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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.


  • The indoor epidemic : how parents, teachers, and kids can start an outdoor revolution / Erik Shonstrom
    LB 1047 S46 2017eb

  • E-Learning and Games : 11th International Conference, Edutainment 2017, Bournemouth, UK, June 26-28, 2017, Revised selected papers / Feng Tian, Christos Gatzidis, Abdennour El Rhalibi, Wen Tang, Fred Charles (eds.)
    LB 1028.5 E38 2017eb

  • Encyclopedia of educational philosophy and theory / Michael A. Peters, editor
    LC6691

  • Globalization and Change in Higher Education The Political Economy of Policy Reform in Europe / by Beverly Barrett
    LB2300

  • Language Socialization / edited by Patricia A. Duff, Stephen May
    LC8

  • Understanding higher education internationalization : insights from key global publications / edited by Georgiana Mihut, Philip G. Altbach and Hans de Wit
    LA184

  • Producing pleasure in the contemporary university / edited by Stewart Riddle, Marcus K. Harmes, Patrick Alan Danaher
    LB 2331 S547 2017eb

  • Innovation and technology enhancing mathematics education : perspectives in the digital era / Eleonora Faggiano, Francesca Ferrara, Antonella Montone, editors
    LB1028.3

  • Higher Education Access in the Asia Pacific Privilege or Human Right?
    L991

  • Education, Disability and Inclusion A Family Struggle against an Excluding School
    L1

  • Albert Camus and education / aidan Hobson
    L1

  • Reforms and Innovation in Education Implications for the Quality of Human Capital / Alexander M. Sidorkin, Mark K. Warford, editors
    LB1027

  • Feelings and emotion-based learning : a new theory / Jennifer A. Hawkins
    LB1073

  • International handbook for policy research on school-based counseling John C. Carey, Belinda Harris, Sang Min Lee, Oyaziwo Aluede, editors
    LB1027.5

  • Educator stress : an occupational health perspective / Teresa Mendonça McIntyre, Scott E. McIntyre, David J. Francis, editors
    LB2840.2

  • Coding literacy : how computer programming is changing writing / Annette Vee
    LC 149.5 L44 2017eb

    The message from educators, the tech community, and even politicians is clear: everyone should learn to code. To emphasize the universality and importance of computer programming, promoters of coding for everyone often invoke the concept of "literacy," drawing parallels between reading and writing code and reading and writing text. In this book, Annette Vee examines the coding-as-literacy analogy and argues that it can be an apt rhetorical frame. The theoretical tools of literacy help us understand programming beyond a technical level, and in its historical, social, and conceptual contexts. Viewing programming from the perspective of literacy and literacy from the perspective of programming, she argues, shifts our understandings of both. Computer programming becomes part of an array of communication skills important in everyday life, and literacy, augmented by programming, becomes more capacious.

    Vee examines the ways that programming is linked with literacy in coding literacy campaigns, considering the ideologies that accompany this coupling, and she looks at how both writing and programming encode and distribute information. She explores historical parallels between writing and programming, using the evolution of mass textual literacy to shed light on the trajectory of code from military and government infrastructure to large-scale businesses to personal use. Writing and coding were institutionalized, domesticated, and then established as a basis for literacy. Just as societies demonstrated a "literate mentality" regardless of the literate status of individuals, Vee argues, a "computational mentality" is now emerging even though coding is still a specialized skill.


  • Creativity and learning in later life : an ethnography of museum education / Shari Sabeti
    LC 5225 L42 S23 2018eb

  • Serious play : literacy, learning, and digital games / edited by Catherine Beavis, Michael Dezuanni, and Joanne O'Mara
    LB 1028.75 L57 2017

    Serious Play is a comprehensive account of the possibilities and challenges of teaching and learning with digital games in primary and secondary schools. Based on an original research project, the book explores digital games#65533; capacity to engage and challenge, present complex representations and experiences, foster collaborative and deep learning and enable curricula that connect with young people today. These exciting approaches illuminate the role of context in gameplay as well as the links between digital culture, gameplay and identity in learners#65533; lives, and are applicable to research and practice at the leading edge of curriculum and literacy development.


