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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.

  • University extension; a survey of fifty years, 1873-1923, by Willam H. Draper
    LC 6256 G7D7

  • A history of Cornell. Drawings by Alison Mason Kingsbury
    LD 1368 B5

    Cornell University is fortunate to have as its historian a man of Morris Bishop's talents and devotion. As an accurate record and a work of art possessing form and personality, his book at once conveys the unique character of the early university?reflected in its vigorous founder, its first scholarly president, a brilliant and eccentric faculty, the hardy student body, and, sometimes unfortunately, its early architecture?and establishes Cornell's wider significance as a case history in the development of higher education. Cornell began in rebellion against the obscurantism of college education a century ago. Its record, claims the author, makes a social and cultural history of modern America. This story will undoubtedly entrance Cornellians; it will also charm a wider public.
    Dr. Allan Nevins, historian, wrote: "I anticipated that this book would meet the sternest tests of scholarship, insight, and literary finish. I find that it not only does this, but that it has other high merits. It shows grasp of ideas and forces. It is graphic in its presentation of character and idiosyncrasy. It lights up its story by a delightful play of humor, felicitously expressed. Its emphasis on fundamentals, without pomposity or platitude, is refreshing. Perhaps most important of all, it achieves one goal that in the history of a living university is both extremely difficult and extremely valuable: it recreates the changing atmosphere of time and place. It is written, very plainly, by a man who has known and loved Cornell and Ithaca for a long time, who has steeped himself in the traditions and spirit of the institution, and who possesses the enthusiasm and skill to convey his understanding of these intangibles to the reader."
    The distinct personalities of Ezra Cornell and first president Andrew Dickson White dominate the early chapters. For a vignette of the founder, see Bishop's description of "his" first buildings (Cascadilla, Morrill, McGraw, White, Sibley): "At best," he writes, "they embody the character of Ezra Cornell, grim, gray, sturdy, and economical." To the English historian, James Anthony Froude, Mr. Cornell was "the most surprising and venerable object I have seen in America." The first faculty, chosen by President White, reflected his character: "his idealism, his faith in social emancipation by education, his dislike of dogmatism, confinement, and inherited orthodoxy"; while the "romantic upstate gothic" architecture of such buildings as the President's house (now Andrew D. White Center for the Humanities), Sage Chapel, and Franklin Hall may be said to "portray the taste and Soul of Andrew Dickson White."

    Other memorable characters are Louis Fuertes, the beloved naturalist; his student, Hugh Troy, who once borrowed Fuertes' rhinoceros-foot wastebasket for illicit if hilarious purposes; the more noteworthy and the more eccentric among the faculty of succeeding presidential eras; and of course Napoleon, the campus dog, whose talent for hailing streetcars brought him home safely?and alone?from the Penn game. The humor in A History of Cornell is at times kindly, at times caustic, and always illuminating.

  • The New England mind in transition; Samuel Johnson of Connecticut, 1696-1772 [by] Joseph J. Ellis
    LD 1245 1754 E44

  • Reflexion faite / Gérard Barbin [and others]
    LC 5254 I67

  • Educational television
    LC 5219 R6

  • Sociologie de l'enseignement par correspondance
    LC 5955 F7N9

  • Postfeminist education? : girls and the sexual politics of schooling / Jessica Ringrose
    LC 197 R56 2013eb

    This book challenges a contemporary postfeminist sensibility grounded not only in assumptions that gender and sexual equality has been achieved in many Western contexts, but that feminism has gone 'too far' with women and girls now overtaking men and boys - positioned as the new victims of gender transformations. The book is the first to outline and critique how educational discourses have directly fed into postfeminist anxieties, exploring three postfeminist panics over girls and girlhood that circulate widely in the international media and popular culture. First it explores how a masculinity crisis over failing boys in school has spawned a backlash discourse about overly successful girls; second it looks at how widespread anxieties over girls becoming excessively mean and/or violent have positioned female aggression as pathological; third it examines how incessant concerns over controlling risky female sexuality underpin recent sexualisation of girls' moral panics. The book outlines how these postfeminist panics over girlhood have influenced educational policies and practices in areas such as academic achievement, anti-bullying strategies and sex-education curriculum, making visible the new postfeminist, sexual politics of schooling.

