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L - Education - Concordia University Libraries Recent Acquisitions

Items in Education that were added to the Concordia University Libraries collection in the last 30 days.

  • Takeover : race, education, and American democracy / Domingo Morel
    LC 89 M66 2018
    State takeovers of local governments have garnered national attention of late, particularly following the water crisis in Flint, Michigan. In most U.S. cities, local governments are responsible for decisions concerning matters such as the local water supply and school affairs. However, once astate takes over, this decision-making capability is shuttled. Despite the widespread attention that takeovers in Flint and Detroit have gained, we know little about how such takeovers - a policy option that has been in use since the 1980s - affect political power in local communities. By focusing on takeovers of local school districts, this book offers the first systematic study of state takeovers of local governments. Although many major U.S. cities have experienced state takeovers of their local school districts, we know little about the political causes and consequences oftakeovers. Complicating this phenomenon are the justifications for state takeokers; while they are assumedly based on concerns with poor academic performance, questions of race and political power play a critical role in the takeover of local school districts. However, Domingo Morel brings clarityto these questions and limitations - he examines the factors that contribute to state takeovers as well as the effects and political implications of takeovers on racialized communities, the communities most often affected by them. Morel both lays out the conditions under which the policy willdisempower or empower racial and ethnic minority populations, and expands our understanding of urban politics. Morel argues that state interventions are a part of the new normal for cities and offers a novel theoretical framework for understanding the presence of the state in America's urban areas.The book is built around an original study of nearly 1000 school districts, including every school district that has been taken over by their respective state, and a powerful case study of Newark, New Jersey.

  • The little book of restorative justice for colleges and universities : repairing harm and rebuilding trust in response to student misconduct / David R. Karp
    LB 2344 K37 2014eb
    Here's a call to colleges and universities to consider implementing restorative practices on their campuses, ensuring fair treatment of students and staff, while minimizing institutional liability, protecting the campus community, and boosting morale. From an Associate Dean of Student Affairs who has put these models to work on his campus.

  • The Black revolution on campus / Martha Biondi
    LC 2781 B566 2012eb

  • Early start : preschool politics in the United States / Andrew Karch
    LC 89 K373 2013eb

  • LGBT youth in America's schools / Jason Cianciotto and Sean Cahill
    LC 2575 C536 2012eb

  • Bad boys : public schools in the making of Black masculinity / Ann Arnett Ferguson
    LC 2771 F474 2000eb

  • The American college town / Blake Gumprecht
    LC 238 G867 2009eb

  • The decline of privilege : the modernization of Oxford University / Joseph A. Soares
    LF 521 S637 1999eb

  • Professing in the postmodern academy : faculty and the future of church-related colleges / edited by Stephen R. Haynes
    LC 427 P764 2002eb

  • A higher education : Baylor and the vocation of a Christian university / edited by Elizabeth Davis
    LC 383 H544 2012eb

  • Ethnography in education / David Mills & Missy Morton
    LB 45 M555 2013eb
    'Written in a clear, accessible style, this inspirational book is both a practical guide and a survey of the different ways of doing ethnography. Drawing on wide-ranging examples and using classic and contemporary ethnographies, the authors demonstrate the importance of developing an ethnographic sensibility. A most valuable resource'

    - Cris Shore, University of Auckland

    Ethnography in Education is an accessible guidebook to the different approaches taken by ethnographers studying education. Drawing on their own experience of teaching and using these methods, the authors help you cultivate an 'ethnographic imagination' in your own research and writing.

    With extended examples of ethnographic analysis, the book will introduce you to:

    - ethnographic 'classics'

    - the best existing textbooks

    - debates about new approaches and innovations.

    This book is ideal for postgraduate students in Education and related disciplines seeking to use an ethnographic approach in their Masters and Doctoral theses.

    David Mills is a University Lecturer in Education, University of Oxford.

    Missy Morton is Associate Professor and Head of School of Educational Studies and Leadership, College of Education, University of Canterbury

    Research Methods in Education series:

    Each book in this series maps the territory of a key research approach or topic in order to help readers progress from beginner to advanced researcher.

    Each book aims to provide a definitive, market-leading overview and to present a blend of theory and practice with a critical edge. All titles in the series are written for Master's-level students anywhere and are intended to be useful to the many diverse constituencies interested in research on education and related areas.

    Other books in the series:

    - Using Case Study in Education Research, Hamilton and Corbett-Whittier

    - Qualitative Research in Education, Atkins and Wallace

    - Action Research in Education, McAteer

    For more about the series and additional resources visit the BERA/SAGE series page here.

  • Accountability in education : meeting our commitments
    LB 2806.22 A26 2017
    The second in the new GEM Report series, the 2017/8 Report continues its assessment of progress towards the Sustainable Development Goal on education (SDG 4) and its 10 targets. The Report also investigates accountability-related issues in education, analyzing how all relevant actors - the international community, government, teachers, schools, parents, students, civil society and businesses - can provide education more effectively, efficiently and equitably and address global commitments to SDG 4. By analyzing which accounting policies and practices are more effective than others, and the political, economic and social conditions that facilitate the effectiveness of accountability mechanisms, the 2017/8 GEM Report concludes with concrete recommendations for policy-makers working in the sector.

