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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.

  • High participation systems of higher education / Brendan Cantwell, Simon Marginson, and Anna Smolentseva
    LB 2322.2 H55 2018eb

  • Class clowns : how the smartest investors lost billions in education / Jonathan A. Knee
    LC 65 K59 2017eb
    The past thirty years have seen dozens of otherwise successful investors try to improve education through the application of market principles. They have funneled billions of dollars into alternative schools, online education, and textbook publishing, and they have, with surprising regularity, lost their shirts.

    In Class Clowns , professor and investment banker Jonathan A. Knee dissects what drives investors' efforts to improve education and why they consistently fail. Knee takes readers inside four spectacular financial failures in education: Rupert Murdoch's billion-dollar effort to reshape elementary education through technology; the unhappy investors-including hedge fund titan John Paulson-who lost billions in textbook publisher Houghton Mifflin; the abandonment of Knowledge Universe, Michael Milken's twenty-year mission to revolutionize the global education industry; and a look at Chris Whittle, founder of EdisonLearning and a pioneer of large-scale transformational educational ventures, who continues to attract investment despite decades of financial and operational disappointment.

    Although deep belief in the curative powers of the market drove these initiatives, it was the investors' failure to appreciate market structure that doomed them. Knee asks: What makes a good education business? By contrasting rare successes, he finds a dozen broad lessons at the heart of these cautionary case studies. Class Clowns offers an important guide for public policy makers and guardrails for future investors, as well as an intelligent expos#65533; for activists and teachers frustrated with the repeated underperformance of these attempts to shake up education.

  • Wild Pedagogies : Touchstones for Re-Negotiating Education and the Environment in the Anthropocene / edited by Bob Jickling, Sean Blenkinsop, Nora Timmerman, Michael De Danann Sitka-Sage

  • Practical wisdom and democratic education : phronesis, art and non-traditional students / Samantha Broadhead, Margaret Gregson

  • Interreligous Pedagogy : Reflections and Applications in Honor of Judith A. Berling / Jung Eun Sophia Park, Emily S. Wu, editors

  • Rethinking the Curriculum : The Epistle to the Romans As a Pedagogic Text

  • Educational equality and international students : justice across borders? / Stuart Tannock

  • Transformative pedagogic practice : education for sustainable development and water conflicts in Indian geography education / Stephanie Leder

  • The Globalisation of Higher Education : Developing Internationalised Education Research and Practice / Timothy Hall, Tonia Gray, Greg Downey, Michael Singh, editors

  • Teaching with Sociological Imagination in Higher and Further Education : Contexts, Pedagogies, Reflections / edited by Christopher R. Matthews, Ursula Edgington, Alex Channon

  • Improving educational gender equality in religious societies : human rights and modernization pre-Arab spring

  • Value-creating global citizenship education : engaging Gandhi, Makiguchi, and Ikeda as examples / Namrata Sharma

  • Transforming perspectives in lifelong learning and adult education : a dialogue / Laura Formenti, Linden West
    LC 5215 F67 2018eb

  • Pedagogies in the Flesh : Case Studies on the Embodiment of Sociocultural Differences in Education / edited by Sarah Travis, Amelia M. Kraehe, Emily J. Hood, Tyson E. Lewis
    LC 189 P43 2018eb

  • Educating for citizenship and social justice : practices for community engagement at research universities / Tania D. Mitchell, Krista M. Soria, Editors
    LC 1091 E38413 2018eb

  • Inequality in Public School Admission in Urban China

  • Handbook of School-Based Mental Health Promotion : an evidence-informed framework for implementation / Alan W. Leschied, Donald H. Saklofske, Gordon L. Flett, editors

  • Intelligence measurement and school performance in Latin America : a report of the study of Latin American intelligence project / Carmen Flores-Mendoza, Rubén Ardila Ricardo Rosas, María Emilia Lucio Miguel Gallegos, Norma Reátegui Colareta

  • International Students in China : Education, Student Life and Intercultural Encounters / Fred Dervin, Xiangyun Du, Anu Härkönen

  • Applied interdisciplinarity in scholar practitioner programs : narratives of social change / Siomonn Pulla, Bernard Schissel, editors