    Moving beyond media or policy critique, however, this book offers new theoretical and methodological tools for researching postfeminism, girlhood and education. It engages with current theoretical debates over possibilities for girls' agency and empowerment in postfeminist, neo-liberal contexts of sexual regulation. It also elaborates new psychosocial and feminist Deleuzian methodological approaches for mapping subjectivity, affectivity and social change. Drawing on two UK empirical research projects exploring teen-aged girls' own perspectives and responses to postfeminist panics, the book shows how real girls are actually negotiating notions of girls as overly successful, mean, violent, aggressive and sexual. The data offers rich insight into girls' gendered, raced and classed experiences at school and beyond, exploring teen peer cultures, friendship, offline and online sexual identities, and bullying and cyberbullying. The analysis illuminates how and when girls take up and identify with postfeminist trends, but also at times attempt to re-work, challenge and critique the contradictory discourses of girlhood and femininity. In this sense the book offers an opportunity for girls to 'talk back' to the often simplistic either wildly celebratory or crisis-based sensationalism of postfeminist panics over girlhood.

    This book will be essential reading for those interested in feminism, girlhood, media studies, gender and education.

  • Le défi de changer les choses : anthologie commentée des discours de Paul Gérin-Lajoie / [commentaires de] Nelson Michaud et Jean-François Simard ; préface de Matthias Rioux
    LA 418 Q7G47 2018eb
    «Le défi de changer les choses»... C'est ainsi que Paul Gérin-Lajoie, figure phare de la Révolution tranquille, résume son engagement public. Mais si c'était plus...Jeune avocat brillant, il veut contribuer à l'éveil du Québec d'après-guerre. Lettré, formé dans les grandes universités, ce citadin milite, puis se met au service d'une population rurale pour articuler ce rêve de façon concrète. Élu, il disposera des ressources qui lui permettront d'être porteur du changement souhaité. Et toujours, la parole est présente, expression de la foi en des façons meilleures de faire et de la capacité de convaincre. Cet ouvrage regroupe quelques-uns des discours les plus significatifs de Paul Gérin-Lajoie, illustrant les grands jalons de son action, entre 1948 et 1969: dans le monde de l'éducation. Là sera son plus grand combat, son engagement continu; par rapport à la place du Québec dans le Canada au moment où les positions d'un gouvernement fédéral centralisateur et d'un Québec autonomiste s'affrontent; en lien avec la vie politique et partisane dans une formation émergente; à la base de la définition de l'action internationale autonome d'un État fédéré, le Québec, et d'institutions multilatérales, aujourd'hui la Francophonie.Plus qu'un florilège, cette anthologie est un fil d'Ariane permettant une meilleure compréhension de la Révolution tranquille - définie comme dans aucun autre ouvrage - et de l'un de ses acteurs les plus influents, véritable porteur d'innovation sociale.

  • Pratiques et innovations à l'ère du numérique en formation à distance : technologie, pédagogie et formation / sous la direction de France Lafleur, Vincent Grenon et Ghislain Samson ; préface de Marcel Lebrun
    LC 5800 P73 2019

  • Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis Dubois / Jan Rosenberg
    LC 1099 R67 2019

  • Innovations in Educational Change : cultivating ecologies for schools / David Hung, Shu-Shing Lee, Yancy Toh, Azilawati Jamaludin, Longkai Wu, editors

  • Higher education learning methodologies and technologies online : first International Workshop, HELMeTO 2019, Novedrate, CO, Italy, June 6-7, 2019, Revised selected papers / Daniel Burgos, Marta Cimitile, Pietro Ducange, Riccardo Pecori, Pietro Picerno, Paolo Raviolo, Christian M. Stracke (eds.)

  • Transforming learning with meaningful technologies : 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16-19, 2019, Proceedings / Maren Scheffel, Julien Broisin, Viktoria Pammer-Schindler, Andri Ioannou, Jan Schneider (eds.)
    LB 1028.3 E97 2019eb

  • Data analytics approaches in educational games and gamification systems Ahmed Tlili, Maiga Chang, editors

  • Multilingualism as a resource and a goal : using and learning languages in mainstream schools / Marianne Turner
    LC 3715 T87 2019

  • Education and theatres beyond the four walls / Michael Finneran, Michael Anderson, editors

  • Making education educational : a reflexive approach to teaching / Halvor Hoveid, Marit Honerød Hoveid

  • John Dewey's democratic education and its influence on pedagogy in China 1917-1937 / Lei Wang

  • Instructional leadership and leadership for learning in schools understanding theories of leading / Tony Townsend, editor

  • Contesting globalization and internationalization of higher education discourse and responses in the Asia Pacific Region / Deane E. Neubauer, Ka Ho Mok, Sachi Edwards, editors

