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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.


  • Second language study abroad : programming, pedagogy, and participant engagement / John L. Plews, Kim Misfeldt, editors
    LB 2375

  • Innovation in Language Teaching and Learning : The Case of Japan / editors, Hayo Reinders, Stephen Ryan and Sachiko Nakamura
    LB1027

  • Imagining Youth Futures : University Students in Post-Truth Times / Rosalyn Black, Lucas Walsh
    LC1039

  • The Epistemology of Violence : Understanding the Root Causes of Violence in Schooling / Beth M. Titchiner
    LB3013.3

  • School leadership and educational change in Singapore / Benjamin Wong, Salleh Hairon, Pak Tee Ng, editors
    LB 2965 S55 s36 2019eb

  • Major challenges facing higher education in the Arab World : quality assurance and relevance / Adnan Badran, chief editor, Elias Baydoun, John R. Hillman, editors
    LA 1493 M35 2019eb

  • Politics, managerialism, and university governance : lessons from Hong Kong under China's rule since 1997 / Wing-Wah Law
    LC179.C6

  • Proactive Images for Pre-Service Teachers : Identity, Expectations, and Avoiding Practice Shock / Jeremy Delamarter
    LB1707

  • Emergent Practices and Material Conditions in Learning and Teaching with Technologies / Teresa Cerratto Pargman, Isa Jahnke, editors
    LB1028.3

  • Teaching Struggling Students : Lessons Learned from Both Sides of the Classroom / Laura M. Harrison
    LB1025.3

  • Investigating the Role of Test Methods in Testing Reading Comprehension : A Process-Focused Perspective / Jufang Kong
    LB1050.46

  • Teacher Adaptive Practices : Extending Teacher Adaptability into Classroom Practice / Tony Loughland
    LB1027

  • Foundations and Trends in Smart Learning : Proceedings of 2019 International Conference on Smart Learning Environments / Maiga Chang, Elvira Popescu, Kinshuk, Nian-Shing Chen, Mohamed Jemni, Ronghuai Huang, J. Michael Spector, Demetrios G. Sampson, editors
    LB 1027 F68 2019eb

  • Young adolescent engagement in learning : supporting students through structure and community / Jeanne Allen, Glenda McGregor, Donna Pendergast and Michelle Ronksley-Pavia
    LB1065

  • GLOBAL PERSPECTIVES ON CATHOLIC RELIGIOUS EDUCATION IN SCHOOLS : volume
    LC321-951

  • Educational Researchers and the Regional University : Agents of Regional-Global Transformations / Monica Green, Susan Plowright, Nicola F. Johnson, editors
    LB1028.24

  • Lean culture in higher education : towards continuous improvement / Justyna Maciąg
    LB 2341.92 M33 2019eb

  • Outward and upward mobilities : international students in Canada, their families, and structuring institutions / edited by Ann H. Kim and Min-Jung Kwak
    LB 2376.6 C3O98 2019

    People move out to move up. As in the case with other migrant groups, the mobility experienced by international students is a form of social mobility, and one that requires access from a host state. But there are multiple institutions with which students interact and that influence the processes of social mobility. Outward and Upward Mobilities investigates the connection between student and institution.

    This edited collection features work by key scholars in the field and considers international students across Canada regardless of legal status. Exploring how international students and their families fare in local ethnic communities, educational and professional institutions, and the labour market, this volume demonstrates the need to ask more critical questions about the short- and long-term effects of temporary legal status; how student and family experiences differ by education level and region of settlement, the barriers to and facilitators of adaptation and integration, and ultimately, to what extent individual, familial, institutional, and state goals function in harmony and in discord.


  • Course correction : a map for the distracted university / Paul W. Gooch
    LB 2322.2 G66 2019

    Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university's business, Paul W. Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. In order to achieve this, a university must have a reputation for integrity and trustworthiness, and this, in turn, requires a diligent and respectful level of autonomy from state, religion, and other powerful influences. It also requires embracing the challenges of academic freedom and the effective governance of an academic community.

    Course Correction raises three important questions about the twenty-first-century university. In discussing the dominant attention to student experience, the book asks, "Is it now all about students?" Secondly, in questioning "What knowledge should undergraduates gain?" it provides a critique of undergraduate experience, advocating a Socratic approach to education as interrogative conversation. Finally, by asking "What and where are well-placed universities?" the book makes the case against placeless education offered in the digital world, in favour of education that takes account of its place in time and space.


  • Dissident knowledge in higher education / edited with an introduction by Marc Spooner & James McNinch
    LB 2322.2 D57 2018

    Current global trends suggest a time of exciting possibility for scholars as critical, community-engaged, and participatory epistemologies come to the fore.