  • Assessment of learning outcomes in higher education : cross-national comparisons and perspectives / Olga Zlatkin-Troitschanskaia, Miriam Toepper, Hans Anand Pant, Corinna Lautenbach, Christiane Kuhn, editors

  • European higher education and the internal market : tensions between European policy and national sovereignty / Cristina Sin, Orlanda Tavares, Sónia Cardoso, Maria J. Rosa, editors

  • Equality and Differentiation in Marketised Higher Education : a New Level Playing Field? / Marion Bowl, Colin McCaig, Jonathan Hughes, editors

  • Research on Teacher Identity : Mapping Challenges and Innovations

  • Professional identities in initial teacher education : the narratives and questions of teacher agency / Denise Mifsud

  • Improving teacher knowledge in K-12 schooling : perspectives on STEM learning / Xiaoxia A. Newton

  • Primary science education in East Asia : a critical comparison of systems and strategies / editors Yew-Jin Lee and Jason Tan

  • The Taoist pedagogy of pathmarks : critical reflections upon Heidegger, Lao Tzu, and Dewey / Jie Yu

  • Men in early childhood education and care : gender balance and flexibility / Jo Warin

  • The emergence of self in educational contexts : theoretical and empirical explorations / Giuseppina Marsico, Luca Tateo, editors

  • Distance learning, e-learning and blended learning in mathematics education : international trends in research and development / Jason Silverman, Veronica Hoyos, editors

  • Network Science In Education : Transformational Approaches in Teaching and Learning / Catherine B. Cramer and 4 others, editors

  • Digital media in education : teaching, learning and literacy practices with young learners / Michelle Cannon

  • Computational thinking in the STEM disciplines : foundations and research highlights / Myint Swe Khine, editor

  • Active learning from infancy to childhood : social motivation, cognition, and linguistic mechanisms / Megan M. Saylor, Patricia A. Ganea, editors

  • Making education : material school design and educational governance / Ian Grosvenor, Lisa Rosén Rasmussen, editors
    LB 2805 M35 2018eb

  • Teacher Education in Professional Learning Communities : Lessons from the Reciprocal Learning Project / by Xuefeng Huang
    LB 1707 H836 2018eb

  • Understanding Education : History, Politics and Practice / by Stephen Kemmis, Christine Edwards-Groves
    LB 14.7 K46 2018eb

  • Web-based learning : design, implementation and evaluation / Gayle V. Davidson-Shivers, Karen L. Rasmussen, Patrick R. Lowenthal
    LB 1044.87 D38 2018eb

  • Uses of technology in primary and secondary mathematics education : tools, topics and trends / Lynda Ball, Paul Drijvers, Silke Ladel, Hans-Stefan Siller, Michal Tabach, Colleen Vale, editors
    LB 1028.3 U74 2018eb

  • Research on e-Learning and ICT in education : technological, pedagogical and instructional perspectives / Tassos Anastasios Mikropoulos, editor
    LB 1028.3 R47 2018eb

  • Freedom research in education : becoming an autonomous researcher / Karen McArdle
    LB 1028 M356 2018eb

  • Re-engaging young people with education : the steps after disengagement and exclusion / Simon Edwards

  • Higher Education and Regional Development : Tales from Northern and Central Europe / Rómulo Pinheiro, Mitchell Young, Karel Šima, editors

  • Re-visioning education in Africa : ubuntu-inspired education for humanity / Emefa J. Takyi-Amoako, N'Dri Thérèse Assié-Lumumba, editors

  • Worth a thousand words : using graphic novels to teach visual and verbal literacy / Meryl J. Jaffe and Talia Hurwich
    LB 1044.9 C59 J35 2019

    This book will detail how and why graphic novels are complex texts with advanced-level vocabulary and how to read and analyze these texts. It also provides research to back up why they're such powerful educational tools. Furthermore it includes practical advice on how to integrate these books into both ELA and content-area classrooms and provides an extensive list of appropriate graphic novels for K-8 students, lesson suggestions, paired graphic/prose reading suggestions, and links/additional resources for taking these texts further.