  • The sciences of learning and instructional design : constructive articulation between communities / edited by Lin Lin and J. Michael Spector
    LB 1028.38 C659 2018

    There are two distinct professional communities that share an interest in using innovative approaches and emerging technologies to design and implement effective support for learning. This edited collection addresses the growing divide between the learning sciences community and the instructional design and technology community, bringing leading scholars from both fields together in one volume in an attempt to find productive middle ground. Chapters discuss the implications of not bridging this divide, propose possible resolutions, and go on to lay a foundation for continued discourse in this important area.


  • IEPs for ELs : and other diverse learners / John J. Hoover, James R. Patton
    LC 4019 H66 2017

    Develop and monitor high-quality IEPs for diverse learners

    High-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. This book guides educators through the process for creating high-quality IEPs for these K-12 learners. Readers will find:

    Practical guidance for developing and monitoring culturally and linguistically responsive IEPs Checklists, guides, and other reproducibles that support IEP development Case studies highlighting examples of appropriate IEPs

  • Handbook of educational psychology / edited by Lyn Corno and Eric M. Anderman
    LB 1051 H2354 2016

    The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field's past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition.

    The Handbook of Educational Psychology , Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.


  • Dynamic teaching for deeper reading : shifting to a problem-based approach / Vicki Vinton
    LB 1050 V52 2017

    How do we prepare students for a world that's changing so rapidly that a majority of those sitting in classrooms today will go on to hold jobs that don't yet exist, using technologies that haven't yet been invented to solve problems we don't even know are problems yet? For Vicki Vinton, the answer is to help build students' capacities as critical and creative thinkers by shifting to a problem-based approach for teaching reading.

    Problem-based teaching has taken hold in STEM classes across the country, but it's not common in reading, where we tend to think of problems as existing only at the word level. Dynamic Teaching for Deeper Reading, however, will help you become more aware of the problems texts pose for readers at the literal, inferential, and thematic levels, and then show you how to create opportunities for students to read closely and think deeply as they wrestle with those problems.

    Additionally, you'll learn how to:

    - Develop a repertoire of dynamic teaching moves that will help you probe student thinking and provide responsive feedback when students most need it.

    - Shift your focus from the teaching of complex texts to complex thinking.

    - Help students develop lines of inquiry as readers.

    Chock-full of classroom examples and the voices of students figuring things out, Dynamic Teaching for Deeper Reading connects the practices in the book to all sorts of current thinking and trends-from growth mindsets to the Common Core State Standards and from productive struggle to educational neuroscience. That breadth and depth ensures that Vicki's book is one that educators will be talking about-and you don't want to miss.


  • What really works with exceptional learners / editors, Wendy W. Murawski, Kathy Lynn Scott ; foreword by Ann Turnbull
    LC 3981 W43 2017

    Your desk reference for success with exceptional students

    As education trends promote the inclusion of students with special needs, this book is the perfect resource for teachers and administrators who need to know what works...and what doesn't. With personal experiences, references, and reproducibles, this book identifies evidence-based practices in an easy-access format. The editors and authors examine how special educational needs affect:

    Content areas like reading and math Specialization areas like autism and learning disabilities Pedagogical areas like culturally responsive practices and accommodations Other critical areas like legal issues, behavior challenges, and home-school collaboration

  • Understanding behaviour in early years settings : supporting personal, social and emotional development from 0-5 / Hannah Mortimer
    LB 1060.2 M67 2017

    Everything we learn, every way we influence others and every relationship we form hangs around a complex interplay of behaviours, feelings and thoughts. This practical book explores the factors that influence children#65533;s behaviour in the early years, enabling practitioners, parents and carers to develop a better understanding and become more intuitive and confident in supporting their development and learning in the first five years.

    Full of insights and strategies for supporting children when their behaviour gets in the way of learning and wellbeing, or when it is simply #65533;different#65533; in some way, Understanding Behaviour in Early Years Settings demonstrates how practitioners can help children to feel secure, learn and explore while gaining an understanding of how to behave socially and appropriately towards others. Areas covered include

    building firm foundations and developing attachments; personal, social and emotional development; the language of feelings and behaviour; observing #65533;problem#65533; behaviours and planning interventions; and supporting disability and special educational needs.

    Including case studies and thinking points in each chapter, this invaluable guide will help early years practitioners, teachers and students to develop their own knowledge, confidence and understanding when working with challenging behaviours.


