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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.

  • Education and Globalization in Southeast Asia : Issues and Challenges / edited by Lee Hock Guan
    LC 94 A9 E484 2017eb

  • Democracy and Education in Namibia and Beyond : A Critical Apprasial / edited by Elizabeth Magano Amukugo
    LC 95 N3 D464 2017eb
    Democracy and Education in Namibia and beyond debates the education-democracy nexus in Namibia and the southern African context. It defines and explores the meaning of democracy and related concepts. It also looks at what democracy means in the context of human rights and access to education. The ten chapters in this collection interrogate the strengths and limitations of education as an instrument of social change and question whether or not the Namibian educational objectives and practices do develop and help to sustain a democratic culture in Namibia. The authors in the collection have drawn material from their own teaching and research experience across the fields of education and social science in Namibia and beyond, and present their findings in a pedagogical framework suitable as a challenging text for tertiary students. At a time when education is in crisis, especially in South Africa where strident calls for free tertiary education and Africanisation of the curriculum are spreading like wildfire, this book gives scholarly insight into the history and social conditions that gave rise to our current predicament.

  • Youth in Postwar Guatemala : Education and Civic Identity in Transition / Michelle J. Bellino
    LA 451 B45 2017eb
    In the aftermath of armed conflict, how do new generations of young people learn about peace, justice, and democracy? Michelle J. Bellino describes how, following Guatemala's civil war, adolescents at four schools in urban and rural communities learn about their country's history of authoritarianism and develop civic identities within a fragile postwar democracy.

    Through rich ethnographic accounts, Youth in Postwar Guatemala , traces youth experiences in schools, homes, and communities, to examine how knowledge and attitudes toward historical injustice traverse public and private spaces, as well as generations. Bellino documents the ways that young people critically examine injustice while shaping an evolving sense of themselves as civic actors. In a country still marked by the legacies of war and division, young people navigate between the perilous work of critiquing the flawed democracy they inherited, and safely waiting for the one they were promised...

  • Teacher Strike! : Public Education and the Making of a New American Political Order / Jon Shelton
    LB 2844.47 U6 S54 2017eb

  • Losing Hearts and Minds : American-Iranian Relations and International Education during the Cold War / Matthew K. Shannon
    LB 2376.5 I7 S53 2017eb

    Matthew K. Shannon provides readers with a reminder of a brief and congenial phase of the relationship between the United States and Iran. In Losing Hearts and Minds , Shannon tells the story of an influx of Iranian students to American college campuses between 1950 and 1979 that globalized U.S. institutions of higher education and produced alliances between Iranian youths and progressive Americans.

    Losing Hearts and Minds is a narrative rife with historical ironies. Because of its superpower competition with the USSR, the U.S. government worked with nongovernmental organizations to create the means for Iranians to train and study in the United States. The stated goal of this initiative was to establish a cultural foundation for the official relationship and to provide Shah Mohammad Reza Pahlavi with educated elites to administer an ambitious program of socioeconomic development. Despite these goals, Shannon locates the incubation of at least one possible version of the Iranian Revolution on American college campuses, which provided a space for a large and vocal community of dissident Iranian students to organize against the Pahlavi regime and earn the support of empathetic Americans. Together they rejected the Shah's authoritarian model of development and called for civil and political rights in Iran, giving unwitting support to the rise of the Islamic Republic of Iran.

  • This City Belongs to You : A History of Student Activism in Guatemala, 1944-1996 / Heather Vrana
    LA 453 V73 2017eb
    Between 1944 and 1996, Guatemala experienced a revolution, counterrevolution, and civil war. Playing a pivotal role within these national shifts were students from Guatemala's only public university, the University of San Carlos (USAC). USAC students served in, advised, protested, and were later persecuted by the government, all while crafting a powerful student nationalism. In no other moment in Guatemalan history has the relationship between the university and the state been so mutable, yet so mutually formative. By showing how the very notion of the middle class in Guatemala emerged from these student movements, this book places an often-marginalized region and period at the center of histories of class, protest, and youth movements and provides an entirely new way to think about the role of universities and student bodies in the formation of liberal democracy throughout Latin America.

  • Uruguay, 1968 : Student Activism from Global Counterculture to Molotov Cocktails / Vania Markarian ; translated by Laura Perez Carrara ; foreword by Eric Zolov
    LA 603.7 M3713eb
    The tumultuous 1960s saw a generation of Latin American youth enter into political life in unprecedented numbers. Though some have argued that these young-radical movements were inspired by the culture and politics of social movements burgeoning in Europe and the United States, youth activism developed its own distinct form in Latin America. In this book, Vania Markarian explores how the Uruguayan student movement of 1968 shaped leftist politics in the country for decades to come. She considers how students invented their own new culture of radicalism to achieve revolutionary change in Uruguay and in Latin America as a whole. By exploring the intersection of activism, political violence, and youth culture, Uruguay, 1968 offers new insights about such subjects as the "New Left" and "Revolutionary Left" that are central to our historical understanding of the 1960s across the globe.

  • My Tour through the Asylum : A Southern Integrationist's Memoir / William E. Dufford ; with Aida Rogers and Salley McInerney ; foreword by Pat Conroy
    LB 2831.824 S6 D846 2017eb
    Immortalized in the writings of his most famous student, best-selling author Pat Conroy, veteran education administrator William E. Dufford has led an inspirational life as a stalwart champion for social justice and equal access for all to the empowerment of a good public education. A quintessential Southern storyteller now in his nineties, Dufford reflects on his own transformation through education, from his upbringing in the segregationist Jim Crow Era-South of the 1930s and 1940s to becoming an accomplished integrationist revered by his pantheon of former colleagues and students. Those include Conroy, artist and MacArthur Fellowship recipient Daisy Youngblood, civil rights attorney Carl Epps, U.S. District Judge Richard M. Gergel, former U.S. secretary of education Richard W. Riley, historian and educator Alexia Helsley, University of South Carolina Benjamin E. Mays Distinguished Professor Emeritus Johnny McFadden, and many others. In My Tour through the Asylum, several of these supporters share their own candid recollections of Dufford alongside his life story, adding context and anecdotes to the narrative.Dufford's efforts in Sumter in the late 1960s garnered national attention, including coverage in the New York Times and the opportunity to take a delegation of his black and white students to Alabama to model successful practices in integration. Dufford credits the evolution of his mindset from segregationist to integrationist to the good influence of two experiences: his service in the U.S. Navy in the 1940s opening his eyes to a larger worldview and his later doctoral training at the University of Florida under nationally recognized professors introducing him to global perspectives of education.In collaboration with writers Aïda Rogers and Sallie McInerney, Dufford recounts the possibilities that unfold when people work through their differences toward a common good. His story is also a cautionary tale of how progress can be forestalled or undone by those in power when antiquated policies and politics are placed above humanistic principles of fairness and social justice. Drawing the book title and themes from nineteenth-century statesman James Louis Petigru's infamous assessment that South Carolina was "too small to be a republic and too big to be an insane asylum," Dufford offers an insightful, pragmatic, and ultimately hopeful tour through his lived experiences in the courageous, committed service of education and enlightenment.