  • Pathways to personalization : a framework for school change / Shawn C. Rubin and Cathy Sanford
    LB 1027.23 R86 2018
    Pathways to Personalization offers an innovative five-step framework to help school leaders and teacher teams design and implement blended and personalized learning initiatives based on local needs and interests. The book draws on principles of improvement science and change management, as well as work in nearly five hundred classrooms, to help educators define their own rationale for personalized learning; it guides them as they establish small pilot initiatives, determine criteria for success, evaluate their efforts, and create a path for replication and scale. Filled with activities and templates for organizing information and student feedback, the book also includes many examples of how district leaders, school principals, and teachers have successfully navigated the change process to create more student-centered classrooms.

    Shifting a school or district to offer more personalized learning requires a great deal of commitment, passion, and energy, but it also demands a strategic process. Pathways to Personalization meets this need by providing a field-tested road map for educators seeking ways to meet the academic and emotional needs of all students, and to empower them to take charge of their own learning.

  • Open up, education! : how open way learning can transform schools / Adam Haigler, Ben Owens
    LB 1032 H344 2018
    Would you rather people saw you as open or closed minded? The answer should be obvious. Why is it then that we tend to allow our legacy systems in education to be closed, when they clearly don't enable the same level of performance as open ones. This phenomena is well-established in education, where many educators tend towards isolation, in-fighting, and hoarding resources from each other. Meanwhile, students often have lack a clarity of purpose in terms of how what they are working on relates to things they care about in the wider world. Stuck inside an unengaging status quo, many students see "doing school" as irrelevant to their interests and ambitions. This book is the antidote to this closure: from the classroom to system-wide policy. It is a call-to-action for educators who want to become relentless collaborators networked with professionals in and outside the school. They are then poised to quicken the pace of innovation through accessing the endless supply of free knowledge available to them. This is the definitive resource on how to create an "Open Way Learning" ecosystem in your school, district, or region.

  • Another way : decentralization, democratization and the global politics of community-based schooling / edited by Rebecca Clothey and Kai Heidemann
    LB 2820 A56 2019
    Drawing on a variety of methodological and theoretical perspectives, the case studies compiled in Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling offer a comparative look at how global processes of educational decentralization have both helped and hindered the development of community-based schools in local-level settings across Europe, Africa, Asia and the Americas. On the one hand, the book shows how increased decentralization is often perceived as essential to assuring robust levels of democratization, community participation and social justice in education. On the other hand, it is also shown how processes of educational decentralization are often experienced in local communities as a mechanism of increased austerity, privatization and segregation.

  • Understanding research in early childhood education : quantitative and qualitative methods / Nancy File, Jennifer J. Mueller, Debora Basler Wisneski, Andrew J. Stremmel
    LB 1139.225 F55 2016

    Understanding Research in Early Childhood Education: Quantitative and Qualitative Methods prepares readers to be informed consumers of early childhood research. Rather than following the traditional format of covering quantitative and qualitative methods separately, this innovative textbook offers side-by-side coverage and comparison about the assumptions, questions, purposes and methods for each, offering unique perspectives for understanding young children and early care and education programs.

    Understanding Research in Early Childhood Education is broadly based across the major research paradigms, and numerous examples are offered throughout the text. Through the use of this book, students will be able to more knowledgeably read, evaluate, and use empirical literature. These skills are becoming more important as early childhood educators are increasingly expected to use evidence-based research in practice and to participate in collecting and analyzing data to inform their teaching.

  • Rethinking homework : best practices that support diverse needs / Cathy Vatterott
    LB 1048 V37 2018

    In this updated edition, Cathy Vatterott examines the role homework has played in the culture of schooling over the years; how such factors as family life, the media, and "homework gap" issues based on shifting demographics have affected the homework controversy; and what recent research as well as common sense tell us about the effects of homework on student learning. She also explores how the current homework debate has been reshaped by forces including the Common Core, a pervasive media and technology presence, the mass hysteria of "achievement culture," and the increasing shift to standards-based and formative assessment.

    The best way to address the homework controversy is not to eliminate homework. Instead, the author urges educators to replace the old paradigm (characterized by long-standing cultural beliefs, moralistic views, and behaviorist philosophy) with a new paradigm based on the following elements: Designing high-quality homework tasks; Differentiating homework tasks; Deemphasizing grading of homework; Improving homework completion; and Implementing homework support programs.

    Numerous examples from teachers and schools illustrate the new paradigm in action, and readers will find useful new tools to start them on their own journey. The end product is homework that works--for all students, at all levels.