    Yet, just as possibilities invite academics to broaden and deepen scholarship in ways unimagined a decade before, a parallel shift towards a neoliberal and accountability-focused culture - both in the academy and in society - imperils every new opportunity.

    In Dissident Knowledge, Noam Chomsky, Linda Tuhiwai Smith, Yvonna S. Lincoln, and others delve into the effects of colonialism, neoliberalism, and audit culture on higher education. They present promising avenues of resistance and show how to shape, reinvent, and construct life for faculty in institutions that serve as both a safe harbour and enforcer.


  • Open-ended art for young children / Tracy Galuski, PhD, Mary Ellen Bardsley, PhD
    LB 1139.5 A78G35 2018eb

  • New ways to teach and learn in China and Finland : crossing boundaries with technology / Hannele Niemi, Jiyou Jia (eds.)
    LB 1028.3 N55475 2016eb

    This publication will introduce how two different countries promote high quality learning with technology in very different educational systems. The book opens inspiring scenarios how new technological tools and services can be used for promoting students' learning in schools and higher education, enhancing collaboration in educational communities and supporting teachers' professional development. The publication focuses on three major themes: Students as knowledge and art creators in playful learning systems, personalized learning supported by mobiles and intelligent tutoring systems with games and new web-based tools identifying learning difficulties, and technology in digitalized learning environments. The book is based on systematic research work in universities.


  • The more we look, the deeper it gets : transforming the curriculum through art / Nicola Giardina
    LB 1590.3 G52 2018eb

  • Teaching reading and phonics to children with language and communication delay / Charlotte Lynch
    LB 1573.3 L86 2018

    Teaching Reading and Phonics to Children with Language and Communication Delay is an accessible and jargon-free book full of practical ideas for teaching the first stages of reading and phonics to children who have speech and language delay. Written by a bestselling author, this invaluable toolkit covers approaches to the teaching of reading for a variety of needs so that no child is left behind.

    Features include:

    ¿ a wide range of practical activities

    ¿ useful checklists at the end of each chapter for assessing progress and further planning

    ¿ links to example photo books to demonstrate how reading can be personalised and interactive

    ¿ tips for teaching reading and motivating children in their learning

    ¿ template material which can be photocopied and downloaded as eResources

    Packed with helpful illustrations and examples that can be used in lessons, this book offers a variety of methods of teaching reading, including an emphasis on visual strategies which are well suited to children with language delay and complex communication needs. Clear explanations and step-by-step instructions mean the book can be used by parents as well as non-specialist teachers and teaching assistants, and the book will be ideal reading for any educators working with young children to improve their literacy.


  • Social skills success for students with Asperger syndrome and high-functioning autism / Richard L. Simpson, Ellen McGinnis-Smith
    LC 4717.5 S47 2018
    Through a variety of activities and features this books shows readers how to deliver interventions that identify target behaviors, model behaviors, and provide opportunities to practice. It also supports students in navigating social situations, forming relationships with peers and adults, and following rules and routines.

  • The privileged poor : how elite colleges are failing disadvantaged students / Anthony Abraham Jack
    LC 210.5 J33 2019

    Getting in is only half the battle. The Privileged Poor reveals how--and why--disadvantaged students struggle at elite colleges, and explains what schools can do differently if these students are to thrive.

    The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors--and their coffers--to support a more diverse student body. But is it enough just to admit these students? In The Privileged Poor , Anthony Jack reveals that the struggles of less privileged students continue long after they've arrived on campus. Admission, they quickly learn, is not the same as acceptance. This bracing and necessary book documents how university policies and cultures can exacerbate preexisting inequalities and reveals why these policies hit some students harder than others.

    Despite their lofty aspirations, top colleges hedge their bets by recruiting their new diversity largely from the same old sources, admitting scores of lower-income black, Latino, and white undergraduates from elite private high schools like Exeter and Andover. These students approach campus life very differently from students who attended local, and typically troubled, public high schools and are often left to flounder on their own. Drawing on interviews with dozens of undergraduates at one of America's most famous colleges and on his own experiences as one of the privileged poor, Jack describes the lives poor students bring with them and shows how powerfully background affects their chances of success.

    If we truly want our top colleges to be engines of opportunity, university policies and campus cultures will have to change. Jack provides concrete advice to help schools reduce these hidden disadvantages--advice we cannot afford to ignore.