  • Story in children's lives contributions of the narrative mode to early childhood development, literacy, and learning / Kelli Jo Kerry-Moran, Juli-Anna Aerila, editors

  • Collaborative curriculum design for sustainable innovation and teacher learning Jules Pieters, Joke Voogt, Natalie Pareja Roblin, editors

  • Traversing the doctorate reflections and strategies from students, supervisors and administrators / Tanya M. Machin, Marc Clarà, Patrick Alan Danaher, editors

  • Employability via higher education sustainability as scholarship / Alice Diver, editor

  • Internationalising the university a spiritual approach / Kalyani Unkule

  • Motherhood, education and migration : delving into migrant mothers' involvement in children's education / Taghreed Jamal Al-deen

  • The positioning and making of female professors : pushing career advancement open / Rowena Murray, Denise Mifsud, editors

  • The governing-evaluation-knowledge nexus : Swedish higher education as a case / edited by Christina Segerholm, Agneta Hult, Joakim Lindgren, Linda Rönnberg ; with contributions by Anders Olofsson

  • The impact of feedback in higher education : improving assessment outcomes for learners / Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy, editors
    LB 2331.62 I47 2019

  • A history of Finnish higher education from the Middle Ages to the 21st Century Jussi Välimaa

  • Interdisciplinarity and problem-based learning in higher education research and perspectives from Aalborg University / Annie Aarup Jensen, Dana Stentoft, Ole Ranv, editors

  • School systems, parent behavior, and academic achievement an international perspective / Emma Sorbring, Jennifer E. Lansford, editors

  • Globalization, transformation, and cultures in early childhood education and care reconceptualization and comparison / Stefan Faas [and 4 more], editors

  • Decolonizing educational assessment : Ontario elementary students and the EQAO / Ardavan Eizadirad
    LB 3054 O6E59 2019eb

  • Sámi educational history in a comparative international perspective / Otso Kortekangas, Pigga Keskitalo, Jukka Nyyssönen, Andrej Kotljarchuk, Merja Paksuniemi, David Sjögren, editors
    LC 3530 S36 2019eb

  • Policing schools school violence and the juridification of youth / Johannes Lunneblad, editor

  • Exploring curriculum as an experience of consciousness transformation Elise L. Chu

  • Graduate skills and game-based learning using video games for employability in higher education / Matthew Barr

  • Developing engaged and entrepreneurial universities theories, concepts and empirical findings / Thorsten Kliewe, Tobias Kesting, Carolin Plewa, Thomas Baaken, editors

  • Reading development and difficulties : bridging the gap between research and practice / David A. Kilpatrick, R. Malatesha Joshi, Richard K. Wagner, editors
    LB 1050.5 R43 2019eb

  • Students and politics in developing nations / edited by Donald K. Emmerson
    LC 2605 E45 1968

  • Professional training by distance education : perspectives from psychology majors, a student diary report / Michael Parer & Robyn Benson
    LC 6223 P37 1989

  • Individualized instructional systems for vocational and technical education: a collection of readings. Edited by Nevin R. Frantz, Jr
    LC 1044 F72

  • The Hebrew University, 1925-1935
    LG 341 J45P37

  • A history of Western education
    LA 11 B62

  • Obras y apuntes / Camila Henríquez Ureña
    LA 2361 H46 2000

  • Education for character; moral training in the school and home
    LC 268 S45 1927

  • Let's discuss education
    LA 1501 E46

  • The Carnegie Commission on Higher Education [by] Lewis B. Mayhew. Foreword by Clark Kerr
    L 13 C423M39

  • Making better readers, by Ruth Strang and Dorothy Kendall Bracken
    LB 1050 S8 1957

  • Individualizing reading practices [by] Alice Miel [and others]
    LB 1050.5 M5 1958

  • Highlights of Educational Television and Radio Association of Canada Inaugural Conference : held in Banff, Alberta, August 16 to 18, 1968
    LB 1044.7 E372 1968

  • Campuses of consent : sexual and social justice in higher education / Theresa A. Kulbaga, Leland G. Spencer
    LC 192.2 K85 2019eb

  • War of streets and houses / Sophie Yanow
    LA 418 Q8Y36 2014

    2015 Doug Wright Spotlight Award Nomination

    Ignatz Award Nomination for Outstanding Graphic Novel

    An American artist witnesses the Quebec spring 2012 student strike on the streets of Montreal. The brutal police response and their violent tactics trigger an exploration of urban planning and its hidden connections to military strategies. Marshal Bugeaud's urban warfare tactics in Algeria, Haussmann's plan for Paris, planning and repression in the New World; theory and personal experience collide into an ambitious and poetic cartoon memoir.