  • Contesting French West Africa : Battles over Schools and the Colonial Order, 1900–1950 / Harry Gamble
    LA 1661 G36 2017eb

    After the turn of the twentieth century, schools played a pivotal role in the construction of French West Africa. But as this dynamic, deeply researched study reveals, the expanding school system also became the site of escalating conflicts. As French authorities worked to develop truncated schools for colonial "subjects," many African students and young elites framed educational projects of their own. Weaving together a complex narrative and rich variety of voices, Harry Gamble explores the high stakes of colonial education.

    With the disruptions of World War II, contests soon took on new configurations. Seeking to forestall postwar challenges to colonial rule, French authorities showed a new willingness to envision broad reforms, in education as in other areas. Exploiting the new context of the Fourth Republic and the extension of citizenship, African politicians demanded an end to separate and inferior schools. Contesting French West Africa critically examines the move toward educational integration that took shape during the immediate postwar period. Growing linkages to the metropolitan school system ultimately had powerful impacts on the course of decolonization and the making of postcolonial Africa.

  • The Jesuits and Italian Universities, 1548-1773 Paul F. Grendler
    LC 493 G74 2017eb

  • Regional Perspectives on Learning by Doing : Stories from Engaged Universities around the World / edited by Lorlene Hoyt
    LC 237 R45 2017eb
    In what ways can universities around the world mobilize their resources to create more just and prosperous communities, while at the same time educating civic leaders? This collaboration from university professors, community partners, and students looking to inspire higher education reform seeks to answer that question. Regional Perspectives on Learning by Doing offers a diverse array of innovative teaching and research strategies from engaged universities--from Australia, Egypt, Malaysia, Mexico, Scotland, South Africa, and the United States--that demonstrates how learning by doing elevates students' consciousness and develops their civic capabilities. While dealing creatively with pressing societal challenges, university students and others are learning together how to operate effectively in high- conflict situations; fashion bold approaches to combating poverty, promoting sustainability, and elevating public health; organize coalitions for change that bridge social and economic divides; and strengthen democratic decision-making in local communities and higher levels of governance. Students and teachers alike will gain valuable insight into building thriving communities as well as the tools to do so.

  • Smart Girls : Success, School, and the Myth of Post-Feminism / Shauna Pomerantz and Rebecca Raby with a foreword by Anita Harris
    LC 1481 P66 2017eb
    Are girls taking over the world? It would appear so, based on magazine covers, news headlines, and popular books touting girls' academic success. Girls are said to outperform boys in high school exams, university entrance and graduation rates, and professional certification. As a result, many in Western society assume that girls no longer need support. But in spite of the messages of post-feminism and neoliberal individualism that tell girls they can have it all, the reality is far more complicated. Smart Girls investigates how academically successful girls deal with stress, the "supergirl" drive for perfection, race and class issues, and the sexism that is still present in schools. Describing girls' varied everyday experiences, including negotiations of traditional gender norms, Shauna Pomerantz and Rebecca Raby show how teachers, administrators, parents, and media commentators can help smart girls thrive while working toward straight As and a bright future.

  • Reaching for the Sky : Empowering Girls Through Education / Urvashi Sahni
    LC 2329 L9 S257 2017eb
    Since 2003 a privately funded high school has provided desperately needed education for girls from impoverished families in Lucknow, the capital and largest city in Uttar Pradesh, in northeast India. Urvashi Sahni, the founder of Prerna Girls School, tells the stories of how the school has changed the lives of more than 5,000 girls and their families. Most important, this book tells those stories from the perspectives of the girls themselves, rather than through a remote academic perspective. -- publisher's website

  • Learning Legacies : Archive to Action through Women's Cross-Cultural Teaching / Sarah Ruffing Robbins
    LC 1099.3 R6 2017eb

  • Staging Women's Lives in Academia : Gendered Life Stages in Language and Literature Workplaces / edited by Michelle A. Masse and Nan Bauer-Maglin
    LB 2332.32 S73 2017eb

  • Classics, the Culture Wars, and Beyond / Eric Adler
    LC 1011 A32 2016eb

    Beginning with a short intellectual history of the academic culture wars, Eric Adler's book examines popular polemics including those by Allan Bloom and Dinesh D'Souza, and considers the oddly marginal role of classical studies in these conflicts. In presenting a brief history of classics in American education, the volume sheds light on the position of the humanities in general.

    Adler dissects three significant controversies from the era: the so-called AJP affair, which supposedly pitted a conservative journal editor against his feminist detractors; the brouhaha surrounding Martin Bernal's contentious Black Athena project; and the dustup associated with Victor Davis Hanson and John Heath's fire-breathing jeremiad, Who Killed Homer? He concludes by considering these controversies as a means to end the crisis for classical studies in American education. How can the study of antiquity--and the humanities--thrive in the contemporary academy? This book provides workable solutions to end the crisis for classics and for the humanities as well.

    This major work also includes findings from a Web survey of American classical scholars, offering the first broadly representative impression of what they think about their discipline and its prospects for the future. Adler also conducted numerous in-depth interviews with participants in the controversies discussed, allowing readers to gain the most reliable information possible about these controversies.

    Those concerned about the liberal arts and the best way to educate young Americans should read this book. Accessible and jargon-free, this narrative of scholarly scandals and their context makes for both enjoyable and thought-provoking reading.