  • A class by themselves? : the origins of special education in Toronto and beyond / Jason Ellis
    LC 3965 E45 2019

    In A Class by Themselves? , Jason Ellis provides an erudite and balanced history of special needs education, an early twentieth century educational innovation that continues to polarize school communities across Canada, the United States, and beyond.

    Ellis situates the evolution of this educational innovation in its proper historical context to explore the rise of intelligence testing, the decline of child labour and rise of vocational guidance, emerging trends in mental hygiene and child psychology, and the implementation of a new progressive curriculum. At the core of this study are the students. This book is the first to draw deeply on rich archival sources, including 1000 pupil records of young people with learning difficulties, who attended public schools between 1918 and 1945. Ellis uses these records to retell individual stories that illuminate how disability filtered down through the school system's many nooks and crannies to mark disabled students as different from (and often inferior to) other school children. A Class by Themselves? sheds new light on these and other issues by bringing special education's curious past to bear on its constantly contested present.


  • Young children becoming curriculum : Deleuze, Te Whāriki and curricular understandings / Marg Sellers
    LB 1139.4 S46 2013

    This book contests a tradition and convention in educational thinking that dichotomises children and curriculum, by developing the notion of re(con)ceiving children in curriculum. By presenting an innovative research project, in which she worked with children to share their understandings of the internationally renowned Te Wh¿riki curriculum, Marg Sellers explores what the curriculum means to children and how it works, as demonstrated in games they played. In generating different ways for thinking, the author draws upon her work with the philosophical imaginaries of Gilles Deleuze and Felix Guattari, whose ideas shape both the content and the non-linear structure of this book. Topics covered include:

    Rhizomes, rhizo-methodology and rhizoanalysis; Plateaus; De~territorialising lines of flight; Dynamic spaces; The notion of empowerment.

    This assemblage of Deleuzo-Guattarian imaginaries generates ways for thinking differently about children¿s complex interrelationships with curriculum, and opens possibilities for re(con)ceiving ¿ both reconceiving and receiving ¿ children¿s understandings within adult conceptions of how curriculum works for young children. This book will be of interest to early childhood students, scholars and practitioners alike, also appealing to those interested in philosophical, theoretical and practical understandings of curriculum in general.


  • Indigenous vanguards : education, national liberation, and the limits of modernism / Ben Conisbee Baer
    LC 2605 B28 2019
    Anticolonial struggles of the interwar epoch were haunted by the question of how to construct an educational practice for all future citizens of postcolonial states. In what ways, vanguard intellectuals asked, would citizens from diverse subaltern situations be equally enabled to participate in a nonimperial society and world? In circumstances of cultural and social crisis imposed by colonialism, these vanguards sought to refashion modern structures and technologies of public education by actively relating them to residual indigenous collective forms.

    In Indigenous Vanguards , Ben Conisbee Baer provides a theoretical and historical account of literary engagements with structures and representations of public teaching and learning by cultural vanguards in the colonial world from the 1920s to the 1940s. He shows how modernizing educative projects existed in complex tension with impulses to indigenize national liberation movements, and how this tension manifests as a central aspect of modernist literary practice. Offering new readings of figures such as Alain Locke, Léopold Senghor, Aimé Césaire, D. H. Lawrence, Rabindranath Tagore, Mahatma Gandhi, and Tarashankar Bandyopadhyay, Baer discloses the limits and openings of modernist representations as they attempt to reach below the fissures of class that produce them. Establishing unexpected connections between languages and regions, Indigenous Vanguards is the first study of modernism and colonialism that encompasses the decisive way public education transformed modernist aesthetics and vanguard politics.

  • We want to do more than survive : abolitionist teaching and the pursuit of educational freedom / Bettina L. Love
    LC 2717 L68 2019
    A path to educational justice for all students - one that encourages teachers, parents, and their communities to adopt the rebellious spirit and bold and creative methods of abolitionists Educator Bettina Love argues that the U.S educational system is maintained by and profits from the suffering of children of color. Reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education which she calls the Education Survival Complex. To dismantle the educational survival complex and to achieve educational freedom--not reform--educators, parents, and community leaders must approach education through the imagination, determination, boldness and urgency of an abolitionist. Drawing on her experiences as a student and teacher, Love highlights young community leaders, artists and activists who are advocating for social change and inclusion. She persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She concludes by showing how young leaders are expanding our ideas of civic engagement and intersectional justice by using the playbook of abolitionists like Ella Barker, Bayard Rustin, and Fannie Lou Hamer.