  • Trends and issues in instructional design and technology / edited by Robert A. Reiser, Florida State University, John V. Dempsey, University of South Alabama
    LB 1028.38 T74 2018
    For courses in Instructional Design, Instructional Technology, or Computer-Based Instructional Design.

    Immerses students in the field and provides a strong foundation for future careers.


    In order to be successful in their field, professionals must go beyond performing the skills associated with Instructional Design and Technology (IDT); they must recognize current and future trends likely to impact the field and envision how to employ them. Trends and Issues in Instructional Design and Technology, Fourth Edition helps students and future practitioners attain these goals. It defines the IDT field, the historical events that have resulted in current-day areas of focus, and the theories of learning and instruction upon which practices are based. Emerging technologies, strategies to improve teaching and learning environments, and current practices in a wide variety of settings are among the many topics discussed in depth. Previous editions of this acclaimed text won numerous awards from the Association for Educational Communications and Technology and the International Society for Performance Improvement.


  • Transformative learning and adult higher education / Judith Beth Cohen, Jo Ann Gammel, Amy Rutstein-Riley, editors
    LC 5219 T65 2016
    Presenting current trends in transformative learning and adult higher education, this volume paints a vivid picture of the Transformative Learning theory in action. The concepts that knit these articles together despite the variety of educational settings and populations are: relationships, community, and the body experience--often missing in higher education.

    This volume includes:
    the voices of marginalized populations often excluded from research studies such as community college students, emerging adults with learning differences, English language learners, native Alaskans, African-American health educators, doctoral students, and yoga practitioners; new paradigms for thinking about adult undergraduate education; new ways to deal with social conflict and advise doctoral students; and personal stories from Black women leaders, college teachers, student writers as well as pregnant women, and social service providers.

    This is the 147th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.


  • Team teaching in early childhood : leadership tools for reflective practice / Uniit Carruyo
    LB 1029 T4 C37 2017
    Teacher's Choice Award for Professional Development 2018 Winner!

    Discover how to support high-functioning and collaborative teacher teams in early childhood programs by developing healthy and confident team leaders. This manual covers topics of dynamic team teaching including: how to create unified teams, how to become teacher leaders, how to give and receive feedback, and how to build and assess differentiated curriculum.

    Uniit Carruyo has been an early childhood educator for more than twenty years and is currently the Director of Education at Ithaca Montessori School in Ithaca, New York. Carruyo received her MS Ed in Leadership from Bank Street College of Education.



  • Teaching young learners in a superdiverse world : multimodal approaches and perspectives / edited by Heather Lotherington and Cheryl Paige
    LC 1099 T427 2017

    This book documents a collaborative action research project in one school where researchers and practitioners worked together to develop multimodal literacies and pedagogies for diverse, multilingual elementary classrooms. Following chronologically from Lotherington's Pedagogy of Multiliteracies (2011), this volume picks up after teachers and researchers have learned how to work efficiently as a learning community to offer project-based learning approaches. This edited collection relates how teachers and students of different grade levels, language backgrounds, and abilities developed a shared agenda and created a framework for effective and inclusive practices. Contributors demonstrate that collaboration, creative pedagogical solutions and innovative project-based learning are all essential parts of learning and teaching socially appropriate and responsive literacies in a multimodal, superdiverse world.


  • Supporting social inclusion for students with autism spectrum disorders : insights from research and practice / edited by Cathy Little
    LC 4717.5 S86 2017

    Drawing together contributions from experts at the forefront of research in the field, Supporting Social Inclusion for Students with Autism Spectrum Disorders demonstrates that social inclusion is a defining feature of successful education of students with a spectrum disorder.

    Divided into three parts, this book begins by proposing a contemporary and operational definition of social inclusion that will help facilitate active engagement by all stakeholders involved in supporting social inclusion within educational settings. The relationship between well-developed social skills and positive social outcomes is also explored, and subsequent chapters explicate and contextualize social inclusion across a range of educational settings. The final chapters present case studies and viewpoints from stakeholders central to the successful social inclusion of students with the disorder. Through discussion of its findings, this book provides the reader with a deep understanding of social inclusion and confirms its importance in facilitating positive educational outcomes for students with Autism Spectrum Disorder.