  • Learning from each other : refining the practice of teaching in higher education / edited by Michele Kozimor-King and Jeffrey Chin
    LB 2331 L3927 2018
    Learning from Each Other includes 20 original chapters written by well-known experts in the field of teaching and learning. Conceived for both new and experienced faculty at community colleges, four-year institutions, and research-intensive universities, the volume also addresses the interests of faculty and graduate students in programs designed to prepare future faculty and campus individuals responsible for faculty professional development. With the aim of cultivating engagement amongst students and deepening their understanding of the content, topics covered in this edited volume include: employing the science of learning in a social science context understanding the effects of a flipped classroom on student success pedagogical techniques to create a community of inquiry in online learning environments the risks and rewards of co-teaching reaching and teaching "non-traditional" students facilitating learning and leadership in student team projects connecting students with the community through research issues of assessment, including backward design, developing and using rubrics, and defining and implementing the scholarship of teaching and learning Through Learning from Each Other , all faculty who care about their teaching, but especially faculty in the social sciences, can successfully employ curricular innovations, classroom techniques, and advances in assessment to create better learning environments for their students.

  • The sociology of education in Canada : critical perspectives / Terry Wotherspoon
    LC 191.8 C2 W67 2018
    This up-to-date fifth edition provides a critical introduction to the sociological understanding of education. Expertly written, the text unpacks complex theoretical perspectives and provides insight into key events, debates, and topics in Canadian education. Featuring detailed coverage ofchallenges and controversies surrounding education systems, this edition continues to shed light on the implications of current policies and practices for the future of education in this country.

  • Valuing diversity in early childhood education / Lissanna Follari, University of Colorado, Colorado Springs
    LB 1139.23 F665 2015

    New and experienced early childhood educators learn to develop an awareness and appreciation of differences and the confidence to apply culturally competent teaching practices to ensure optimal development for each child and family.

    This text presents a social justice perspective on developing early childhood professionals' cultural competence and ability to engage children in exploring and appreciating diversity. It couples essential foundational knowledge and definitions about diversity with clear applications for engaging in culturally responsive practices with children, families, and colleagues. New and experienced early childhood educators embark on a reflective journey to explore personal attitudes and values related to human diversity and culturally competent teaching, while learning to identify, explain, and use effective strategies for supporting and celebrating diverse children and families.

    Three overarching themes run throughout the text-self, others, and group-and reflective activities prompt readers to understand their own biases, background experiences, and values. Interactive experiences prompt readers to explore others' similarities and differences. Also included are instructional strategies that promote belonging and partnership among groups of children, professionals, and families in various early childhood settings.

    An ideal blend of theory and practice gives new and experienced early childhood teachers the tools they need to meet the challenges of diversity in today's classrooms head on.

  • Contested reformations in the University of Cambridge, 1535-84 / Ceri Law
    LF 115 L39 2018
    The University of Cambridge has long been heralded as the nursery of the English Reformation: a precociously evangelical and then Puritan Tudor institution. Spanning fifty years and four reigns and based on extensive archival research, this book reveals a much more nuanced experience of religious change in this unique community. Instead of Protestant triumph, there were multiple, contested responses to royal religious policy across the sixteenth century. The University's importance as both a symbol and an agent of religious change meant that successive regimes and politicians worked hard to stamp their visions of religious uniformity onto it. It was also equipped with some of England's most talented theologians and preachers. Yet in the maze of the collegiate structure, the conformity they sought proved frustratingly elusive. The religious struggles which this book traces reveal not only the persistence of real doctrinal conflict in Cambridge throughout the Reformation period, but also more complex patterns of accommodation, conformity and resistance shaped by social, political and institutional context. CERI LAW is a research associate at the University of Cambridge.

  • Forging the ideal educated girl : the production of desirable subjects in Muslim South Asia / Shenila Khoja-Moolji
    LC 2410.5 K56 2018
    A free ebook version of this title is available through Luminos, University of California Press's Open Access publishing program for monographs. Visit www.luminosoa.org to learn more.
    In Forging the Ideal Educated Girl , Shenila Khoja-Moolji traces the figure of the 'educated girl' to examine the evolving politics of educational reform and development campaigns in colonial India and Pakistan. She challenges the prevailing common sense associated with calls for women's and girls' education and argues that such advocacy is not simply about access to education but, more crucially, concerned with producing ideal Muslim woman-/girl-subjects with specific relationships to the patriarchal family, paid work, Islam, and the nation-state. Thus, discourses on girls'/ women's education are sites for the construction of not only gender but also class relations, religion, and the nation.
page last updated on: Saturday 20 October 2018
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