  • Emerging Issues and Trends in Education / edited by Theodore S. Ransaw and Richard Majors
    LC 212 E58 2017eb
    As classrooms across the globe become increasingly more diverse, it is imperative that educators understand how to meet the needs of students with varying demographic backgrounds. Emerging Issues and Trends in Education presents case studies from academics who have all at one point been teachers in K-12 classrooms, addressing topics such as STEM as well as global issues related to race, gender education, education policy, and parental engagement. The contributors take an international approach, including research about Nigerian, Chinese, Native American, and Mexican American classrooms. With a focus on multidisciplinary perspectives, Emerging Issues and Trends in Education is reflective of the need to embrace different ways of looking at problems to improve education for all students.

  • Disruptive Fixation : School Reform and the Pitfalls of Techno-Idealism / Christo Sims
    LA 339 N5S55 2017eb

    In New York City in 2009, a new kind of public school opened its doors to its inaugural class of middle schoolers. Conceived by a team of game designers and progressive educational reformers and backed by prominent philanthropic foundations, it promised to reinvent the classroom for the digital age. Ethnographer Christo Sims documented the life of the school from its planning stages to the graduation of its first eighth-grade class. Disruptive Fixation is his account of how this "school for digital kids," heralded as a model of tech-driven educational reform, reverted to a more conventional type of schooling with rote learning, an emphasis on discipline, and traditional hierarchies of authority. Troubling gender and racialized class divisions also emerged.

    Sims shows how the philanthropic possibilities of new media technologies are repeatedly idealized even though actual interventions routinely fall short of the desired outcomes--often dramatically so. He traces the complex processes by which idealistic tech-reform perennially takes root, unsettles the worlds into which it intervenes, and eventually stabilizes in ways that remake and extend many of the social predicaments reformers hope to fix. Sims offers a nuanced look at the roles that powerful elites, experts, the media, and the intended beneficiaries of reform--in this case, the students and their parents--play in perpetuating the cycle.

    Disruptive Fixation offers a timely examination of techno-philanthropism and the yearnings and dilemmas it seeks to address, revealing what failed interventions do manage to accomplish--and for whom.

  • Claiming Home, Shaping Community : Testimonios de los valles / edited by Gloria H. Cuádraz and Yolanda Flores
    LC 2683.6 C53 2017eb

  • Reconciliation and Education in Bosnia and Herzegovina From Segregation to Sustainable Peace / by Eleonora Emkic

  • Teaching and learning in a digital world : proceedings of the 20th International Conference on Interactive Collaborative Learning. Michael E. Auer, David Guralnick, Istvan Simonics, editors

  • Interactive mobile communication technologies and learning : proceedings of the 11th IMCL Conference / Michael E. Auer, Thrasyvoulos Tsiatsos, editors

  • Software data engineering for network eLearning environments : analytics and awareness learning services / Santi Caballé, Jordi Conesa, editors

  • Sexual Crime, Religion and Masculinity in fin-de-siècle France : the Flamidien Affair / Timothy Verhoeven

  • Digital Technologies : Sustainable Innovations for Improving Teaching and Learning / Demetrios Sampson, Dirk Ifenthaler, J. Michael Spector, Pedro Isaías, editors

  • Reconfiguring knowledge in higher education

  • The university in its place : social and cultural perspectives on the regional role of universities

  • Enhancing reflection within situated learning : incorporating mindfulness as an instructional strategy

  • Globalisation and education reforms : paradigms and ideologies


  • The Nature of School Leadership Global Practice Perspectives / by Paul W. Miller

  • Uncertainty in teacher education futures scenarios, politics and STEM / Sandy Schuck, Peter Aubusson, Kevin Burden, Sue Brindley

  • Spaces of teaching and learning : integrating perspectives on research and practice / Robert A. Ellis,

  • A philosophy of schooling : care and curiosity in community / Julian Stern

  • Higher education in Germany--recent developments in an international perspective / Otto Hüther, Georg Krücken

  • Critical literacy pedagogy for bilingual preservice teachers : exploring social identity and academic literacies / Hyesun Cho

  • Rankings and global knowledge governance : higher education, innovation and competitiveness / Tero Erkkilä, Ossi Piironen

  • Wittgenstein's education : 'a picture held us captive' / Michael A. Peters, Jeff. Stickney

  • Posthuman pedagogies in practice : arts based approaches for developing participatory futures / Annouchka Bayley

  • Contemporary philosophical proposals for the university : toward a philosophy of higher education / Aaron Stoller, Eli Kramer, editors

  • Heidegger and the lived experience of being a university educator / Joshua Spier

  • Feeling academic in the neoliberal University : feminist flights, fights and failures / Yvette Taylor, Kinneret Lahad, editors

  • Digital workplace learning bridging formal and informal learning with digital technologies / Dirk Ifenthaler, editor

  • Building Capacity in Institutional Research and Decision Support in Higher Education / Karen L. Webber, editor

  • The Grants Register 2018
    LB 2300 G736 2018eb

  • Causal case study methods : foundations and guidelines for comparing, matching and tracing / Derek Beach and Rasmus Brun Pedersen
    LB 1029 C37 B43 2016
    In this comprehensive reconstruction of causal case study methods, Derek Beach, Rasmus Brun Pedersen, and their coauthors delineate the ontological and epistemological differences among these methods, offer suggestions for determining the appropriate methods for a given research project, and explain the step-by-step application of selected methods.

    Causal Case Study Methods begins with the cohesive, logical foundations for small- n comparative methods, congruence methods, and process tracing, then delineate the distinctive types of causal relationships for which each method is appropriate. Next, the authors provide practical instruction for deploying each of the methods individually and in combination. They walk the researcher through each stage of the research process, starting with issues of concept formation and the formulation of causal claims in ways that are compatible with case-based research. They then develop guidelines for using Bayesian logic as a set of practical questions for translating empirical data into evidence that may or may not confirm causal inferences.

    Widely acclaimed instructors, the authors draw upon their extensive experience at the graduate level in university classrooms, summer and winter school courses, and professional workshops, around the globe.

  • Campus sex, campus security / Jennifer Doyle
    LB 2345.3 R37 D69 2015

    A clear-eyed critique of collegiate jurisprudence, as the process of administering student protests and sexual-assault complaints rolls along a Möbius strip of shifting legality.