  • We can't teach what we don't know : white teachers, multiracial schools / Gary R. Howard ; foreword by Sonia Nieto ; reflection and discussion Guide by Victoria E. Romero and Rachel Powers
    LC 212.2 H68 2016
    For author Gary Howard, the issues and passions that sparked the writing of the first edition of this now classic work are as intense today as they were then. In the Third Edition, Howard reviews the progress we have made in the interim (for example, the first Black president in the White House), as well as the lack of progress (the gutting of the 1965 Voting Rights Act, the epidemic of Black youth killed by police, and the persistence of race-based educational disparities). Making a case for the "fierce urgency of now," this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with our nation's ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching.

    This essential text is widely used in teacher preparation courses and for in-service professionaldevelopment.

    New for the Third Edition: A revised Introduction that places the book in the context of the 50th anniversary of the 1963 march on Washington. An updated analysis of White social dominance, bringing in Critical Race Theory and reflecting on the racist reaction to the election of our first Black President. More detail to the White Identity Orientations model, bringing in the personal life experiences of several contemporary White racial-justice activists. A new section, "The Whiteness of School Reform," demonstrating how White social dominance drives much of the corporate school reform movement. A richer discussion of Culturally Responsive Teaching, drawing lessons from the author's transformative work with school districts throughout the country. An expanded Reflection and Discussion Guide by educators who have used the book in professional development sessions.

  • Culturally responsive teaching : theory, research, and practice / Geneva Gay
    LC 1099.3 G393 2018

    Geneva Gay's foundational, award-winning book will soon be available in a new ediiton! Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students' own cultural experiences. This perennial bestseller is the go-to resource for teacher professional learning and preservice courses.


  • Out there learning : critical reflections on off-campus study programs / edited by Deborah Curran, Cameron Owens, Helga Thorson, Elizabeth Vibert ; with contributing editors Matthew "Gus" Gusul, Duncan Johannessen, Kirsten Sadeghi-Yekta
    LC 6219 O98 2019

    Universities across North America and beyond are experiencing growing demand for off-campus, experiential learning. Exploring the foundations of what it means to learn "out there," Out There Learning is an informed, critical investigation of the pedagogical philosophies and practices involved in short-term, off-campus programs or field courses. Bringing together contributors' individual research and experience teaching or administering off-campus study programs, Out There Learning examines and challenges common assumptions about pedagogy, place, and personal transformation, while also providing experience-based insights and advice for getting the most out of faculty-led field courses.

    Divided into three sections that investigate aspects of pedagogy, ethics of place, and course and program assessment, this collection offers "voices from the field" highlighting the experiences of faculty members, students, teaching assistants, and community members engaged in every aspect of an off-campus study programs. Several chapters examine study programs in the traditional territories of Indigenous communities and in the Global South. Containing an appendix highlighting some examples of off-campus study programs, Out There Learning offers new pathways for faculty, staff, and college and university administrators interested in enriching the experience of non-traditional avenues of study.


  • Design thinking for digital wellbeing / Fiona C. Chambers, Anne Jones, Orla Murphy and Rachel Sandford
    LB 1028.3 C447 2018

    Design Thinking for Digital Well-being empowers teacher educators/student teachers to teach pupils how to critically embrace technology in their lives. It provides a pedagogical framework for teaching young people to flourish in a digital society and enjoy digital well-being. In so doing, it establishes the need for digital literacy, digital fluency and values fluency within the education system as a whole.

    With a unique focus on empathy-centric design thinking, and using a case study informed educational model of technological, pedagogical and content knowledge (TPACK), this expert guide:

    * Explores the challenges that pupils (and teachers) face balancing their digital lives

    * Supports the 'wired generation' in navigating the cyber sphere and understanding how their data are used

    * Acknowledges the necessity of supporting the digital well-being of pupils (and teachers) to create a healthy and successful learning environment

    * Promotes the effective use of technology to enhance teaching and learning

    * Aids professionals in ensuring pupils enjoy digital literacy, digital fluency, values fluency and safety online

    Design Thinking for Digital Well-beingdeals with the core concepts of digital literacy, digital fluency and values fluency that are essential for anyone in the teaching profession. It is a source of support and guidance for all those involved in exploring the challenges of using technology to promote digital well-being.


  • Multicultural competence in student affairs : advancing social justice and inclusion / Raechele L.Pope, Amy L. Reynolds, John A. Mueller
    LB 2342.92 P67 2019

    Effectively address the challenges of equity and inclusion on campus

    The long-awaited second edition, Multicultural Competence in Student Affairs: Advancing Social Justice and Inclusion, introduces an updated model of student affairs competence that reflects the professional competencies identified by ACPA and NASPA (2015) and offers a valuable approach to dealing effectively with increasingly complex multicultural issues on campus. To reflect the significance of social justice, the updated model of multicultural awareness, knowledge, and skills now includes multicultural action and advocacy and speaks directly to the need for enhanced perspectives, tools, and strategies to create inclusive and equitable campuses.

