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Multiculturalism in Higher Education: Increasing Access and Improving Equity in the 21st Century

Editor: C. Spencer Platt
Editor: Adriel A. Hilton
Editor: Christopher Newman
Editor: Brandi Nicole Hinnant-Crawford
Abstract: The scholarship in this volume illustrates the state of multicultural education on college and university campuses. The authors bridge foundational knowledge with contemporary understandings; making the work both accessible for novices and beneficial for the authorities on multicultural education. This volume provides thoughtful discourse on issues ranging from the racial and ethnic diversity of the student and faculty bodies, and important topics like disability issues, to different educational contexts such as community colleges, HBCUs and HSI institutions.
Publisher: Information Age
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My Second First Year: Leaving Academia for a High School Classroom

Author: Joseph R. Jones
Abstract: Dr. Jones returned to the high school classroom after 15 years in higher education, most recently as an Associate Dean. This text chronicles his journey into his new teaching career. The premise of the text is framed on the attributes of a relational pedagogy. As such, the book discusses the relationships that Dr. Jones developed throughout the academic year. In this capacity, relational pedagogy allows the reader a unique lens through which to view the schooling process in this metropolitan southern town. In the book, Jones examines topics such as standardized testing, racism, sexuality, cheating, among other topics, through a critical theory paradigm. In doing so, Jones is able to interweave theoretical concepts within the daily actions of the schooling process. As such, the text is a unique reconceptualization of schools and the purpose of schools. 
Publisher: Information Age
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Next Steps with Academic Conversations: New Ideas for Improving Learning Through Classroom Talk

Author: Jeff Zwiers
Abstract:

Jeff Zwiers, an educational researcher at Stanford University, has spent the last 15 years analyzing classroom conversations to see how they can be better used and improved in classroom settings. Teachers who have worked with him report significant growth in students’ engagement, content learning, language, creativity, and sense of agency.

This resource is the product of his extensive research, co-teaching, and collaborating with a wide range of educators. It was written for busy teachers who want a practical guide for strengthening the quality and quantity of productive conversations in their lessons. 

Publisher: Stenhouse
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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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Opportunities and Challenges in Teacher Recruitment and Retention: Teachers' Voices Across the Pipeline

Editor: Carol R. Rinke
Editor: Lynnette Mawhinney
Abstract: Chapter contributions come from a variety of contexts across the United States and around the world. However, regardless of context or methodology, these chapters point to the importance of valuing and respecting teachers' lives and work. Moreover, they demonstrate that teacher recruitment and retention is a complex and multifaceted issue that cannot be addressed through simplistic policy changes. Rather, attending to and appreciating the web of influences on teachers lives and careers is the only way to support their work and the impact they have on our next generation of students.
Publisher: Information Age
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Opportunity for All: A Framework for Quality and Equality in Education

Author: Jennifer A. O'Day
Author: Marshall S. Smith
Abstract: Drawing on decades of research, policy, and practice, Jennifer A. O’Day and Marshall S. Smith show how strategies for pursuing educational quality and equal outcomes for all students can be linked, presenting an ambitious idea of the future of American education and a comprehensive theory of change for enacting that vision.

The authors argue that systemic causes require systemic solutions. Analyzing the failures of past efforts to address and remedy systemic inequality, O’Day and Smith maintain that our current standards-based policy framework needs to be connected to a continuous improvement approach to build on and scale up successes and to address gaps in outcomes. 
Publisher: Harvard Education Press
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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
Abstract:

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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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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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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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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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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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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