    A unique contribution to the field, this book will be of key interest to postgraduates, researchers and academics in the area of inclusive education and Autism Spectrum Disorder. It will also appeal to those who research, study and work in the areas of special and inclusive education, and developmental psychology.


  • Success with IEPs : solving five common implementation challenges in the classroom / Vicki Caruana
    LC 4019 C37 2017
    As the inclusive classroom becomes the placement of choice for many students with disabilities, the implementation of a student's individualized education plan (IEP) is no longer the sole responsibility of a special education teacher. Together the general education teacher and the special education teacher work to ensure each student's progress toward meeting carefully crafted goals.Success with IEPs provides teachers with practical, research-based advice and solutions to five of the most common challenges posed by IEPs:Understanding the full scope of the teacher's roleDoing the critical prep work for IEP meetingsOffering modifications and accommodationsContributing to the IEP teamMonitoring student progressAuthor and educator Vicki Caruana explores principles that debunk some common misconceptions about how to work with students with disabilities. She offers insights, tips, and strategies that will help teachers fine-tune their practice to better meet each child's unique needs. For teachers uncertain of their ability to meet the needs of students with IEPs, this manageable guide is a great place to start.

  • Social development of three- and four-year-olds / Susan A. Miller, EdD
    LB 1139 S6 M55 2017

    Preschoolers tend to be social beings. Whether they are playing with dolls side by side, building block castles together, or rolling down hills with friends, most young children enjoy the company of others. Playing together comes naturally, but you can help them negotiate turn taking, learn how to mend hurt feelings, and practice communicating positively while they play. Social Development of Three- and Four-Year-Olds highlights the milestones children tend to reach during the preschool years as they develop socially. You will see classroom scenarios that can provide insights into some of the ways young children make social connections, express their preferences, and play together. As a guide and facilitator, you can share strategies that will help preschoolers learn to be cooperative team members and kind friends while having fun together.

    Part of the Gryphon House Growing Up in Stages series


  • Reflective practice in English language teaching : research-based principles and practices / Steve Mann and Steve Walsh
    LB 1025.3 M37113 2017

    Offering a unique, data-led, evidence-based approach to reflective practice in English language teaching, this book brings together theory, research and practice in an accessible way to demonstrate what reflective practice looks like and how it is undertaken in a range of contexts. Readers learn how to do and to research reflective practice in their own settings. Through the use of data, dialogue and appropriate tools, the authors show how reflective practice can be used as an ongoing teaching tool that supports professional self-development.


  • Real-world learning framework for elementary schools : digital tools and practical strategies for successful implementation / Marge Maxwell, Rebecca Stobaugh, Janet Lynne Tassell
    LA 219 M27 2017

    Creation in the real world is a disorganized process, and in order to foster authentic learning in the classroom, teachers must be flexible in planning and supporting learning experiences.

    Bring about deeper, self-directed learning in elementary school students. This book outlines opportunities teachers and students have to exercise cognitive complexity, engagement, and technology integration through real-world project-based instruction. Part one details the Create Excellence Framework for 21st century skills, and part two offers sample lesson plans from real-world learning projects, so educators can help students take more responsibility for and find more enthusiasm in their own learning.

    Benefits:

    Learn each of the components of the research-based Create Excellence Framework for lesson planning and how each component connects to student content standards. Discover the five levels of real-world learning, helping students find greater fulfillment in their PBL (project-based learning). Answer questions to consider in setting up the Create Excellence Framework for real-world learning. Consult real-world examples of Create Excellence Framework-applicable learning projects that meet the guidelines of curriculum standards. Learn about many online tools and resources to promote online projects that engage students in authentic learning.

