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The Succeeders: How Immigrant Youth Are Transforming What It Means to Belong in America

Author: Andrea Flores
Abstract: This book challenges dominant representations of the so-called American Dream, those “patriotic” narratives that focus on personal achievement as the way to become an American. This narrative misaligns with the lived experience of many first- and second-generation Latino immigrant youth who thrive because of the nurture of their loved ones. A story of social reproduction and change, The Succeeders illustrates how ideological struggles over who belongs in this country, who is valuable, and who is an American are worked out by young people through their ordinary acts of striving in school and caring for friends and family.
Publisher: University of California Press
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The Trouble with English and How to Address It: A Practical Guide to Implementing a Concept-Led Curriculum

Author: Zoe Helman
Author: Sam Gibbs
Abstract:

This essential book will help English teachers to address the challenges and opportunities in creating a powerful, knowledge-rich curriculum, which draws on lived experience and engages with cognitive science and other educational research. It explores persistent problems in the teaching of English, why we have struggled to address them and how we can go about creating a curriculum which enables all pupils to achieve.

Written by experienced English teachers and teacher educators, the book empowers teachers to reclaim their subject as one which has the power to change lives, and to deliver it with passion and authenticity. 

Publisher: Routledge
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Theories of Educational Leadership and Management

Author: Tony Bush
Abstract:

This fifth edition of Tony Bush’s bestselling text explores the links between educational management theories and the main models of leadership, and their application to policy and practice globally across varied educational contexts. This fully updated new edition is informed by an enhanced global perspective and expanded coverage of important contemporary issues including teacher leadership, professional learning communities, transformational leadership, instructional leadership and a critical assessment of distributed leadership. This is essential reading for all teachers who aspire to management, as well as for experienced leaders on Masters’ level courses, and for those studying school management as part of education degrees.

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Toward Anti-Oppressive Teaching: Designing and Using Simulated Encounters

Author: Elizabeth A Self
Author: Barbara S Stengel
Abstract: Toward Anti-Oppressive Teaching introduces an innovative approach for using live-actor simulations to prepare preservice teachers for diverse classroom settings. Based on the SHIFT Project at Vanderbilt University, the book highlights the promise of these encounters to empower preservice teachers to become more culturally responsive.
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Transforming Ethos: Place and the Material in Rhetoric and Writing

Author: Rosanne Carlo
Abstract: In Transforming Ethos Rosanne Carlo synthesizes philosophy, rhetorical theory, and composition theory to clarify the role of ethos and its potential for identification and pedagogy for writing studies. Carlo renews focus on the ethos appeal and highlights its connection to materiality and place as a powerful instrument for writing and its teaching—one that insists on the relational and multimodal aspects of writing and makes prominent its inherent ethical considerations and possibilities.
Publisher: Utah State University Press
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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 Learning: Instructional and Assessment Strategies for Leadership Education

Author: Kathy L. Guthrie
Author: Daniel M. Jenkins
Abstract: In this companion manual to The Role of Leadership Educators: Transforming Learning, this text was developed to fill a significant resource gap in leadership education. In response to this gap, as well as leadership educators’ call for professional development related to teaching and learning, this text is grounded in the college teaching and leadership education literature. Filled with 60 learning activities for diverse contributors, this book offers a hands-on resource for leadership educators to use when facilitating leadership learning opportunities. Each learning activity includes learning outcomes, activity instructions, facilitation notes, and additional resources offered by the author. 
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Transforming Teaching Global Responses to Teaching Under the Covid-19 Pandemic

Author: Lucy Cooker
Author: Tony Cotton
Author: Helen Toft
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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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Truth and Knowledge in Curriculum Making

Editor: Lobat Asadi
Editor: Cheryl J. Craig
Abstract: Truth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship. The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories.
Publisher: Information Age
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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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Using Mobiles in Early Childhood and Elementary Settings

Editor: Cynthia C.M. Deaton
Author: Sandra M. Linder
Author: Josh Herron
Author: Ryan D. Visser
Abstract: Using Mobiles in Early Childhood and Elementary Settings acts as a springboard to expand discussions surrounding how mobiles might best be situated in contexts relating to young children. With a focus on early childhood and elementary settings, this edited book both expands the definition of mobiles to encompass digital-physical tools (e.g. Osmo, probeware) and wearables. It also provides insight into how intentional integration of mobiles supports the development and practice of both in-service and preservice teachers working with students in early childhood and elementary settings.
Publisher: Information Age
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Voices of Social Education: A Pedagogy of Change

Editor: Bernardo E. Pohl
Editor: Cameron White
Editor: Christine Beaudry
Abstract: Voices of Social Education: A Pedagogy of Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter--a common space-- where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
Publisher: Information Age
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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 Controls the Preparation of Education Administrators?

Editor: Arnold B. Danzig
Editor: William R. Black
Abstract: The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers--graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. 
Publisher: Information Age
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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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Women of Color In STEM: Navigating the Double Bind in Higher Education

Editor: Beverly J. Irby
Editor: Nahed Abdelrahman
Editor: Barbara Polnick
Editor: Julia Ballenger
Abstract: Though there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.
Publisher: Information Age
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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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