  • Improving learning : meta-analysis of intervention research in education / Steven Higgins
    LB 1028 H46 2019
    Improving Learning centres on the findings from different areas of education-focused research that support evidence-informed teaching and contextualises these results to optimise decision-making in schools. It also describes the origins and principles of meta-analysis in education and how this identifies the successes in improving learning in classrooms. Moreover, it explains the thinking behind the 'Teaching and Learning Toolkit' and similar approaches, which seek a big-picture overview of research findings. The advantages and disadvantages of this approach are explored with practical examples. Additionally, it identifies the issues in using research evidence in education and the steps that can be taken to improve this. It is not a manual on how to conduct a meta-analysis; instead the focus is on developing understanding of the approach in order to present its strengths and weaknesses. This understanding can advance critical engagement and effective use to improve educational outcomes for children and young people.

  • Show, tell, build : twenty key instructional tools and techniques for educating English learners / Joyce W. Nutta, Carine Strebel, Florin M. Mihai, Edwidge Crevecoeur Bryant, Kouider Mokhtari
    LC 3725 N87 2018
    Building upon the theoretical and practical foundation outlined in their previous book, Educating English Learners , the authors show classroom teachers how to develop a repertoire of instructional techniques that address K-12 English learners (ELs) at different English proficiency and grade levels, and across subject areas.

    Show, Tell, Build is organized around two decision maps for planning and implementing differentiated instruction for ELs: the Academic Subjects Protocol (for teachers of academic subjects) and the Language Arts Protocol (for teachers of language arts). The instructional tools and techniques described in each chapter help teachers provide communication support for ELs through showing and telling , and develop their language proficiency through building their skills. The book also discusses the demands that academic language poses for ELs and ways to assess students' proficiency in English.

    Show, Tell, Build provides classroom teachers, English language development specialists, literacy coaches, and school leaders with valuable knowledge and skills to support ELs' academic success.

  • Educating for empathy : literacy learning and civic engagement / Nicole Mirra ; foreword by Ernest Morell
    LB 1631 M457 2018
    Educating for Empathy reviews core elements of ELA instruction--response to literature, classroom discussion, research, and digital literacy--and demonstrates how to adapt these activities to foster critical thinking and empathetic perspectives among students. Chapters depict teachers and students engaging in this transformative learning, offer strategies for the classroom, and pose questions to guide school communities in collaborative reflection.

  • Listening / Goodith White
    LB 1065 W47 1998
    This popular series gives teachers practical advice and guidance, along with resource ideas and materials for the classroom. The tasks and activities are clearly presented, and offer teachers the information they need about level, time, preparation, materials, classroom management,monitoring, and follow-up activities. Each book offers up to 100 ideas, as well as variations that encourage teachers to adapt the activities to suite their individual classrooms.

  • Challenging inclusive education policy and practice in Africa / edited by Sulochini Pather and Roger Slee
    LC 1203 A35 C53 2019
    It is a fundamental right for all children to be given access to quality education to ensure they reach their full potential as individuals; a right which is reflected in international law in Article 26 of the Universal Declaration of Human Rights and supported by the Education for All Agenda (1990) and the United Nations Convention on the Rights of People with Disabilities and Optional Protocol (2006). Nation states across Africa have signed up to these protocols and remain committed to ensuring education for all children. The progress globally however in the past 25 years, including in Africa, has been slow (UNESCO, 2015). Questions remain on why this is so and what can be done about it. This book brings together researchers, education policy makers and academics from the African community. What is unique about this text is that it includes local insights narrated and critiqued by local professionals. This book presents a wide range of African countries across the continent, to provide a critical overview of the key issues affecting developments. It questions the origins of ideas and definitions around inclusive education and the impact it has made on policy and ultimately practice, within local socio-cultural and economic communities, both urban and rural. It highlights positive developments as well as challenges and provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent. It provides an understanding of what is needed to develop a more sustainable model of inclusive education across the continent and within specific countries.

  • Understanding and using spoken language : games and activities for 7 to 9 year olds / Catherine Delamain and Jill Spring
    LB 1576 D35 2019

    Understanding and Using Spoken Language is a collection of original games and activities designed to help and support children aged from 7 to 9 years.