    The management of sexuality has been sewn into the campus. Sex has its own administrative unit. It is a bureaucratic progression.
    --from Campus Sex, Campus Security

    The psychic life of the university campus is ugly. The idyllic green quad is framed by paranoid cops and an anxious risk-management team. A student is beaten, another is soaked with pepper spray. A professor is thrown to the ground and arrested, charged with felony assault. As the campus is fiscally strip-mined, the country is seized by a crisis of conscience: the student makes headlines now as rape victim and rapist. An administrator writes a report. The crisis is managed.

    Campus Sex, Campus Security is Jennifer Doyle's clear-eyed critique of collegiate jurisprudence, in the era of campus corporatization, "less-lethal" weaponry, ubiquitous rape discourse, and litigious anxiety. Today's university administrator rides a wave of institutional insecurity, as the process of administering student protests and sexual-assault complaints rolls along a Möbius strip of shifting legality. One thing (a crime) flips into another (a violation) and back again. On campus, the criminal and civil converge, usually in the form of a hearing that mimics the rituals of a military court, with its secret committees and secret reports, and its sanctions and appeals.

    What is the university campus in this world? Who is it for? What sort of psychic space does it simultaneously produce and police? What is it that we want, really, when we call campus security?

  • Who's being served? : placing students at the center of their learning experiences / John M. Hayward
    LB 1027.23 H39 2018
    Asking "Who's Being Served?" reveals who truly benefits from what gets planned, implemented and assessed in today's classrooms. Think about what student-centered classrooms and good restaurants have in common: they each put the customer first Education is a service industry where relationship building matters. Learn how to transform schools and learning opportunities to be more engaging and effective for students. In this helpful and relevant volume, John Hayward offers advice from over twenty years of teaching about how and why to make the move from teacher-centric control to student-centered facilitation. Each chapter references secrets from the dining industry in regards to how research, planning and observation influence how one serves others. Whether you are an administrator, instructor or school staff, your daily interaction with students needs to be at the level outlined in this book to make a lasting, positive difference. When students choose more, interact more and fully live their learning, their education serves them for longer than a unit or a year. If schools focus on students personally, putting relationships first, the experience and the positive results will last for a lifetime.

  • Understanding the Montessori approach : early years education in practice / Barbara Isaacs
    LB 1029 M75 I85 2018

    Understanding the Montessori Approach is a much-needed source of information for those wishing to extend and consolidate their understanding of the Montessori Approach and how it is used in the teaching and learning of young children. The book will enable the reader to analyse the essential elements of this Approach to early childhood and and its relationship to quality early years practice.

    This second edition has been fully updated to reflect changes in the Early Years Foundation Stage and includes a fresh examination of the relationship between technology and the Montessori approach, as well as a brand new chapter, Learning in Montessori Settings . Exploring all areas of the curriculum including the organisation of Montessori schools, the environment, learning and teaching and the outcomes for children, this book:

    examines the historical context of the Montessori approach and its relevance to modern-day education; explores Montessori's views of child development and the role of the learning environment in a child's educational development; details the organisation of Montessori schools worldwide and the structure of a typical day in a Montessori setting; highlights the principles of Montessori pedagogy, including the tools and strategies employed by its practitioners; considers how and what children learn in a Montessori setting and the links with EYFS 2017; includes new benefits and challenges of the Montessori approach to children's lives.

    Understanding the Montessori Approach provides an accessible overview of this major pedagogical influence on early years practice, supported by case studies, examples, summaries and reflective practice questions. This new edition not only highlights the core ideas that practitioners should consider when reviewing and reflecting on their own practice, but accomodates revisions to educational curriculum and policy in order to serve as an invaluable resource for students and practitioners alike.

  • Understanding and supporting young writers from birth to 8 / edited by Noella M. Mackenzie and Janet Scull
    LB 1139.5 L35 M336 2018

    As the world comes to grips with what it means to be literate in the twenty-first century, Understanding and Supporting Young Writers from Birth to 8 provides practitioners with the skills and knowledge they need to support young children effectively as they learn to write. Interweaving theory and research with everyday practice, the book offers guidance on all aspects of writing, from creating multimodal texts and building children¿s vocabulary, to providing support for children who find writing particularly challenging.

    With appropriate strategies to develop young children¿s writing from an early age included throughout, the book discusses the role of oral language in early writing in detail and explores the key relationships between ¿drawing and talking¿, ¿drawing and writing¿ and ¿drawing, talking and writing¿. Each chapter also features samples of writing and drawing to illustrate key points, as well as reflective questions to help the reader apply ideas in their own settings. Further topics covered include:

    progressions in children¿s writing writing in the pre-school years developing authorial skills developing editorial skills teaching writing to EAL learners.

    Understanding and Supporting Young Writers from Birth to 8 is a unique resource that will help early childhood educators, early years school teachers, specialist practitioners working with very young children, and students enrolled in Early Childhood or Primary Studies courses to boost their confidence in teaching young learners as they become writers.

  • Text structures from nursery rhymes : teaching reading and writing to young children / Gretchen Bernabei, Kayla Shook, Jayne Hover ; with illustrations by Andrea Cotham
    LB 1139.5 L35 B47 2018
    It′s one of education′s greatest challenges: How do we shape our youngest students, who often are just learning how to hold a pencil, into capable writers within the span of a single school year? Text Structures from Nursery Rhymes offers the solution: a clear and actionable framework for guiding young students to write successfully in any style, from narrative to descriptive to persuasive.

  • Tasks before apps : designing rigorous learning in a tech-rich classroom / Monica Burns
    LB 1028.5 B8745 2018
    "Content-hosting websites, videoconferencing apps, grade- or subject-focused social media accounts: with such a dizzying array of mechanical and virtual help at our disposal, it can be a challenge for educators to know where to even start. Educator and technology consultant Monica Burns can relate, which is why she wrote this book: to share strategies, tools, and insights that teachers can use, regardless of subject or grade level, to effectively incorporate technology in the classroom. Focusing on the "three Cs" of technology implementation--creation, curiosity, and collaboration--Tasks Before Apps offers K-12 teachersDetailed advice for (and copious examples of) tech-infused lessons that help students meet learning goals while also developing vital digital citizenship skills.Customizable checklists and graphic organizers for planning tech-enabled activities; choosing appropriate programs, devices, and platforms; and setting unit and lesson goals.Recommendations for and links to apps and online resources that can facilitate and energize learning.Reflection and brainstorming questions for use in book clubs and PLC discussions.Knowing how to navigate technology wisely--how to communicate effectively on posts and message boards, locate credible information on search engines, and select efficient, cost-effective equipment--is essential for both teachers and students. Whether you are a novice or a veteran, teach kindergarten students or high school seniors, this book is an indispensable guide to furthering academic skills, social development, and digital aptitude in the classroom."

