(2006). Education Studies: Issues & Critical Perspectives. Open University Press This major text for Education Studies students provides a critical account of key issues in education today. The text features: (1) A critical analysis of key issues in Education Studies to encourage students' thinking about education in the broadest terms; (2) Themed sections with introductions to link the issues discussed in each chapter; (3) Use of specific examples of educational diversity to illustrate how concerns such as ethnicity, gender and class operate in educational institutions; and (4) An examination of educational issues as they relate to other phases of educational provision, such as home schooling and universities. "Education Studies: Issues and Critical Perspectives" is a text for Education Studies students. It is also of value to students on QTS courses and students and professionals in areas such as sociology, childhood studies, community studies and education policy. The table of contents is divided into four sections. The first section, Inside the… [Direct]
(2004). Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 2. International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18,. This document contains the second volume of the proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme \Inclusion and Diversity\. This volume features 65 research report papers: (1) Constructing Meanings and Utilities within Algebraic Tasks (Janet Ainley, Liz Bills, and Kirsty Wilson); (2) Proportional Reasoning of Quasi-Illiterate Adults (Silvia Alatorre and Olimpia Figueras); (3) Uses of Example Objects in Proving (Lara Alcock); (4) Improving Student Teachers' Attitudes to Mathematics (Solange Amorim Amato); (5) Time and Flow as Parameters in International Comparisons: A View from an Eighth Grade Algebra Lesson (Miriam Amit and Michael N. Fried); (6) Disciplined Calculators or Flexible Problem Solvers? (Julia Anghileri); (7) A Statement, the Contrapositive and the Inverse: Intuition and Argumentation (Samuele Antonini); (8) Solution–What Does It Mean? Helping Linear… [PDF]
(2000). Edmund W. Gordon: Producing Knowledge, Pursuing Understanding. Advances in Education in Diverse Communities: Research, Policy, and Praxis, Volume 1. This volume focuses on the work of Edmund W. Gordon and the influence he has had on contemporary thinking in psychology, education, and social policy, and the implications of his work for the schooling of lower-status youth and children of color in the United States. The chapters are: (1) "The Social Context of Emotions in Black Adolescents: Impact of Principles on Process and Products" (Rollock); (2) "Beyond Deficits and Difference: Psychological Integrity in Developmental Research" (Boykin and Allen); (3) "Exploring African-American Adolescents' Home and School Psychosocial Contexts of Career Development" (Spencer, Ashford, Thompson, and Hartman); (4) "Race, Class, and Educational Opportunity: Trends in the Sociology of Education" (Edgar Epps and Carolyn Epps); (5) "School Readiness: Implications for Day Care and Early Childhood Education for Low-Income Children" (Haynes, Ben-Avie, and Gilliam); (6) "Building Capacity for…
(1996). Strategies for Improving Education in Urban Communities. A Collection of Articles in Honor of Edmund W. Gordon and Maynard C. Reynolds. This collection, which was prepared to honor Edmund W. Gordon and Maynard C. Reynolds for their leadership at the Temple University Center for Research in Human Development and Education, represents the work of researchers from the Center on Education in the Inner Cities. It is organized around the four themes of educational resilience, student diversity, school-family-community connections, and ecological and contextual influences on children in inner cities. The following are included: (1) \Educational Resilience in Inner Cities\ (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (2) \Influence of Kinship Social Support on the Parenting Experiences and Psychosocial Adjustment of African-American Adolescents\ (Ronald D. Taylor, Robin Casten, and Susanne M. Flickinger); (3) \Turning around Five At-Risk Elementary Schools\ (H. Jerome Freiberg, Neil Prokosch, Edward S. Treister, and Terri Stein); (4) \Investigating the Pedagogy of Poverty in Inner-City Middle-Level… [PDF]
(1998). Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society. SUNY Series, Power, Social Identity, and Education. The essays in this collection provide insights into the dilemmas faced by immigrants and ethnic minorities and by school personnel and policy makers. The first part of the book consists of comparative studies of ethnic identity, and the second part focuses on some lessons learned from studies of ethnic identification and equity, with implications for teaching. The following essays are included: (1) "Cultural Politics of the White Ethniclass in the Mid-Nineties" (George and Louise Spindler); (2) "Leadership, Education, and Political Action: The Emergence of New Latino Ethnic Identities" (Cirenio Rodriguez and Enrique (Henry) T. Trueba); (3) "Power and Learning in a Multi-Ethnic High School: Dilemmas of Policy and Practice" (Jon Wagner); (4) "Teaching against the Grain in Bilingual Education: Resistance in the Classroom Underlife" (Rebecca Constantino and Christian Faltis); (5) "Affirmative Action in Engineering Education: A Case…
(1991). The Education of African-Americans. The 17 papers in this volume are products of a study group on the education of African Americans that was part of a national project, "The Assessment of the Status of African-Americans." The volume takes a comprehensive look at the education of African Americans, specifically early childhood through postsecondary education, and relevant public policy issues since 1940. The focus is on the known status of African American education and the factors that must be considered to develop educational strategies, evaluate programs, and improve policy. The following papers are included: (1) "The Civil Rights Movement and Educational Change" (M. Weinberg); (2) "The Social and Historical Context: A Case Study of Philanthropic Assistance" (C. V. Willie); (3) "School Desegregation since Gunar Myrdal's 'American Dilemma'" (R. A. Dentler); (4) "The Future of School Desegregation" (C. V. Willie); (5) "Meeting the Needs of Black Children in…
(1997). VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996). This document contains 59 selected papers from the 1996 International Visual Literacy Association (IVLA) conference. Topics include: learning to think visually; information design via the Internet; a program for inner-city at-risk children; dubbing versus subtitling television programs; connecting advertisements and classroom reading through visual literacy; tools for humanizing visual symbols; a review of a video on advertising and obsession with thinness; hypermedia and the fundamentals of electronic literacy; elementary students' perceptions of visuals on the World Wide Web; stereotypes in film; teachers' perceptions of instructional design; visual learning activities; tri-coding of information; diversity in Cyborg images; concept mapping; the meaning of color in trademarks; visual literacy in elementary education; visual learning via computer-based simulations; adapting a paper-and-pencil test to the computer; representational strategies in a documentary about racial relations;… [PDF]