    The book seeks to address language and communication diffi culties for children aged 7¿9 by providing a range of fun and engaging activities. The activities focus on both social and language development in areas such as body language, independence, emotions, listening, speaking and auditory memory. The book includes:

    Over 150 games and activities, which are differentiated for different ages and levels of ability;

    A clear aim, equipment list and instructions for each activity;

    Photocopiable templates for ease of use;

    Supplementary resource sheets including pictures and scripts to use with the activities.

    Now fully revised and updated in line with current policy and legislation, this book includes material to create an effective speech and language therapy programme in consultation with a therapist. The activities are easy to set up and can be carried out by teachers, classroom assistants or volunteers. This is a unique manual that will be an essential addition to the materials used by professionals working with young children.

  • Speaking, listening and understanding : games and activities for 5-7 year olds / Catherine Delamain and Jill Spring
    LB 1576 D34 2019

    Speaking, Listening and Understanding is a practical resource packed full of games to improve young children¿s communication skills. The second edition of this bestselling resource contains a programme of games and activities to foster the speaking, listening and understanding skills of children aged from 5 to 7 years. The book seeks to address language and communication difficulties for primary-aged children by providing a range of fun and engaging activities. Suitable for whole classes or small groups of children, the activities focus on both understanding and using language in areas such as following instructions, thinking skills, inference, describing, narrating and playing with words.

    Features include:

    ¿ 160 games and activities which are differentiated by stages and levels of ability;

    ¿ A clear aim, equipment list and instructions for each activity;

    ¿ Photocopiable templates for ease of use;

    ¿ Supplementary resource sheets including pictures and scripts to use with the activities.

    Now fully revised and updated in line with current policy and legislation, this book is suitable for young children in any school setting. It also includes material that may be used as an effective part of a speech and language therapy programme in consultation with a therapist. This is a unique manual that will be an essential addition to the materials used by professionals working with young children.

  • Self-regulation in learning : the role of language and formative assessment / Alison L. Bailey, Margaret Heritage
    LB 3051 B24 2018
    In their new book, Alison L. Bailey and Margaret Heritage illustrate how to help students become more self-regulated learners--that is, to be able to monitor and take charge of their own learning when working independently and in groups. Language provides the foundation for the development of self-regulatory skills, enabling students to express themselves and negotiate interactions with others; the demands of these self-regulatory processes in turn can support the development of rich vocabulary and social language skills. The authors also emphasize the role of formative assessment as a means of supporting students in engaging in language-rich, self-regulated learning.

    Self-Regulation in Learning shows how classrooms can be intentionally designed to support ambitious learning. Detailed vignettes from real-life classrooms illustrate the teacher's role in helping students gradually master the processes of self-regulation, socially shared regulation, and coregulation. Each chapter also includes strategies for addressing the needs of English learners in the general education classroom.

    Students' capacity for self-regulation is central to the set of outcomes that compose college and career readiness: communicating and collaborating effectively, problem-solving, setting goals and following through on them, and applying knowledge in deep and rigorous ways. Self-Regulation in Learning represents an invaluable contribution to research-based classroom practice.

  • Reading between the lines set two : inference skills for children aged 8-12 / Catherine Delamain and Jill Spring
    LB 1573 D265 2018

    Reading Between the Lines Set Twois a sequel to the popular Reading Between the Lines . It is a resource book for teachers, teaching assistants, SENCOs and Speech and Language Therapists who need to support the development of inference skills in children aged 8-12. These unique guides offer accessible and easy-to-use material specifically targeted to improve inference, which is a crucial element in understanding spoken and written language.

    The book provides 370 engaging texts themed around different areas such as place and occupation, and includes short stories about everyday events, magic and adventure. Each short text is accompanied by guiding questions and is carefully graded to allow students to gradually progress from more simple texts with highlighted clues onto more challenging scenarios which will require higher level inferencing skills.

    Containing handy photocopiable material, this guide can be used with whole classes, small groups or individual children. It will be particularly valuable to professionals working with children who have Autism Spectrum Disorders or Speech, Language and Communication Needs, who need particular support with inference as they develop their broader social communication skills.

    le classes, small groups or individual children. It will be particularly valuable to professionals working with children who have Autism Spectrum Disorders or Speech, Language and Communication Needs, who need particular support with inference as they develop their broader social communication skills.