    Contents

    Introduction: The Create Excellence Framework for Real-World Learning

    Part I:

    Chapter 1--Real-World Learning

    Chapter 2--Cognitive Complexity

    Chapter 3--Student Engagement

    Chapter 4--Technology Integration

    Chapter 5--Implementation of the Create Excellence Framework

    Part II:

    English Language Arts Projects

    Mathematics Projects

    Social Studies Projects

    Science Projects

    References and Resources


  • Privatization and the education of marginalized children : policies, impacts, and global lessons / edited by Bekisizwe S. Ndimande and Christopher Lubienski
    LB 2806.36 P748 2017

    Privatization and the Education of Marginalized Children examines the issue of markets in education as they shape educational opportunities for disadvantaged children#65533;for better or worse#65533;in countries around the globe. With chapters written by leading scholars in the field of international education, this book analyzes the important questions of equity and markets, privatization and opportunity, and policies' objectives and outcomes, and it explores the potential, promises, and empirical evidence on the role of market mechanisms. Offering insights from theoretical as well as international-comparative perspectives, this volume will appeal to researchers and students of education-focused public policy, sociology, and international economics. A timely contribution to the field, Privatization and the Education of Marginalized Children aims to engage in public/private debate by addressing the larger societal exclusions and segregation of communities in which these schools exist.

     


  • Power and privilege in the learning sciences : critical and sociocultural theories of learning / edited by Indigo Esmonde and Angela N. Booker
    LC 196 P677 2017

    Although power and privilege are embedded in all learning environments, the learning sciences is dominated by individual cognitive theories of learning that cannot expose the workings of power. Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning addresses the ways in which research on human learning can acknowledge the influence of differential access to power on the organization of learning in particular settings. Written by established and emerging scholars in the learning sciences and related fields, the chapters in this volume introduce connections to critical and poststructural race theories, critical disability studies, queer theory, settler-colonial theory, and critical pedagogy as tools for analyzing dimensions of learning environments and normativity. A vital resource for students and researchers in the fields of learning sciences, curriculum studies, educational psychology, and beyond, this book introduces key literature, adapts theory for application in education, and highlights areas of research and teaching that can benefit from critical theoretical methods.


  • Learning begins : the science of working memory and attention for the classroom teacher / Andrew C. Watson
    LB 1060 W39 2017
    Learning Begins, written by a teacher for teachers, translates current brain research into practical classroom strategies. Because students learn with their brains, it simply makes sense for teachers to explore educational psychology and neuroscience. And yet, information in these fields can be daunting and contradictory. Worse still, few researchers can clearly explain the specific classroom uses of their remarkable discoveries. Learning Begins both explains this research and makes it useful for teachers and administrators. Part I investigates the science of working memory: a cognitive capacity essential to all school work. When teachers recognize the many classroom perils that can overwhelm working memory, they can use research-aligned strategies to protect it, and thereby promote student learning. Part II reveals the complexities of student attention. By understanding the three neural sub-processes that create attention, teachers can structure their classrooms and their lessons to help students focus on and understand new material. Written in a lively and approachable voice, based on years of classroom experience and a decade of scientific study, Learning Begins makes educational psychology and neuroscience clear and useful in schools and classrooms.

  • Inquiry-based learning : designing instruction to promote higher level thinking / Teresa Coffman
    LB 1027.23 C635 2017
    Inquiry-Based Learning: Designing Instruction to Promote Higher Level Thinking focuses on learning and pedagogy around inquiry using technology as a cognitive tool. Specific inferences and applications of learning through an inquiry approach are explored and illustrations are drawn from educational settings. This third edition text explores realistic approaches and encourages reflective practice through the creation of instruction around a variety of curricular topics, to include digital citizenship, information literacy, social media, telecollaborative activities, problem-based learning, blended learning, and authentic assessments. Emphasis is placed on developing 21st century skills within a thinking curriculum. Readers consider a scenario that continues throughout each chapter in the design and development of inquiry lessons. Chapter reflections and skill building exercises assist readers in developing competencies around the inquiry process as well as the pedagogy required in using this approach with authentic tools.

  • Homeschool : an American history / Milton Gaither
    LC 40 G34 2017
    This book provides a lively account of one of the most important and overlooked themes in American education. Beginning in the colonial period and working to the present, Gaither describes in rich detail how the home has been used as the base for education of all kinds. The last five chapters focus especially on the modern homeschooling movement and offer the most comprehensive and authoritative account of it ever written. Readers will learn how and why homeschooling emerged when it did, where it has been, and where it may be going. The second edition has been thoroughly revised to incorporate the most recent scholarship on the topic and to provide comprehensive coverage of recent trends.