    Sophie Yanow was born north of San Francisco in 1987. In 2011 she moved to Montreal, and with the Colosse collective published In Situ , her acclaimed autobiographical comics series. She was an invited artist- researcher for the Canadian Center for Architecture's "C for Condo" workshop, and her work has been exhibited throughout the US and Canada. She lives in Montreal.

  • Institutions of intelligence
    LB 5.J58 no.6

  • Historical and philosophical foundations of education : a biographical introduction / Gerald L. Gutek
    LA 2301 G88 2013
    Structured around major movements in world history, the lives of leading educators, and the philosophies and ideologies that resulted from their ideas, Historical and Philosophical Foundations of Education: A Biographical Introduction, Fifth Edition provides a clear interdisciplinary exploration of the development of educational ideas. The author takes a global perspective on the history and philosophy of education, capturing the essence of educational evolution through the biographies of 23 theorists, philosophers, and educators. This biographical focus, combined with an introductory presentation of the inherent connections between education's major movements and its primary movers, helps students better understand the social and historical conditions that have informed today's educational arena.

  • Indebted : how families make college work at any cost / Caitlin Zaloom
    LB 2340.2 Z356 2019

    How the financial pressures of paying for college affect the lives and well-being of middle-class families

    The struggle to pay for college is one of the defining features of middle-class life in America today. At kitchen tables all across the country, parents agonize over whether to burden their children with loans or to sacrifice their own financial security by taking out a second mortgage or draining their retirement savings. Indebted takes readers into the homes of middle-class families throughout the nation to reveal the hidden consequences of student debt and the ways that financing college has transformed family life.

    Caitlin Zaloom gained the confidence of numerous parents and their college-age children, who talked candidly with her about stressful and intensely personal financial matters that are usually kept private. In this remarkable book, Zaloom describes the profound moral conflicts for parents as they try to honor what they see as their highest parental duty--providing their children with opportunity--and shows how parents and students alike are forced to take on enormous debts and gamble on an investment that might not pay off. What emerges is a troubling portrait of an American middle class fettered by the "student finance complex"--the bewildering labyrinth of government-sponsored institutions, profit-seeking firms, and university offices that collect information on household earnings and assets, assess family needs, and decide who is eligible for aid and who is not.

    Superbly written and unflinchingly honest, Indebted breaks through the culture of silence surrounding the student debt crisis, revealing the unspoken costs of sending our kids to college.

  • Teaching in the now : John Dewey on the educational present / Jeff Frank
    LB 875 D5F73 2019

    John Dewey's Experience and Education is an importantbook, but first-time readers of Dewey's philosophy can find it challenging andnot meaningfully related to the contemporary landscape of education. JeffFrank's Teachingin the Now aims to reanimate Dewey's text--for first-time readers and anyonewho teaches the text or is interested in appreciating Dewey's continuingsignificance--by focusing on Dewey's thinking on preparation. Frank, throughclose readings of Dewey, asks readers to wonder: How much of what we justify aspreparation in education is actually necessary? That is, every time we catchourselves telling a student--you need to learn this in order to do somethingelse--we need to stop and reflect. We need to reflect, because when we alwaysjustify the present moment of a student's education in terms of what willhappen in the future, we may lose out on the ability to engage students'attention and interest now, when it matters. Dewey asks his readers to trustthat the best way to prepare students for an engaging and productive future isto create the most engaging and productive present experience for students. We learn to live fully in the future, only by practicing living fullyin the present. Although it can feel scary to stop thinking of the work ofeducation in terms of preparation, when educators reclaim the present for students, new opportunities--forteachers, students, schools, democracy, and education--emerge. Teachingin the Now explores these opportunities in impassioned and engaging prose that makes Experience and Education come alive forreaders new to Dewey or who have taught and read him for many years.

  • Remaking literacy : innovative instructional strategies for maker learning : grades K-5 / Jacie Maslyk
    LB 1576 M3927 2020

    Maker education (an instructional approach that emphasizes hands-on learning) empowers students to become passionate, creative thinkers. In Remaking Literacy , author Jacie Maslyk details how to transform literacy teaching and learning by integrating maker projects for elementary classrooms. Rely on the book's tools and strategies to help you construct innovative opportunities for students to boost comprehension, increase vocabulary knowledge, and improve writing skills.