  • Screen schooled : two veteran teachers expose how technology overuse is making our kids dumber / Joe Clement and Matt Miles
    LB 1028.3 C623 2018
    Over the past decade, educational instruction has become increasingly digitized as districts rush to dole out laptops and iPads to every student. Yet the most important question, "Is this what is best for students?" is glossed over. Veteran teachers Joe Clement and Matt Miles have seen firsthand how damaging technology overuse and misuse has been to our kids. On a mission to educate and empower parents, they show how screen saturation at home and school has created a wide range of cognitive and social deficits in our young people. They lift the veil on what's really going on in schools: teachers who are often powerless to curb cell phone distractions; zoned-out kids who act helpless and are unfocused, unprepared, and unsocial; administrators who are influenced by questionable science sponsored by corporate technology purveyors. They provide action steps parents can take to demand change and make a compelling case for simpler, smarter, more effective forms of teaching and learning.

  • Reinventing intercultural education : a metaphysical manifest for rethinking cultural diversity / Neal Dreamson
    LC 1099 D73 2017

    Most existing books in the fields of multicultural or intercultural education have been written based on anthropologists' cultural dimensions, which presume culture is a fixed entity. Reinventing Intercultural Education is the first book to review multiple cultures and religions from a metaphysical understanding. It argues that intercultural value interactions can be managed and taught in a way that facilitates individuals to reveal how they are metaphysically positioned within intercultural value networks.

    This book proposes a metaphysical understanding of interculturality, by reviewing popular cultural and religious narratives found in multicultural society. By doing so, it develops an alternative pedagogy for multicultural education founded on the concept of intercultural hermeneutics. Beginning with a critical review of multicultural policies and existing models of multicultural education, Dreamson advocates the necessity of an intercultural approach to multicultural education. He then moves on to argue for the methodological aspects of interculturality by reviewing and adopting philosophical hermeneutics theories. Throughout the book, it is argued that values incarnated as a cultural framework are networked and interact via our minds to sustain our intercultural realities. Furthermore, when intercultural interactions transpire, which is the goal of multicultural education, we can see a larger part of the world that, in turn, helps us cultivate ourselves for further intercultural interactions.

    The book should be of great interest to academics, researchers and postgraduate students engaged in the study of multicultural education, the philosophy of education, religious pluralism, religious education, cultural studies, theology and indigenous education.

  • A reader of narrative and critical lenses on intercultural teaching and learning / edited by Candace Schlein, University of Missouri-Kansas City, Barbara Garii, St. Joseph's College-Brooklyn
    LB 1707 R425 2017

  • Race and colorism in education / edited by Carla R. Monroe
    LC 212 R34 2017

    As one of the first scholarly books to focus on colorism in education, this volume considers how connections between race and color may influence school-based experiences. Chapter authors question how variations in skin tone, as well as related features such as hair texture and eye color, complicate perspectives on race and they demonstrate how colorism is a form of discrimination that affects educational stakeholders, especially students, families, and professionals, across P-16 institutions. This volume provides an outline of colorism¿s contemporary relevance within the United States and shares considerations for international dimensions that are linked to immigration, refugee populations, and Canada. By situating colorism in an educational context, this book offers suggestions for how educators may engage and confront this form of discrimination.

  • Phonological awareness : from research to practice / Gail T. Gillon
    LB 1573.3 G48 2018
    Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3-17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders.

    New to This Edition:
    *Incorporates over a decade of important advances in research, assessment, and instruction.
    *Chapter on ELLs, plus additional insights on ELLs woven throughout the book, including new case studies.
    *Chapter on spelling development.
    *Significantly revised coverage of children with complex communication needs.

  • Mobile learning and higher education : challenges in context / edited by Helen Crompton and John Traxler
    LB 1044.84 M626 2018

    Mobile Learning and Higher Education provides case studies of mobile learning in higher education settings to showcase how devices can transform learning at the undergraduate and graduate levels. With the rapid diffusion of networked technologies among the adult populations of many countries and the supersession of the once-ubiquitous lecture approach with active learner-centered teaching for deep understanding, mobile devices are increasingly used in higher education classrooms to offer unique and effective new approaches to teaching and learning. A cutting-edge research volume, this collection also provides a springboard for building better practices in higher education institutions.

  • Millennial teachers : learning to teach in uncertain times / Heidi L. Hallman
    LB 1025.3 H353 2017

    Drawing on narratives of five beginning teachers, Millennial Teachers explores the tensions in teachers' young careers and how changing social, economic, and technological conditions of our current era both afford and constrain teachers' identities and in contexts in which they work. Examining case studies of beginning teachers, Hallman draws a generational portraits of novice teachers and identifies the challenges inherent in transitioning from pre-service teacher to in-service teacher. This book synthesizes these teachers' views on a range of topics and provides an understanding of the evolving pressures and possibilities of future teachers of the "millennial" generation.

  • Making the journey : being and becoming a teacher of English language arts / Leila Christenbury, Ken Lindblom
    LB 1631 C4486 2016

    Leila Christenbury's Making the Journey has long been a beloved classic in English methods courses as well as with in-service English teachers whose dog-eared copies occupy a permanent place on their classroom desks. The Fourth Edition adds a fresh new voice from veteran English Education professor Ken Lindblom, whose expertise in writing instruction, teaching with technology, and teaching informational and nonfiction texts complements Leila's love of literature and vast knowledge and experience across the field. You'll find brand new content on:

    - CCSS and other college-and career-ready standards and assessments
    - Genre studies, with special attention to informational nonfiction
    - Digital literacies and technologies for teaching
    - Classroom management and communicating with parents, administrators, and colleagues
    - Teaching ELLs and students with special needs.