  • Handbook of research-based practices for educating students with intellectual disability / edited by Michael L. Wehmeyer and Karrie A. Shogren
    LC 4601 H28 2017

    The Handbook of Research-Based Practices for Educating Students with Intellectual Disability provides an integrated, transdisciplinary overview of research-based practices for teaching students with intellectual disability. This comprehensive volume emphasizes education across life stages, from early intervention in schools through the transition to adulthood, and highlights major educational and support needs of children and youth with intellectual disability. The implications of history, recent research, and existing information are positioned to systematically advance new practices and explore promising possibilities in the field. Driven by the collaboration of accomplished, nationally recognized professionals of varied approaches and philosophies, the book emphasizes practices that have been shown to be effective through multiple methodologies, so as to help readers select interventions based on the evidence of their effectiveness.


  • A fighting chance : supporting young children experiencing disruptive change / Jane Humphries, EdD, Kari Rains, MS
    LB 1027.55 H86 2017

    Many children have to cope with complicated and disruptive situations. Often the classroom becomes the most stable environment. Learn to embrace disruptive change, address it with professionalism, and utilize strategies to affect the direction of children's lives in a positive way and give them a fighting chance to succeed.

    Dr. Jane Humphries has decades of experience in early childhood education, including being a child care director of a program directly impacted by the Oklahoma City bombing.

    Kari Rains holds a masters degree in child development and has over a decade of clinical work in the early intervention program in Oklahoma.


  • Emotional development of three- and four-year-olds / Susan A. Miller, EdD
    LB 1117 M52 2017

    Whether you see a preschooler laughing or crying, hugging or tugging on a playmate, taking risks or seeking comfort from an adult, you know that they are developing their emotional skills and growing up in so many ways every day. And they need your help! Emotional Development of Three- and Four-Year-Olds shares common milestones and typical scenarios to help you recognize various ways that preschoolers express their feelings and interact with others. You will also learn strategies for supporting and nurturing their growth, especially in situations involving the following types of emotional challenges and accomplishments: Expressing kindness and empathy; Exerting independence; Managing shyness; Building confidence; Testing limits and taking risks; Expressing anger and frustration; Dealing with fears and anxieties; Sharing a sense of humor; Handling conflicts; Dealing with separation and loss.

    As you support preschoolers struggling to handle emotional challenges that occur during everyday interactions with adults and other children, you will help them learn the skills to navigate their emotional ups and downs in more positive ways.

    Part of the Gryphon House Growing Up in Stages series.

  • Curricula for students with severe disabilities : narratives of standards-referenced good practice / Phyllis Jones
    LC 3965 J57 2017

    Students with severe disabilities comprise 2 percent of the population of learners who are impacted by intellectual, communicative, social, emotional, physical, sensory and medical issues. Increasingly, however, teachers are required to meet the challenges of creating a pedagogical balance between an individual student's strengths, needs and preferences, and core academic curricula. The need to embrace the current initiative of curriculum state standards in the debate of curricula relevance, breadth, balance and depth for students with severe disabilities is not just timely--it contributes to the evolving debate of what constitutes an appropriate curriculum for severely disabled learners.

    Curricula for Students with Severe Disabilities supports the development of greater understandings of the role that state curriculum standards play in the pedagogical decision-making for students with severe intellectual disabilities. The book first discusses the nature and needs of these students, the curriculum for this group of learners and the recent contributions of state curriculum standards, before presenting narratives of real classrooms, teachers and students who have meaningfully integrated state curriculum standards at the kindergarten, elementary and high school levels.


  • Crossing cultures in the language classroom / Andrea DeCapua, Ed.D. (Long Island University-Hudson), Ann C. Wintergerst, Ed.D. (St. John's University, New York)
    LC 1099 D39 2016
    Teachers are often in the forefront of today's cross-cultural contact, whether in the language classroom or in the K-12 or university/college classroom, but they are not always prepared to handle the various issues that can arise in terms of cross-cultural communication. The intent of this book is to make education in cross-cultural awareness accessible to a broad range of teachers working in a variety of educational settings.