    Apply the concepts of maker-centered learning and projects to your literacy education:

    Examine the ways maker education and project-based learning (PBL) can enhance teaching and empower student engagement and learning. Learn how to reimagine instruction to ensure students build crucial literacy, collaboration, and thinking skills. Study various low-tech and low-cost strategies and how to utilize them in flexible learning spaces or makerspaces in the elementary classroom or school. Receive checklists and planning tools for incorporating a maker education curriculum in your classroom reading activities. Reflect on the literacy activities and makerspace ideas presented by answering reflection questions at the end of each chapter.

    Chapter 1: What the Research Says
    Chapter 2: Creative Pathways to Learning
    Chapter 3: Thinking and Design
    Chapter 4: Low-Tech Making
    Chapter 5: Remaking With Maker Tech
    Chapter 6: Guidance for Implementation

  • The relevant classroom : six steps to foster real-world learning / Eric Hardie
    LB 1027.23 H367 2019
    Students need to connect to the real world, be engaged, and learn deeply. But how are teachers supposed to ensure that students meet these objectives in the current school system? In The Relevant Classroom, Eric Hardie presents six strategies derived from his two decades of experience as an elementary and secondary teacher and principal to show teachers ways to foster real-world connections, genuine engagement, and deeper learning: 1. Make meaning central to student work.2. Contextualize the curriculum.3. Create space to learn.4. Connect student work to the community.5. Follow the (student) leaders.6. Reenvision feedback and evaluation.This practical volume includes advice on how to get started, vivid examples, reflection questions, and tips on how to overcome common obstacles. The Relevant Classroom is about recognizing that teachers who tap into students' capacities for creativity, collaboration, and innovation can create learning experiences that are truly meaningful for students.

  • Professional learning communities : the ultimate blueprint for academic success / Barbara D. Culp
    LB 1731 C85 2019
    Professional Learning Communities charts a streamlined process for creating a PLC. The highest mission of a professional learning community is academic achievement. During Dr. Culp's forty-plus years in education, she gained firsthand experience about the best way to build and sustain educational communities. Inclusiveness, strong relationships, and accountability should be woven into the fabric of the group right from the beginning. 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.

  • Picture inclusion! : snapshots of successful diverse classrooms / by Whitney H. Rapp, Ph.D., Katrina L. Arndt, Ph.D., Susan M. Hildenbrand, St. John Fisher College, Rochester, New York
    LC 1201 R36 2019

    Picture one guidebook that gives you the fundamentals of inclusion, proven practices for teaching everyone, and dozens of student profiles and sample lesson plans. That's what you'll get in Picture Inclusion , your ultimate theory-to-practice guide to teaching every learner in a diverse inclusive classroom.

    You'll begin with a reader-friendly introduction to the why and how of inclusion in Grades K-5, including the theoretical foundations of inclusive education and general guidelines on key concepts: universal design for learning, response to intervention, alternate assessment, and more. Then you'll go inside three model classrooms --Grades 1, 3, and 5--for an in-depth look at how to support students with a wide range of learning needs. For each model classroom, you'll find

    Snapshots of 20 diverse students and their teacher. Each snapshot introduces you to a student, clarifies their support needs and goals, and shares a sample support schedule and concrete strategies for helping the student reach their goals. Eight sample lesson plans for teaching core academic areas (ELA, math, science, and social studies) and specials (art, physical education, music, and technology). Each plan gives you learning objectives, preparation steps, sample scripts, and step-by-step teaching guidelines. Dozens of specific inclusive practices, adaptable for any classroom, to support individual students and groups. (Also available in the appendix as a convenient Inclusive Practices Bank )

    Brimming with the practical tools and wisdom you need to create lessons that support every learner, this hands-on, how-to resource will help you move inclusion from a lofty ideal to an everyday reality.

    60 student snapshots 24 sample lesson plans Dozens of adaptable inclusive practices Extensive list of resources for inclusion

  • How to deal with parents who are angry, troubled, afraid, or just seem crazy : teachers' guide / Elaine K. McEwan-Adkins
    LC 226.6 M345 2020
    Strategies for working with parents of all kinds Unexpected situations with angry or dysfunctional parents can leave teachers floundering. This teachers' edition of the best-selling How to Deal With Parents Who Are Angry, Troubled, Afraid, or Just Seem Crazy provides invaluable strategies that teachers can use to defuse angry parents and to work with all parents to advance the success of their children. It includes: * A set of proactive practices to help teachers get parents on their side. * Guidelines for teachers to follow when meeting with parents during Annual Reviews and IEP meetings. * Advice and vignettes that reflect concerns of today's teachers.