  • Psychology in the classroom : a teacher's guide to what works / Marc Smith and Jonathan Firth
    LB 1063 S56 2018

    Written by experienced classroom practitioners who are experts in the field of psychology, Psychology in the Classroom provides a thorough grounding in the key principles of psychology and explores how they can be applied to teaching and learning. It draws on both classic and cutting-edge research, offering practical advice on commonly overlooked or misunderstood concepts that contribute to positive academic outcomes. It aims to show the value of psychology in enabling teachers to make and justify everyday classroom decisions.

    Designed to equip teachers with the skills to identify and tackle common issues that affect students¿ learning, each chapter highlights key areas of research and discusses how lesson planning and material design can be informed by the psychological concepts presented. It covers core areas essential for improving learning, including:

    memory and understanding; creativity; motivation; independent learning; resilience; cognition; and self-theories and mindsets.

    Full of advice and strategies, Psychology in the Classroom is aimed at both new and experienced teachers, across primary, secondary and post-16 education, providing them with practical ways to apply these psychological principles in the classroom. With an emphasis on understanding the theories and evidence behind human behaviour, this book will allow you to reflect critically on your own classroom practice, as well as making simple but valuable changes.

  • Learning rebooted : education fit for the digital age / James Penny
    LB 1028.3 P3388 2018

    Arguing that education systems are failing to keep up with the pace of change in society, The System Rebooted: Education Fit For the Digital Age, sets out a unique proposal for system-wide radical change. Focusing on the transformations needed in order to align education systems with current trends in society, the book stimulates discussion by offering a heightened understanding of what education reform needs to look like, and suggesting a way forward for both individual schools and whole systems.

    The book makes a clear delineation between learning and education, building a case for how learning, an essential skill, is often not allowed to flourish in many modern education systems. Chapters explore how rapid changes to technology are shaping the way young people share, collaborate and communicate and, arguing that education systems continue to produce young people who are not equipped with the skills that society needs, the book makes a cogent case for how education systems need to reflect these profound changes, as well as highlighting how learning organisations could rationalise their expenditure on technology.

    This unique and radical book brings topical issues to the forefront of discussion, and is essential reading for school leaders, policy makers, and governors.

  • Emotional wellbeing : an introductory handbook for schools / Gillian Shotton and Sheila Burton
    LB 1072 E58 2019

    This is an essential resource for educators working to support emotional wellbeing in children and young people. Written by the team behind the Emotional Literacy Support Assistant (ELSA) training programme, it provides practical suggestions that can be implemented straight away to make a positive difference in the life of the young person.

    The second edition of this bestselling guide has been fully updated and includes a new chapter on resilience as well as additional material on recognising and dealing with anxiety and anger. The chapters give a clear overview of each topic underpinned by the latest research in educational psychology, descriptions of vulnerabilities as well as case studies and suggestions for practical activities. Topics include:

    self-esteem; friendship skills; social skills; therapeutic stories; dealing with loss and bereavement.

    Designed for use with individuals, groups or whole classes, this will be vital reading for ELSA trainees as well as anyone wanting to provide the best possible support for the emotional wellbeing of the young people they work with.

  • Culturally inclusive instructional design : a framework and guide for building online wisdom communities / Charlotte Nirmalani Gunawardena, Casey Frechette, and Ludmila Layne
    LC 1099 G84 2019

    As online courses and digital learning enable more people from more places to learn together, it is crucial for instructional design to incorporate diverse cultural perspectives. Culturally Inclusive Instructional Design provides a framework for thinking about culture in digital learning, offering insight into how to build inclusive online communities that encourage reflection and growth, regardless of content domain. Chapters cover the foundation, components, and implementation of the authors¿ Wisdom Communities (WisCom) framework, which enables learners from global backgrounds to experience long-lasting, transformative learning through real-world problem-solving. This book is a timely, resourceful guide to building truly collaborative, inquiry-based online learning experiences.