    Crossing Cultures in the Language Classroom attempts to balance theory and practice for pre-service and in-service teachers in general education programs or in ESL/EFL, bilingual, and foreign language teacher training programs, as well as cross-cultural awareness workshops. This book is unique in that it combines theory with a wide range of experiential activities and projects designed to actively engage users in the process of understanding different aspects of cross-cultural awareness. The goals of the book are to: expand cultural awareness of one's own culture and that of others achieve a deeper understanding of what culture is and the relationship between culture and language acquire the ability to observe behaviors in order to draw conclusions based on observation rather than preconceptions understand and implement observations of cultural similarities and differences develop an attitude of tolerance toward cultural differences and move away from the "single story." The new edition has been thoroughly updated and includes a Suggested Projects section in each chapter. This section provides opportunities for users of the text to explore in greater depth an area and topic of interest. It also includes even more Critical Incidents-- brief descriptions of events that depict some element or elements of cultural differences, miscommunication, or culture clash. Critical Incidents develop users' ability to analyze and understand how multiple perspectives of the same situation are rooted in differing culturally influenced beliefs, behaviors, norms of interaction, and worldviews.





  • Connecting right from the start : fostering effective communication with dual language learners / Jennifer J. Chen, EdD
    LC 3723 C54 2016
    Connecting with dual language learners (DLLs) is a growing reality among early childhood educators, who need to learn practical, proven strategies to reach these students. Grounded in research and strengthened by the author's personal experience as a student learning English, Connecting Right from the Start helps teachers understand the culturally and linguistically diverse children in their classroom, as well as those with disabilities.

  • Bright ribbons : weaving culturally responsive teaching into the elementary classroom / Lotus Linton Howard ; foreword by Gary Howard
    LC 1099 H69 2017

    Weave culturally responsive teaching into every lesson and activity

    With an array of practical tips, model lessons, and resources, this book will inspire you to weave a holistic tapestry of teaching and learning that lets every child shine. You'll learn:

    How to use culturally responsive teaching (CRT) not as an add-on, but as a philosophy that infuses every aspect of the school day Simple strategies for weaving the seven principles of CRT into all lessons and activities, including morning greetings, transition times, and group work How to be more self-reflective to better appreciate and unlock students' unique gifts

  • Becoming a critically reflective teacher / Stephen D. Brookfield
    LB 2331 B677 2017
    A practical guide to the essential practice that builds better teachers.

    Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you...

    Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms

    This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups.

    In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.


  • An activity-based approach to early intervention / by JoAnn (JJ) Johnson, Naomi L. Rahn and Diane Bricker
    LC 4019.2 B74 2015

    Early childhood professionals, learn the nuts and bolts of activity-based intervention (ABI), the trusted, child-directed approach for young children birth to 5. With the fourth edition of this classic textbook and professional guide, you'll discover how to embed learning oportunities in everyday activities to help children acquire and genralize functional skills and reach their developmental goals.

    You'll get a comprehensive introduction to the benfits, challenges, and foundations of ABI, and you'll find in-depth guidance on how to apply this popular approach with children in center-and home-based programs. Case stories, examples, and sample forms throughout clarify important points and procedures. Updated with practical new information on ABI training, implementation, and more this book is a keystone of professional preparation for early interventionists and special educators.

    The text that helps you: implememt ABI in multiple settings with diverse groups of young children, including kids with disabilities and those at risk; create multiple and varied learning opportunities within young chidren's natural routines and interaction; develop indiviualized IFSP and IEP goals; observe children before and after intervention to determine next steps; and more.


  • Printemps de force : une histoire engagée du mouvement étudiant au Québec (1958-2013) / Arnaud Theurillat-Cloutier
    LA 418 Q7 T44 2017

  • Implausible dream : the world-class university and repurposing higher education / James H. Mittelman
    LB 2322.2 M57 2018

    Why the paradigm of the world-class university is an implausible dream for most institutions of higher education

    Universities have become major actors on the global stage. Yet, as they strive to be "world-class," institutions of higher education are shifting away from their core missions of cultivating democratic citizenship, fostering critical thinking, and safeguarding academic freedom. In the contest to raise their national and global profiles, universities are embracing a new form of utilitarianism, one that favors market power over academic values. In this book, James Mittelman explains why the world-class university is an implausible dream for most institutions and proposes viable alternatives that can help universities thrive in today's competitive global environment.