  • Guided cognition for learning : unsupervised learning and the design of effective homework / William B. Whitten, II, Mitchell Rabinowitz, Sandra E. Whitten
    LB 1048 W45 2019

    Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework details a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognitive events that are hypothesized to elicit underlying theoretical cognitive processes that result in learning. Outlining the results of twenty-six experiments completed over the course of eight years, the book tells a significant story about the generality of Guided Cognition instructional design to improve comprehension and recall by students of varying ages and ability levels.

  • Education and poverty / edited by Alfredo Gaete and Viviana Gómez
    LC 213 E38 2019
    What are the effects of recent public policies for reducing educational inequalities? How do privatization and other market-based education measures influence schooling in poverty contexts and teacher training programs? In what ways, and to what extent, can these programs take responsibility for improving low-income students' learning? How do ethnic and cultural differences relate to socioeconomic differences at school? This collection of essays serves to improve the reader's understanding of the complex relations between education and poverty. While it does this mainly by delving into problems and challenges of the Chilean educational system, they are also currently of international concern. The chapters, authored by leading scholars in Chile and worldwide, present theoretical reflections on, and reports of, contemporary educational research on such issues as social equality, schooling in low socioeconomic sectors, and teacher education, among others. The book will be particularly helpful for scholars from different disciplines who work in education as well as for teacher educators, schoolteachers, and policy makers. More generally, it will be also of interest to anyone who wants to form justified, well-informed beliefs on the ways in which various educational and socioeconomic institutions and processes could, and do, affect each other.

  • Digital storytelling in Indigenous education : a decolonizing journey for a Métis community / Yvonne Poitras Pratt
    LC 1099.5 C2P65 2020

    Exploring the relationship between the role of education and Indigenous survival, Digital Storytelling in Indigenous Education is an ethnographic exploration of how digital storytelling can be part of a broader project of decolonization of individuals, their families, and communities.

    By recounting how a remote Indigenous (Métis) community were able to collectively imagine, plan and produce numerous unique digital stories representing counter-narratives to the dominant version of Canadian history, Poitras Pratt provides frameworks, approaches and strategies for the use of digital media and arts for the purpose of cultural memory, community empowerment, and mobilization. The volume provides a valuable example of how a community-based educational project can create and restore intergenerational exchanges through modern media, and covers topics such as: Introducing the Métis and their community; decolonizing education through a Métis approach to research; the ethnographic journey; and translating the work of decolonizing to education.

    Digital Storytelling in Indigenous Education is the perfect resource for researchers, academics, and postgraduate students in the fields of Indigenous education, comparative education, and technology education, or those looking to explore the role of modern media in facilitating healing and decolonization in a marginalized community.


  • Designing your teaching life : what student teachers should know about classrooms today / Trace Lahey
    LB 2157 U5L25 2019
    Designing your Teaching Life is written for student teachers and their program-based mentors. This book provides engaging and detailed guidance for making the most out of the student teaching experience and overcoming the stressful situations and challenges that can arise during student teaching in today's fast-paced, diverse, and evidence-based classrooms. Designing your Teaching Life supports the student teacher to organize his/her experience, build positive relationships with mentors and students, design high quality plans and instruction, and use assessment data to inform teaching and learning. Filled with narratives, snapshots, examples, questions, templates, and advice from program and school-based mentors as well as former student teachers, the book will support student teachers working in a range of classrooms, including physical education. In addition, advice about the edTPA is woven throughout the chapters to support student teachers preparing for this assessment. Reading this book will provide the student teacher the guidance he or she needs to design a rewarding and successful teaching life.

  • Concept map-based formative assessment of students' structural knowledge : theory and practice / by Alla Anohina-Naumeca
    LB 3051 A735 2019
    The modern knowledge-based economic model demands highly qualified specialists who are capable of solving complex problems and seeing relationships between phenomena, events, and objects. This book highlights the development of the structural knowledge of university students as a necessary precondition for preparing labour market experts, as it facilitates significant cognitive processes, effective problem solving and expert-level performance. The volume considers structural knowledge as an object that should be regularly assessed and further developed in the formative assessment process by using concept mapping as an assessment instrument. It describes concept mapping, the theoretical foundations of structural knowledge, and its formative assessment, and provides a set of practical scenarios validated in instructional practice. It is intended primarily for the administrative and educational staff of higher education institutions who wish to improve the quality of education with the aim of bringing students' structural knowledge closer to experts' knowledge, and thus ensuring better preparation of students for their professional activities.