    This book offers a fresh approach and new strategies for student affairs professionals to enhance their practice; useful guidelines and revised core competencies provide a framework for everyday challenges, best practices that advance the ability of student affairs professionals to create multicultural change on their campuses, and case studies that allow readers to consider and apply essential awareness, knowledge, skills, and action applied to common student affairs situations.

    Multicultural Competence in Student Affairs: Advancing Social Justice and Inclusion will allow professionals to:

    Examine the updated and revised dynamic model of student affairs competence Learn how multicultural competence translates into effective and efficacious practice Understand the inextricable connections between multicultural competence and social justice Examine the latest research and practical implications Explore the impacts of practices on assessment, advising, ethics, teaching, administration, technology, and more Learn tools and strategies for creating multicultural change, equity, and inclusion on campus

    Understanding the changes taking place on campus today and developing the competencies to make individual and systems change is essential to the role of student affairs professional. What is needed are new ways of thinking and innovative strategies and approaches to how student affairs professionals interact with students, train campus faculty and staff, and structure their campuses. Multicultural Competence in Student Affairs: Advancing Social Justice and Inclusion provides guidance for the evolving realities of higher education.


  • Decolonizing academia : poverty, oppression and pain / Clelia O. Rodríguez
    LC 212.4 R63 2018

    Poetic, confrontational and radical, Decolonizing Academia speaks to those who have been taught to doubt themselves because of the politics of censorship, violence and silence that sustain the Ivory Tower. Clelia O. Rodríguez illustrates how academia is a racialized structure that erases the voices of people of colour, particularly women. She offers readers a gleam of hope through the voice of an inquisitorial thinker and methods of decolonial expression, including poetry, art and reflections that encompass much more than theory.

    In Decolonizing Academia, Rodríguez passes the torch to her Latinx offspring to use as a tool to not only survive academic spaces but also dismantle systems of oppression. Through personal anecdotes, creative non-fiction and unflinching bravery, Rodríguez reveals how people of colour are ignored, erased and consumed in the name of research and tenured academic positions. Her work is a survival guide for people of colour entering academia.


  • Ensouling our schools : a universally designed framework for mental health, well-being, and reconciliation / Jennifer Katz ; with Kevin Lamoureux ; foreword by Ry Moran
    LC 1203 C2 K38 2018
    In an educational milieu in which standards and accountability hold sway, schools can become places of stress, marginalization, and isolation instead of learning communities that nurture a sense of meaning and purpose. In Ensouling Our Schools , author Jennifer Katz weaves together methods of creating schools that engender mental, spiritual, and emotional health while developing intellectual thought and critical analysis.

    Kevin Lamoureux contributes his expertise regarding Indigenous approaches to mental and spiritual health that benefit all students and address the TRC Calls to Action.

  • Sharing breath : embodied learning and decolonization / edited by Sheila Batacharya and Yuk-Lin Renita Wong
    LC 196 S53 2018

    The field of embodiment theorizes bodies as knowledgeable in ways that include but are not solely cognitive. The contributors to this collection suggest developing embodied ways of teaching, learning, and knowing through embodied experiences such as yoga, mindfulness, illness, and trauma. Although the contributors challenge Western educational frameworks from within and beyond academic settings, they also acknowledge and draw attention to the incommensurability between decolonization and aspects of social justice projects in education. By addressing this tension ethically and deliberately, the contributors engage thoughtfully with decolonization and make a substantial, and sometimes unsettling, contribution to critical studies in education.


  • Learning theories for early years practice / Sean Macblain
    LB 1060 M234 2018
    Understanding and applying learning theories is crucial to the transition from study or training, to practice in a real-world setting. This new textbook will prepare the reader by demonstrating how key learning theories pan out in practice, with the aid of photographs, examples and clear explanations. Divided into three main sections, Early Influences , Modern Influences , and Challenges for Theoristsin a Changing World , this author identifies the key theorists in early childhood, past and present, before linking them to the main issues and developments that face early years practitioners today. An explanation of each key theorist is guided by a clear structure, including:

    links to other theorists strengths and weaknesses of the theory the theory in practice Packed full of case studies, activities, points for discussion, extended and recommended reading, this is a fantastic resource for students and teachers who want to build a strong foundation in learning theories, to enable them to support the young children in their care as effectively as possible.

page last updated on: Monday 27 May 2019
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