    Mittelman traces how the scale, reach, and impact of higher-education institutions expanded exponentially in the post-World War II era, and how the market-led educational model became widespread. Drawing on his own groundbreaking fieldwork, he offers three case studies--the United States, which exemplifies market-oriented educational globalization; Finland, representative of the strong public sphere; and Uganda, a postcolonial country with a historically public but now increasingly private university system. Mittelman shows that the "world-class" paradigm is untenable for all but a small group of wealthy, research-intensive universities, primarily in the global North. Nevertheless, institutions without substantial material resources and in far different contexts continue to aspire to world-class stature.

    An urgent wake-up call, Implausible Dream argues that universities are repurposing at the peril of their high principles and recommends structural reforms that are more practical than the unrealistic worldwide measures of excellence prevalent today.


  • Solve common teaching challenges in children with autism : 8 essential strategies for professionals & parents / edited by Lara Delmolino
    LC 4717 S658 2015

    Even veteran teachers of students with autism sometimes need help to determine why their instructional methods are not getting the desired results. In Solve Common Teaching Challenges in Children with Autism , behaviour and education experts describe 8 potential problem areas, and offer teaching strategies to promote successful learning: Motivation (appropriate reinforcement); Manding (requesting & responding skills); Learning-to-Learn (prerequisite skills); Prompting (physical guidance, gesturing, verbal instruction); Language Environment (comprehension aid or distraction ?); Learning Opportunities (quality over quantity); Individualizing Instruction (meet Student's needs); Skills & Goals (meaningful & Purposeful).

    Each chapter offers an illustrative case study, a critical examination of why the problem arises, and practical instructional solutions. Additional material within chapters, a table, glossary, checklist, Q & A, chart, or form, helps readers to further assess the issue. Educators, therapists, and parents familiar with ABA methods will feel empowered by this handy guide and reinvigorated to solve their teaching challenges.


  • Constructing policy change : early childhood education and care in liberal welfare states / Linda A. White
    LB 1139.3 D48 W55 2017

    In Constructing Policy Change , Linda A. White examines the expansion of early childhood education and care (ECEC) policies and programs in liberal welfare states, including Australia, Canada, New Zealand, the UK, and the USA.

    In the first part of the book, the author investigates the sources of policy ideas that triggered ECEC changes in various national contexts. This is followed by a close analysis of cross-national variation in the implementation of ECEC policy in Canada and the USA. White argues that the primary mechanisms for policy change are grounded in policy investment logics as well as cultural logics: that is, shifts in public sentiments and government beliefs about the value of ECEC policies and programs are rooted in both evidence-based arguments and in principled beliefs about the policy.

    A rich, nuanced examination of the reasons motivating ECEC policy expansion and adoption in different countries, Constructing Policy Change is a corrective to the comparative welfare state literature that focuses on political interest alone.


  • The Grants Register 2017 / edited by Ruth Lefevre
    LB 2338 G7 2017

  • Recipes for messy play : 40 fun sensory experiences for young learners
    LB 1139.35 P55 R4357 2013
    Messy play is one of the great joys of early childhood. This book uses 40 fun, open-ended, and creative recipes for children to build literacy, numeracy, and social-emotional skills.

  • Some cognitive skills in aboriginal children in Victorian primary schools [by] D.W. Bruce, M. Hengeveld [and] W.C. Radford
    LC 3501 A3B7

  • An update on adult development theory : new ways of thinking about the life course / M. Carolyn Clark, Rosemary S. Caffarella, editors
    LC 5225 L42 U633 1999
    Our approach to adult learners and the learning process is shaped by our knowledge of how adults change and develop across the life span. This issue of New Directions for Adult and Continuing Education reviews the latest work in adult developmental theory in the biological, psychological, sociocultural, and integrated domains, and explores the implications of this work for adult education. Chapters examine how gAnder, race, and sexual orientation affect our sense of self; explore spiritual development and theories of aging; and offer a way of understanding development in terms of how people use narrative to organize and make meaning of their experiences. This is the 84th issue of the quarterly journal New Directions for Adult and Continuing Development .

  • Equity for women : the first decade : a report to the President of York University on the Status of Women at York University : an update of the 1975 Senate Task Force report on the status of women at York University / [prepared by Johanna H. Stuckey]
    LB 2332.3 Y67 1985

  • Perspectives on understanding and working with families / Kevin J. Swick
    LB 1140.35 P37S976 1987
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