  • Collaborative approaches to evaluation : principles in use / edited by J. Bradley Cousins
    LB 2822.75 C63 2020

    Editor J. Bradley Cousins and colleagues used a multi-phase empirical process to develop and validate a set of principles to guide collaborative approaches to evaluation. This book outlines the principles that the team developed. The case studies that are then used to demonstrate how these principles have been applied draw on programs globally in education, health, and community development. The text is an invaluable supplementary text for program evaluation courses where students' projects are focused on more collaborative and participatory approaches, and it is an essential resource for practicing evaluators, and those who commission program evaluations.

  • Becoming a globally competent teacher / Ariel Tichnor-Wagner, Hillary Parkhouse, Jocelyn Glazier, J. Montana Cain
    LB 1707 B43 2019
    Teachers today must prepare students for an increasingly complex, interconnected, and interdependent world. Being a globally competent teacher requires embracing a mindset that translates personal global competence into professional classroom practice. It is a vision of equitable teaching and learning that enables students to thrive in an ever-changing world.This thought-provoking book introduces a proven self-reflection tool to help educators of all grade levels and content areas develop 12 elements of such teaching. The book is divided into three sections: dispositions, knowledge, and skills. Each chapter is devoted to an element of globally competent teaching and includes a description of that element, tips for implementation delineated by developmental levels, and links to additional resources for continuing the journey. Examples of globally competent teaching practices include* Empathy and valuing multiple perspectives.* A commitment to promoting equity worldwide.* An understanding of global conditions and current events.* The ability to engage in intercultural communication.* A classroom environment that values diversity and global engagement.Throughout, you'll also find examples of these practices at work from real teachers in real schools. No matter what your experience with global teaching, the information in this book will help you further develop your practice as a global educator-a teacher who prepares students not only for academic success but also for a life in which they are active participants in their own communities and the wider world.

  • Assessing deeper learning : developing, implementing, and scoring performance tasks / Douglas G. Wren with Christopher R. Gareis
    LA 217.2 W746 2019
    Deeper learning has been defined as "the skills and knowledge that students must possess to succeed in 21st century jobs and civic life" (William and Flora Hewlett Foundation, 2013). Assessing Deeper Learning: Developing, Implementing, and Scoring Performance Tasks examines the role of performance assessment to facilitate student attainment of the core competencies of deeper learning. The book details a journey that a large school district undertook to create a system of performance tasks designed to assess students' proficiency in critical thinking, problem solving, and effective communication. Chapters devoted to the development and implementation of the district's high-quality performance tasks and rubrics highlight successes and lessons learned during the journey. Additional chapters focus on such topics as types of performance assessments, instructional methods that promote student engagement and deeper learning, policy, and how teacher leaders can drive this innovation to serve the teaching, learning, assessment, and accountability needs of schools. Assessing Deeper Learning: Developing, Implementing, and Scoring Performance Tasks was written for teachers, administrators, superintendents, and policy makers to better understand the challenges and opportunities afforded by using performance assessment to promote deeper learning.

  • The alternative educator's handbook : tools for managing students with emotional and behavioral issues / Paul J. Pattavina, Ph.D.
    LC 3965 P36 2019

    The Alternative Educator's Handbook, by Dr. Paul J. Pattavina, is a comprehensive, practical collection of strategies and researched practices to be implemented with students who present social, emotional and behavioral chal- lenges in school. It is a handbook intended to serve as a practical resource for teachers and staff who work with students whose progress in school is interrupted by social and emotional issues - kids who tend to, either inten- tionally or unintentionally, 'pluck your last nerve'. It reviews student characteristics and intervention procedures, as well as specific forms and procedures created or adapted over time and experience. The ideas in this book will serve as a guide for educators and mental health professionals who are responsible for these kinds of difficult stu- dents, in whatever educational setting they might be placed - alternative schools or programs, private clinical or therapeutic schools, intensive behavior support classrooms or flexible resource room classrooms in public schools. This is a book that should be read by special and regular education teachers, school social workers, counselors, clinicians and school psychologists; paraprofessionals and child care workers; principals and assistant principals; school superintendents and board of education members; juvenile probation officers; parents and concerned com- munity members; and college instructors who train special education teachers.

