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Transforming History: A Guide to Effective, Inclusive, and Evidence-Based Teaching

Author: Mary Jo Festle
Abstract: In this theoretically informed but eminently practical volume, Mary Jo Festle examines the recent explosion of research on the teaching and learning of history. Illuminated by her own work, Festle applies the concept of "backward design" as an organizing framework to the history classroom. She provides concrete strategies for setting up an environment that is inclusive and welcoming but still challenging and engaging.
Instructors will improve their own conceptual understandings of teaching and learning issues, as well as receive guidance on designing courses and implementing pedagogies consistent with what research tells us about how students learn. The book offers practical illustrations of assignments, goals, questions, grading rubrics, unit plans, and formats for peer observation that are adaptable for courses on any subject and of any size. 
Publisher: University of Wisconsin Press
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Transforming Teaching Global Responses to Teaching Under the Covid-19 Pandemic

Author: Lucy Cooker
Author: Tony Cotton
Author: Helen Toft
Abstract:

Transforming Teaching shares the successes and the problems that were solved by a diverse group of educators during the global pandemic. The shared stories from around the globe will help and inspire any teacher to develop skills to support blended learning in whatever teaching situation they find themselves.

Including lessons to be learned from Kindergarten to University, this book introduces new ways of working and pedagogical approaches appropriate for developing global skills. It importantly focuses on teacher narratives to aid personal reflection and encourages readers to take responsibility for their own professional development. Each chapter prompts teachers to reflect and build on new skills developed through distance and blended learning, use of technology and new ways of relating to students.

Publisher: Routledge
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Universidade, formação e anti-intectualismo: Homenagem a José Luis Sanfelice

Editor: Adão José Peixoto
Editor: Simone Corbiniano
Editor: Solange Martins de Oliveira Magalhães
Abstract:

Em tempos de anti-intelectualismo, cabe mais do que nunca a afirmação do cultivo da racionalidade crítica, em que a Universidade e a Escola, além de um espaço de resistência política e da formação excelente, são, sobretudo, esferas de cultivo do saber e do conhecimento. Sendo assim, a Universidade e a Escola são instituições que afirmam a criação de novos direitos, a atitude democrática, as escolhas políticas conscientes e a formação de pessoas “maiores”, em sentido kantiano, de modo que possam pensar e propor à sociedade rumos voltados para a justiça e a emancipação. Por conseguinte, esta obra busca contribuir para a formação de professores, das pessoas em geral e de todos aqueles que desejam fazer o uso público da sua própria razão, na perspectiva de resistirem à ilusão de uma racionalidade que coíbe a iniciativa do pensamento, da crítica e do debate. Espera-se, por meio desses estudos, abrir caminhos de resistência e de diálogo.

Publisher: Mercado de Letras
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Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers

Editor: Mary Louise Hammeter
Editor: Michaelene M. Ostrosky
Editor: Lise Fox
Abstract:

For more than a decade, the widely used Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children has been helping early educators use research‐based practices to boost social‐emotional development. Now there's a practical guide that makes it easier than ever to implement this highly effective framework in preschool classrooms.

Created by the Pyramid Model developers and experts with extensive training experience, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2–5. Early childhood educators will get a complete overview of the framework, plus in‐depth guidance, evidence‐based strategies, and helpful checklists for implementing all tiers of the Pyramid Model: universal, targeted, and individualized.

Publisher: Brookes
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Vygotsky’s Pedology of the School Age

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

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

Editor: Gloria Swindler Boutte
Editor: Joyce Elaine King
Editor: George Lee Johnson, Jr.
Editor: LaGarrett J. King
Abstract: We Be Lovin' Black Children is a pro-Black book. Pro-Black does not mean anti-white or anti anything else. It means that this little book is about what we must do to ensure that Black children across the world are loved, safe, and that their souls and spirits are healed from the ongoing damage of living in a world where white supremacy flourishes. It offers strategies and activities that families, communities, social organizations, and others can use to unapologetically love Black children. This book will facilitate Black children's cultural and academic excellence.
Publisher: Myers Education Press
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Who Should Pay? Higher Education, Responsibility, and the Public

Author: Natasha Quadlin
Author: Brian Powell
Abstract: Who Should Pay? draws on a decade’s worth of public opinion surveys analyzing public attitudes about whether parents, students, or the government should be primarily responsible for funding higher education. Quadlin and Powell find that between 2010 and 2019, public opinion has shifted dramatically in favor of more government funding. In 2010, Americans overwhelming believed that parents and students were responsible for the costs of higher education. Less than a decade later, the percentage of Americans who believed that federal or state/local government should be the primary financial contributor has more than doubled. The authors contend that the rapidity of this change may be due to the effects of the 2008 financial crisis and the growing awareness of the social and economic costs of high levels of student debt. Quadlin and Powell also find increased public endorsement of shared responsibility between individuals and the government in paying for higher education. The authors additionally examine attitudes on the accessibility of college for all, whether higher education at public universities should be free, and whether college is worth the costs. 
Publisher: Russell Sage Foundation
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Writing across Difference: Theory and Intervention

Editor: James Rushing Daniel
Editor: Katie Malcolm
Editor: Candice Rai
Abstract: As the nation becomes increasingly divided by economic inequality, racial injustice, xenophobic violence, and authoritarian governance, scholars in writing studies have strived to develop responsive theories and practices to engage students, teachers, administrators, and citizens in the crisis of division and to begin the complicated work of radically transforming our inequitable institutions and society. Writing across Difference is one of the first collections to gather scholars from across the field engaged in offering theoretical, methodological, and pedagogical resources for understanding, interrogating, negotiating, and writing across difference.
Publisher: University Press of Colorado
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Writing Beyond Recognition: Queer Re-Storying for Social Change

Author: Claire Robson
Abstract: Writing Beyond Recognition: Queer Re-Storying for Social Change documents and analyzes the insidious ways heteronormativity produces homophobia and heterosexism, including how this operates and is experienced by those who identify as gay, lesbian, bisexual, transgendered and queer. Using critical arts research practices read through queer and feminist theories and perspectives, the chapters in the book describe how participants who identified as lesbian, gay, bisexual and transgendered gained critical insights by learning to write and read about their experiences in new ways. Their revised queer stories function to enable a movement beyond merely recognizing to appreciating and understanding those differences. Robson offers a powerful argument about how everyone is narrated by and through discourses of gender and sexuality. 
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