rely on only one or two methods. Understanding a school, its neighbourhood and its students requires a researcher with a more complex repertoire of verbal, statistical and visual research strategies.

Place-Based Methods for Researching Schools shows how multiple methods can be used together to research schools, rather than dealing with decontextualised methods, one by one. Taking a novel theoretical approach to the school as a 'place', the book offers grounded illustrations of schools as places from real case study and ethnographic research conducted in both Australia and the UK. A practical guide, this book explores the on-the-ground questions researchers are likely to face in the order they are likely to face them. The chapters not only look at data generation approaches, but also address analysis of the data and writing about the school, topics that are often ignored. Methods explored for use include those drawn from urban planning and geography to explore neighbourhoods, visual surveys, mapping, classroom observation, ethnographic observation, interviews, focus groups, sociograms and linguistic corpora.

Including research tips from the authors, case studies, a glossary and annotated further reading list, this book is essential reading for students and scholars approaching their research project.

Publisher: Bloomsbury
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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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Political Transformations and Teacher Education Programs

Author: Miriam Ben-Peretz
Abstract: Chapters in this volume discuss the impact of statewide political transformation on teacher education programs.
Publisher: Rowman & Littlefield Publishers
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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: About This BookEven 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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Potlatch as Pedagogy: Learning as Ceremony

Author: Sara Florence Davidson
Author: Robert Davidson
Abstract: In 1884, the Canadian government enacted a ban on the potlatch, the foundational ceremony of the Haida people. The tradition, which determined social structure, transmitted cultural knowledge, and redistributed wealth, was seen as a cultural impediment to the government’s aim of assimilation.  The tradition did not die, however; the knowledge of the ceremony was kept alive by the Elders through other events until the ban was lifted. In 1969, a potlatch was held. The occasion: the raising of a totem pole carved by Robert Davidson, the first the community had seen in close to 80 years.  Sara Florence Davidson, Robert’s daughter, would become an educator. Over the course of her own education, she came to see how the traditions of the Haida practiced by her father—holistic, built on relationships, practical, and continuous—could be integrated into contemporary educational practices. From this realization came the roots for this book.
Publisher: Portage & Main
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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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Preparing Teachers for Deeper Learning

Author: Linda Darling-Hammond
Author: Jeannie Oakes
Abstract: Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice.
Publisher: Harvard Education Press
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Principled Resistance: How Teachers Resolve Ethical Dilemmas

Editor: Doris A. Santoro
Editor: Lizabeth Cain
Abstract: Principled Resistance: How Teachers Resolve Ethical Dilemmas brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The book provides vivid examples of the pedagogical, professional, and democratic principles undergirding resistance, as well as the distinct perspective of each of its contributors: teachers who reflect on their acts of principled resistance; teacher educators who study teachers and support their professional growth; and historians who demonstrate that a tradition of teachers’ principled resistance has had a significant impact on American society, not only on schools and teaching. 
Publisher: Harvard Education Press
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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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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 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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Quality in Undergraduate Education: How Powerful Knowledge Disrupts Inequality

Author: Monica McClean
Author: Andrea Abbas
Author: Paul Ashwin
Abstract: Globally, the appetite for higher education is great, but what do students and societies gain? Quality in Undergraduate Education foregrounds the importance of knowledge acquisition at university. Many argue that university education is no longer a public good due to the costs incurred by students who are then motivated by the promise of lucrative employment rather than by studying a discipline for its own sake. McLean, Abbas and Ashwin, however, reveal a more complex picture and offer a way of thinking about good quality university education for all. Drawing on a study which focused on four sociology-related social science UK university departments of different reputation, the book shows that students value sociological knowledge because it gives them a framework to think about and act on understanding how individuals and society interact. Further, the authors discuss how what was learned from the study about how policy, curriculum and pedagogy might preserve and strengthen the personal and social gains of social science undergraduate education.
Publisher: Bloomsbury
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