    The need for effective, alternative programs for students with challenging emotional and behavior patterns continues to be a pressing issue for public schools nationwide. The concern has been exacerbated in the past sev- eral years by continued school shootings and violence, creating a grave sense of fear among students, parents and staff, by the actions of kids with guns and other weapons in school. Legislators and public officials have been called to take actions that will keep kids safer in school, focusing particularly on gun control, limiting access and adding guards. And although such measures will be essential towards preventing some school violence, the kinds of programming and resources available for our public schools must also be closely examined. In effect, schools will need to find ways to identify and provide programming options for students who may be disgruntled, alien- ated, unconnected, impulsive, and who may be looking to be recognized, seek revenge or put an end to bullying, perceived harassment, injustice or a life of ignominy--kids who feel they have nothing left to lose.

  • Education and society : an introduction to key issues in the sociology of education / edited by Thurston Domina, Benjamin G. Gibbs, Lisa Nunn, and Andrew Penner
    LC 191 E274 2019
    Drawing on current scholarship, Education and Society takes students on a journey through the many roles that education plays in contemporary societies. Addressing students' own experience of education before expanding to larger sociological conversations, Education and Society helps readers understand and engage with such topics as peer groups, gender and identity, social class, the racialization of achievement, the treatment of immigrant children, special education, school choice, accountability, discipline, global perspectives, and schooling as a social institution. The book prompts students to evaluate how schools organize our society and how society organizes our schools. Moving from students to schooling to social forces, Education and Society provides a lively and engaging introduction to theory and research and will serve as a cornerstone for courses such as sociology of education, foundations of education, critical issues in education, and school and society.

  • American higher education since World War II : a history / Roger L. Geiger
    LA 227.2 G45 2019

    A masterful history of the postwar transformation of American higher education

    American higher education is nearly four centuries old. But in the decades after World War II, as government and social support surged and enrollments exploded, the role of colleges and universities in American society changed dramatically. Roger Geiger provides the most complete and in-depth history of this remarkable transformation, taking readers from the GI Bill and the postwar expansion of higher education to the social upheaval of the 1960s and 1970s, desegregation and coeducation, and the challenges confronting American colleges today.

    Shedding critical light on the tensions and triumphs of an era of rapid change, Geiger shows how American universities emerged after the war as the world's most successful system for the advancement of knowledge, how the pioneering of mass higher education led to the goal of higher education for all, and how the "selectivity sweepstakes" for admission to the most elite schools has resulted in increased stratification today. He identifies 1980 as a turning point when the link between research and economic development stimulated a revival in academic research--and the ascendancy of the modern research university--that continues to the present.

    Sweeping in scope and richly insightful, this groundbreaking book demonstrates how growth has been the defining feature of modern higher education, but how each generation since the war has pursued it for different reasons. It provides the context we need to understand the complex issues facing our colleges and universities today, from rising inequality and skyrocketing costs to deficiencies in student preparedness and lax educational standards.

  • The primary STEM ideas book : engaging classroom activities combining mathematics, science and D&T / Elizabeth Flinn and Anne Mulligan ; with Hannah Thompson
    LB 1585.5 G7F55 2019

    The Primary STEM Ideas Bookis designed to promote the integrated teaching of STEM in the primary classroom by providing teachers with lesson ideas for investigations and projects. The statutory requirements of the National Curriculum for science, mathematics and design and technology are comprehensively covered through a variety of practical, stimulating and engaging activities, which have all been tried and tested in the primary classroom. The interrelationship between the STEM subjects is strongly integrated throughout, allowing children's knowledge and skills to develop with confidence in these key subjects through activities that only require easily accessible resources generally found in the classroom.

    Written by subject specialists with years of classroom experience teaching STEM subjects, each chapter contains:

    A rationale showing links to the National Curriculum Key subject knowledge Brief activity plans Ideas for supporting higher and lower attaining children Follow-up ideas to provide extra inspiration

    Including 'how to' guides and other photocopiable resources, this book is perfect for creating integrated lessons, group work and discussions relating to STEM. The Primary STEM Ideas Book provides easy to follow instructions and helps spark fresh inspiration for both new and experienced teachers in primary STEM education.

    p;lt;/LI> Brief activity plans Ideas for supporting higher and lower attaining children Follow-up ideas to provide extra inspiration

    Including 'how to' guides and other photocopiable resources, this book is perfect for creating integrated lessons, group work and discussions relating to STEM. The Primary STEM Ideas Book provides easy to follow instructions and helps spark fresh inspiration for both new and experienced teachers in primary STEM education.

  • Lo Studio di Siena nel Rinascimento : con due tavole in fototipia ed un' appendice di documenti / Lodovico Zdekauer
    LF 3827 Z34
Updated: Monday 11 November 2019
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