    Leila and Ken's timeless advice, humorous anecdotes, and stories of successes and failures in the classroom infuse Making the Journey with life and light, and instill confidence in soon-to-be English teachers. Though ever reflective of the current realities of teaching, and chock full of stories about real students and their struggles and triumphs, the Fourth Edition remains a beacon of hope and optimism for all those willing to enter the greatest profession.

  • Lesson plans : the institutional demands of becoming a teacher / Judson G. Everitt
    LB 1715 E94 2018
    In Lesson Plans , Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas teacher candidates confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students' needs in an era of accountability. Lesson Plans reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.

  • Impactful practitioner inquiry : the ripple effect on classrooms, schools, and teacher professionalism / Sue Nichols, Phil Cormack
    LB 1028.24 N53 2017
    How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They reveal the difference that practitioner inquiry has made in their professional practice, their understanding of student learning, their content area knowledge, and their career trajectories. Attesting to long-lasting changes in ways that these educators approach professional challenges, the authors identify the "ripple effect" of these changes through school communities and beyond. Impactful Practitioner Inquiry includes in-depth case studies as well as chapters specifically focused on the design and analysis aspects of inquiry.

    Book Features:

    An examination of how practitioner inquiry impacts professional practice, school culture, and career trajectories The use of complexity and network theories to understand how practitioner inquiry is able to create its ripple effect Testimonies from educators with up to 10 years' experience as inquirers Practices from early childhood and school settings, classroom and leadership roles, general education and specialist settings .

  • The i5 approach : lesson planning that teaches thinking and fosters innovation / Jane E. Pollock with Susan Hensley
    LB 1590.3 P657 2018
    Explore an instructional approach that combines the teaching of thinking skills with the use of technology to help students become stronger and more innovative thinkers.

  • How to personalize learning : a practical guide for getting started and going deeper / Barbara Bray, Kathleen McClaskey
    LB 1027.23 B728 2017
    In this field guide, the authors take classroom teachers more deeply into the journey to personalize learning, giving them the tools, skills, and resources they need to level the playing field and start personalizing learning for all of their students. Practical from the start, it begins with an activity that will help teachers, school staff, and other stakeholders deeply understand the difference between personalization, individualization, and differentiation and begin building a common vision, culture, and language that supports personalized learning using the Universal Design for Learning® (UDL) framework. The book moves readers through a process of steps and activities to begin personalizing learning, each stage leveraging the UDL principles of Access, Engagement, and Expression to create a powerful shift in classroom dynamics by guiding learners to become self-directed, self-monitoring, and self-motivated.

  • High-quality early childhood programs : the what, why, and how / by Laura J. Colker and Derry Koralek
    LB 2822.6 C65 2018

    An invaluable tool for the director/supervisor striving to identify what aspects of an early childhood program need improvement. The detailed descriptions of what one should see in high quality programs (and why) gives readers a strong foundation of child development knowledge and of principles translated into practice.

    Laura Colker is the author of over 100 publications and instructional guides, including co-authorship of The Creative Curriculum for Preschool, The Creative Curriculum for Family Child Care , and The Creative Curriculum for Infants and Toddlers . The Creative Curriculum for Preschool, now in its fifth edition, is the most widely used preschool curriculum in the United States. She also served as content specialist or scriptwriter on over forty educational videos for PBS and Reading Is Fundamental, and developed online training for early childhood caregivers and family child care providers for NACCRRA (National Association of Child Care Resource and Referral Agencies).

    Diane Trister Dodge , founder and president of Teaching Strategies, Inc., is the author of numerous books, articles, and training materials on early childhood education. She is the lead author on all of Teaching Strategies books, including the popular The Creative Curriculum series.

    Derry Koralek is the President of DGK & Company, an independent consultant in early childhood education and developer of training materials and guidebooks. Past clients include Reading Is Fundamental, the Head Start Bureau, Military Child Development Programs, and the Devereux Foundation. Koralek is a past Editor-in-Chief of Teaching Young Children , National Association for the Education of Young Children, and winner of the Association for Educational Publishing Golden Lamp Award, 2014.

  • The emotional learner : understanding emotions, learners and achievement / Marc Smith
    LB 1073 S63 2018

    The Emotional Learnercombines practical advice with the latest evidence to offer essential guidance on how to understand positive and negative emotions. Taking its reader on a tour of the most significant research from psychology, neuroscience and educational studies, it reveals that in order to ensure educational success, teachers must have a deeper understanding of how and why emotional states manifest themselves in the classroom.

    Written by experienced teacher and psychologist Marc Smith, the book examines the complex relationship between cognition and emotion, clearly and thoughtfully exploring:

    What we mean by 'emotions' and why they are important to learning Understanding master and performance learning orientations Cognition, emotion, memory and recall Personality and motivation Dealing with boredom in the classroom Activating and deactivating emotional states Navigating the teenage years Understanding the positive and negative impact of anxiety and stress Fear of failure, how it evolves and how to combat it.

    The Emotional Learner is a compelling, accessible introduction to understanding that how we feel is intricately linked to how we learn. It will help all those involved in teaching children and young adults to challenge common-sense assumptions about the role of positive and negative emotions, showing its reader how to teach 'with emotions in mind' and ensure positive academic outcomes.

  • Education in Mexico, Central America and the Latin Caribbean / edited by C.M. Posner, Christopher Martin and Ana Patricia Elvir
    LA 422 E39 2017
    Education in Mexico, Central America and the Latin Caribbean examines the development and practice of education in Mexico, Costa Rica, Cuba, the Dominican Republic, El Salvador, Guatemala, Haiti, Honduras, Nicaragua and Panam i. The chapters, written by local experts, provide an overview of the structure, aims and purposes of education in each of these ten countries with very different socio-economic backgrounds. The authors present curriculum standards, pedagogy, evaluation, accountability and delivery, discussing both how the formal systems are structured and how they actually function. The volume explores the origins of proposed reforms and their implementation, emphasising the distinctiveness of each country and attempting to locate new practices that could lead to better education.
    Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.

  • Education and new technologies : perils and promises for learners / edited by Kieron Sheehy and Andrew Holliman
    LB 1028.3 E14 2018

    When should children begin their digital diet? Does the use of new technology hinder or enhance children's literacy development? Do new technologies give children new abilities or undermine their skills and identities? Are learners safe in modern online educational spaces?