  • Flattering the demos : fiction and democratic education / edited by Marlene K. Sokolon and Travis D. Smith
    LC 1091 F53 2018
    This volume brings together reflections on the relationship between politics and storytelling, especially within the democratic context. Examples are drawn from the ancient and modern worlds, from classical Greek tragedy and Shakespeare to television, science fiction, and comic books, in order to examine the relationship between the philosophical and the poetical. As a political phenomenon, storytelling is used to confirm the prejudices and uphold the principles that prevail within the culture that produces it, while also providing a means for sparking a criticism of that culture from within. What role should literature play in educating a population, especially as regards one's civic responsibilities and relationship to the political regime, and how does it compete with or complement rational inquiry in providing that education? What observable effects does storytelling in fact tend to have, especially among democratic peoples, and what effects does it have on their political identities, viewpoints, commitments, and behavior? Which passions does it stoke: our hopes or our fears, our suspicions or our loyalties? Can storytelling in democratic times offer resistance to the logic and momentum of democratization or does it only reliably propel it further forward? Does democratic literature only cater to the satisfaction of personal appetites or can it ennoble people so that they are more apt to fulfill their responsibilities to each other as moral agents and fellow citizens? This volume takes diverse approaches to addressing questions like these.

  • Refugees in higher education : debate, discourse and practice / by Jacqueline Stevenson, Sally Baker
    LC 3727 S74 2018
    This book examines the key debates relating to the rights, responsibilities, policies and practices of the higher education sector when dealing with students from refugee backgrounds.
    Exploring the political context of forced migration to countries of settlement, including the impact made by media rhetoric, Refugees in Higher Education identifies how such global issues frame and position the efforts of universities to open access to, and enable the participation of, refugee students. Focusing on the UK and Australia (representing a past colonising and a colonised country) and including a series of individual case studies, it asks challenging questions about the discourses around forced migration, and how these play out for students on a personal level.
    With unprecedented levels of forced migration, and the growing strength of anti-immigration arguments as more power is conceded to alt-right conservative governments, Refugees in Higher Education is both a timely and much-needed contribution to its field.

  • Refugee education : integration and acceptance of refugees in mainstream society / edited by Enakshi Sengupta (The American University of Kurdistan, Iraq) ; Patrick Blessinger (St. John's University, New York, USA ; International HETL Association, New York, USA)
    LC 3727 R44 2015
    Thisvolume examines how universities and colleges are working towards implementing variousinterventions to integrate refugees along with non-governmental organizationsand local governments to achieve an optimal level of integration withhost communities. The first part of the volume addresses the challenges of educating and integrating refugee populations, while the second part considers methods for establishing support systems. Using case studies and other empirical research, this volume presents a broad and in-depth overview of the various methods implemented to integrate the refugees into society. The international case studies reveal the complexity of the perception-practice dynamic and the multi-faceted factors that influence various levels of integration.

  • Education governance and social theory : interdisciplinary approaches to research / edited by Andrew Wilkins and Antonio Olmedo
    LC 71 E299 2019

    The study of 'education governance' is a significant area of research in the twenty-first century concerned with the changing organisation of education systems, relations and processes against the background of wider political and economic developments occurring nationally and globally. In Education Governance and Social Theory these important issues are critically examined through a range of innovative theoretical perspectives and methodological approaches to assist in guiding those interested in better understanding and engaging with education governance as an object of critical inquiry and a tool or method of research.

    With contributions from an international line-up of academics, the book judiciously combines theory and methodologies with case study material taken from diverse geo-political settings to help frame and enrich our understanding of education governance. This is a theoretically and empirically rich resource for those who wish to research education governance and its multifarious operations, conditions and effects, but are not sure how to do so. It will therefore appeal to readers who have a strong interest in the practical application of social theory to making sense of the complex changes underway in education across the globe.

  • Les écoles qu'il nous faut / Marc-André Carignan ; préface de Jean-René Dufort
    LB 3209 C37 2018

  • Assessment strategies for online learning : engagement and authenticity / Dianne Conrad and Jason Openo
    LB 3051 C66 2018

    Assessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes.

  • Élève à risque d'échec scolaire : un regard sur la résilience et les facteurs de protection / Pierre Potvin
    LC 4094 P695 2018

  • Une éducation sans école / Thierry Pardo ; préface de Sophie Rabhi
    LC 45.3 P37 2017

  • La BD au primaire : des ateliers motivants pour développer les compétences en français / Marie-Hélène Marcoux
    LB 1044.9 C59 M372 2018

  • 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.
page last updated on: Saturday 23 February 2019
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