    Kieron Sheehy and Andrew Holliman have assembled expert contributors from around the world to discuss these questions and have divided the book into three parts:

    early engagement with new technologies: decisions, dangers and data new technology: supporting all learners or divisive tools global and cultural reflections on educational technology.

    Education and New Technologies focuses on aspects of education where the use of twenty-first-century technologies has been particularly controversial, contemplating the possible educational benefits alongside potential negative impacts on learners. Topics covered include:

    e-books and their influence on literacy skills games-based learning the impact of new technologies on abilities and disabilities learning analytics and the use of large-scale learner data cyberbullying intelligent technologies and the connected learner.

    A twenty-first-century book for twenty-first-century concerns, Education and New Technologies presents up-to-date research and clear, engaging insight about the relationship between technology and how we learn.

  • Differentiated instructional design for multicultural environments : emerging research and opportunities / Diane Stottlemyer
    LB 2806.15 S766 2018
    Modern technology is creating new challenges for teachers to keep up with today's education and advancing teaching styles. The development of a differentiated curriculum is necessary and needed particularly for a diversified group of students. Differentiated Instructional Design for Multicultural Environments: Emerging Research and Opportunities provides emerging research on modern technology advancements and their uses in education. While highlighting new trends in teaching a diverse group of students, readers will discover the need for a differentiated approach to curriculum development for multicultural learners. This book is a vital resource for academics, teachers, preservice teachers, and researchers seeking current research on how technological advancements, teachers, and multicultural student groups blend in today's educational atmosphere.

  • Dialogic education : mastering core concepts through thinking together / Neil Phillipson and Rupert Wegerif
    LB 1033.5 P55 2017

    Dialogue has long been used in primary classrooms to stimulate thinking, but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge-rich subjects. A sound understanding of key concepts is essential to progress through the national curriculum, and assessment of this understanding along with effective feedback is central to good practice.

    Dialogic Education builds upon decades of practical classroom research to offer a method of teaching that applies the power of dialogue to achieving conceptual mastery. Easy-to-follow template lesson plans and activity ideas are provided, each of which has been tried and tested in classrooms and is known to succeed.

    Providing a structure for engaging children and creating an environment in which dialogue can flourish, this book is separated into three parts:

    Establishing a classroom culture of learning; Core concepts across the curriculum; Wider dialogues: Educational adventures in the conversation of mankind.

    Written to support all those in the field of primary education, this book will be an essential resource for student, trainee and qualified primary teachers interested in the educational importance of dialogue.

  • The curriculum studies reader / edited by David J. Flinders and Stephen J. Thornton
    LB 1570 C957 2017

    In this fifth edition of David J. Flinders and Stephen J. Thornton's ground-breaking anthology, the editors assemble the best in past and present curriculum studies scholarship. From John Dewey's nineteenth-century creed to Nel Noddings' provocative twenty-first-century analysis of the Common Core, this thoughtful combination of well-recognized and pivotal work provides a complete survey of the discipline, coupled with concrete examples of innovative curriculum and an examination of current topics. New to this edition is a dynamic set of contemporary contributions tackling issues such as gender, sexuality, race, and ecology in curriculum scholarship and practice, as well as an additional historical piece from Paulo Freire.

    Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Readercontinues to be the most authoritative collection in the field.

  • Changing pedagogical spaces in higher education : diversity, inequalities and misrecognition / Penny Jane Burke, Gill Crozier and Lauren Ila Misiaszek
    LB 2331 B846 2017

    Higher education is in a current state of flux and uncertainty, with profound changes being shaped largely by the imperatives of global neoliberalism. Changing Pedagogical Spaces in Higher Education forms a unique addition to the literature and includes significant practical pointers in developing pedagogical strategies, interventions and practices that seek to address the complexities of identity formations, difference, inequality and misrecognition.

    Drawing on research studies based across California, England, Italy, Portugal and Spain, this book analyses complex pedagogical re/formations across competing discourses of gender, diversity, equity, global neoliberalism and transformation, and aims:

    to critique and reconceptualise widening participation practices in higher education to consider the complex intersections between difference, equity, global neoliberalism and transformation to analyse the intersections of identity formations, social inequalities and pedagogical practices to contribute to broader widening participation policy agendas to develop an analysis of gendered experiences, intersected by race and class, of higher education practices and relations.

    Changing Pedagogical Spaces in Higher Education will speak to those concerned with how theory relates to everyday practices and development of teaching in higher education and those who are interested in theorising about pedagogies, identities and inequalities in higher education. Engaging readers in a dialogue of the relationship between theory and practice, this thought-provoking and challenging text will be of particular interest to researchers, academic developers and policy-makers in the field of higher education studies.

  • Autoethnography in early childhood education and care : narrating the heart of practice / Elizabeth Henderson
    LB 1139.225 H46 2018

    Autoethnography in Early Childhood Education and Careboth embraces and explores autoethnography as a methodology in early childhood settings, subsequently broadening discourses within education research through a series of troubling narratives. It breaks new ground for researchers seeking to use non-conventional practices in early years research.

    Drawing together research and literature from several disciplines, this unique book challenges the perception of what it means to be an early years practitioner: powerful and compelling narratives, from the author's first-hand experiences, offer both a creative and scholarly insight into the issues faced by those working in early childhood settings. This text:

    offers insight into working with autoethnography; its purpose and methodological tensions; provides professionals engaged in caring relational approaches with a series of vignettes for training and further reflection; encourages a wider debate and discussion of core values at a critical time in early years practice and other caring professions skilfully and sensitively illustrates how to adopt a creative research imagination.

    This book is a valuable read for researchers, postgraduate students and other professionals working in early childhood education and care seeking to give expression to their voices through creative methodologies such as autoethnography in qualitative research.

  • The action research guidebook : a process for pursuing equity and excellence in education / Richard D. Sagor, Charlene Williams
    LB 1028.24 S33 2017
    Teachers know their particular students, classroom, and schools intimately - therefore, they are best equipped to pick a particular problem (or research question) and then use qualitative or quantitative techniques for further study. The book includes numerous tables, charts, handouts, forms, and worksheets to demystify and simplify the action research process. Short examples drawn from the author′s experience working on-one-on with teachers on their action research projects are also included - from raising reading proficiency to increasing the problem solving capacity of faculty members.

  • Seeing the world : how US universities make knowledge in a global era / Mitchell L. Stevens, Cynthia Miller-Idriss, and Seteney Shami
    LC 191.4 S75 2018

    An in-depth look at why American universities continue to favor U.S.-focused social science research despite efforts to make scholarship more cosmopolitan

    U.S. research universities have long endeavored to be cosmopolitan places, yet the disciplines of economics, political science, and sociology have remained stubbornly parochial. Despite decades of government and philanthropic investment in international scholarship, the most prestigious academic departments still favor research and expertise on the United States. Why? Seeing the World answers this question by examining university research centers that focus on the Middle East and related regional area studies.

    Drawing on candid interviews with scores of top scholars and university leaders to understand how international inquiry is perceived and valued inside the academy, Seeing the World explains how intense competition for tenure-line appointments encourages faculty to pursue "American" projects that are most likely to garner professional advancement. At the same time, constrained by tight budgets at home, university leaders eagerly court patrons and clients worldwide but have a hard time getting departmental faculty to join the program. Together these dynamics shape how scholarship about the rest of the world evolves.

    At once a work-and-occupations study of scholarly disciplines, an essay on the formal organization of knowledge, and an inquiry into the fate of area studies, Seeing the World is a must-read for anyone who cares about the future of knowledge in a global era.

  • Speaking of universities / Stefan Collini
    LB 2322.2 C639 2017
    In recent decades there has been an immense global surge in the numbers both of universities and of students. In the UK alone there are now over 140 institutions teaching more subjects to nearly 2.5 million students. New technology offers new ways of learning and teaching. Globalisation forces institutions to consider a new economic horizon. At the same time governments have systematically imposed new procedures to regulate funding, governance, and assessment. Universities are being forced to behave more like business enterprises in a commercial marketplace than centres of learning.
    In Speaking of Universities, historian and critic Stefan Collini analyses these changes and challenges the assumptions of policy-makers and commentators. He asks- does 'marketisation' threaten to destroy what we most value about education; does this new era of 'accountability' distort what it purports to measure; and who does the modern university 'belong to'? Responding to recent policies and their underlying ideology, the book is a call to 'focus on what is actually happening and the cliches behind which it hides; an incitement to think again, think more clearly, and then to press for something better'.

  • Teaching for creativity in the common core classroom / Ronald A. Beghetto, James C. Kaufman, John Baer, Foreword by Robert J. Sternberg
    LB 1590.5 B44 2015
    Creativity and the Common Core State Standards are both important to today's teachers. Yet, for many educators, nurturing students' creativity seems to conflict with ensuring that they learn specific skills and content. In this book, the authors outline ways to adapt existing lessons and mandated curricula to encourage the development of student creativity alongside more traditional academic skills. Based on cutting-edge psychological research on creativity, the text debunks common misconceptions about creativity and describes how learning environments can support both creativity and the Common Core; offers creative lessons and insights for teaching English language arts and mathematics; and includes assessments for creativity and Common Core learning. Featuring numerous classroom examples, this practical resource will empower teachers to think of the Common Core and creativity as encompassing complementary, rather than mutually exclusive, goals.

  • Disability and academic exclusion : voicing the student body / E.R. Weatherup
    LC 4019 W36 2017
    Disability and Academic Exclusion interrogates obstacles the disabled have encountered in education, from a historical perspective that begins with the denial of literacy to minorities in the colonial era to the later centuries' subsequent intolerance of writing, orality, and literacy mastered by former slaves, women, and the disabled. The text then questions where we stand today in regards to the university-wide rhetoric on promoting diversity and accomodating disability in the classroom. Brief studies on the devaluation of authenticity and literacy in the works of Sojourner Truth, Phillis Wheatley, and Helen Keller serve to demonstrate how earlier cultural viewpoints undermined the teachability of women, the disabled, and people of color, and to question if these viewpoints have been redressed or whether they are maintained in the academy's discursive relationship to educating the disabled. The guiding questions ask if colleges today recognize the exclusionary practices inherent in the category of disability, whether the delineation of disability in the classroom parallels earlier isolating minority categories across intersectional subjectivities and, accepting disability as a category that is necessary in order to protect civil rights, whether disability can be incorporated more inclusively in what I have termed a constellation of student learners. The text concludes that the academy must confront the persistent historical situating of disability as one of deficiency in order to bring disability into the classroom, and at the same time it must engage with a humanistic and humanizing vocabulary, allowing for more voices to be heard from the embodied, subjective experiences of the disabled student body.

  • Adolescents' new literacies with and through mobile phones / Julie Warner
    LC 151 W29 2017

    This book provides a deeper understanding of the phone-based composing practices of youth and their implications for literacy learning. In the United States, smartphone use among teens is nearly universal, yet many youth who are avid digital composers still struggle with formal schooled literacy. The widespread and rapid embrace of smartphones by youth from all income levels has had a substantial impact on the way that young people approach the act of composing, yet to date, little to no work has explored digital photography and text curation through popular apps like Twitter and Instagram and their impact on literacy, including formal schooled literacy. As more schools are moving to Bring Your Own Device (BYOD) models and lifting classroom bans on cellphones, classroom teachers need information about the affordances of phones for formal literacy learning, which this book provides.

    This book will also be of interest to those in courses in the fields of education, new literacies, cultural studies/youth culture, literacy studies, communication arts, and anthropology of education/social sciences. This book could be used in a course on online/Internet ethnography. It could also be used in a more general research methods course to illustrate the combination of online and offline data collection. Outside of research methods courses, it could be used in courses on literacies, digital literacies, youth culture, popular culture and media, or mobile learning.

  • Reading comprehension in educational settings / edited by José A. León, Universidad Autónoma de Madrid, Inmaculada Escudero, National Distance Education University, Madrid
    LB 1050.45 R4265 2017
    Text comprehension is a critical area of psychological and educational research, and has particular relevance to educational context. The general aim of this international volume Reading Comprehension in Educational Settings is to encourage excellence in research and to bring together teachers, students, researchers and other professionals from different disciplines (e.g. psychology, linguistics, neuroscience, education, information technology, and communication), as well as all those members of the general public who have an interest in the study of reading. The specific objectives of the different chapters in this volume are to analyze existing methods of studying the various aspects of reading comprehension, disseminate results already obtained by research groups working in the field and debate current and future trends in the study of reading.
page last updated on: Tuesday 22 May 2018
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