(2000). The Digital Classroom: How Technology Is Changing the Way We Teach and Learn. Harvard Education Press This book features more than 25 articles and essays that discuss the rewards and challenges of integrating technology into schools, as well as short editorials from technology experts, educators, and cultural critics. Digital technologies are reshaping the way education is practiced, raising many questions: How can we better prepare teachers for the challenges of high-tech classrooms? How can educators tap into the vast resources of the Internet to enhance curriculum? What can be done to close the "digital divide?" This special report from the "Harvard Education Letter" features new articles and essays that address these questions and discuss the rewards and challenges of integrating technology into schools. Topics include professional development, equity issues, building a technology program, distance learning, girls and computers, special needs, using technology to teach science, math, reading, and writing, and much more. "The Digital Classroom" also… [Direct]
(2006). Fund the Child: Tackling Inequity & Antiquity in School Finance. Thomas B. Fordham Foundation & Institute Education funding today is a mess, and a solution is needed that addresses its biggest problems: most disadvantaged students do not receive the funding they need; red tape and overhead waste time and money; and new types of education options, like charter schools, are starved for dollars. Unfortunately, until now, so-called solutions have consisted of nothing more than soothing slogans and gimmicks. But a broad, bipartisan coalition now urges a new method of funding the nation's public schools–one that finally ensures the students who need the most receive it, that empowers school leaders to make key decisions, and that opens the door to public school choice. It is a 100 percent solution to the most pressing problems in public school funding–and it is called Weighted Student Funding. This proposal's signatories call on policymakers to transform the school funding system in service of meeting the nation's high ambitions for student learning. Weighted Student Funding, the best hope… [PDF]
(1995). Enriching the Curriculum through Service Learning. In this practical guide to service learning, 21 contributors describe specific service-learning projects that have enhanced the curriculum in schools across the United States and that have improved student learning in the process. In the Foreword, U.S. Secretary of Education, Richard W. Riley, encourages schools to incorporate service learning into the curriculum. An introduction, \Changing Perceptions to Integrate Community Service Learning into Education\ (Kinsley, McPherson) describes the roots of service. Part I on community service learning as a vehicle for active learning contains four chapters: \Literature in Language Arts: Quilting Lessons in the School Curriculum\ (Keenan); \Inclusion and Community Service Learning: A Partnership\ (Chamberlain); \Social Studies Moves into the Community\ (Fellows); and \The Need to Consider Service Learning in Developing Future Vocational Education Programs\ (Silcox). Five chapters in Part II focus on changing the culture of the school…
(2007). The Learning of Mathematics: 69th NCTM Yearbook [2007 NCTM Yearbook (69th)]. National Council of Teachers of Mathematics Learning mathematics is the central goal of mathematics education, yet it is the least frequently addressed of the National Council of Teachers of Mathematics' (NCTM's) Principles and Standards. With an increasing population of English language learners and the inclusion of students with learning disabilities into the regular mathematics classroom, how can all the differentiated needs be met in one classroom? What is the balance between focusing on developing concepts and memorization of certain facts and rules? NCTM's sixty-ninth yearbook furthers the discourse on learning with five main areas: how students learn, students' learning in school contexts, measuring and interpreting students' learning, teachers' learning of mathematics, and reflections on mathematics teaching and learning. Twenty-two chapters are presented in five parts. Part 1, Perspectives on How Students Learn is introduced by W. Gary Martin and includes: (1) Changes through the Years: Connections between… [Direct]
(2016). Science Education: Opportunities for Science, Technology, Society, and the Environment and Social Justice through "Political Knowledge". AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). Science, technology, society, and the environment (STSE) education is a part of the science curriculum in Ontario schools and also a theoretical positioning for a science teacher. This qualitative study uses individual interviews, group meetings, and action research to explore, how science teachers, develop and implement inclusive science curriculum for a diverse student population, and how they understand their role, as teachers of STSE/social justice perspectives. Findings showed that teachers faced several challenges to curriculum development and to action research, which is of significance as they develop: a critical theory of teaching; an understanding of teaching as a political act; and as they include social justice issues as part of an STSE-informed approach to more inclusive science teaching…. [Direct]
(2007). Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field. Research in Curriculum and Instruction. IAP – Information Age Publishing, Inc. Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education. The authors (many of whom, themselves, are noted professors of education and who have done significant work in the field of social issues and education) delineate and analyze the efforts (e.g., theoretical work, research, curriculum development, and teaching) of such pioneers within the larger framework of their life-story. As a result, the reader is not only introduced to the significant work of each pioneer but valuable and often fascinating insights into how his/her life experiences informed his/her thinking, beliefs, goals and work. This book constitutes a rich and unusual record of the thinking and accomplishments of those luminaries who worked tirelessly in the belief that a well-educated and well-informed populace was absolutely… [Direct]
(1995). Educational Planning: The International Dimension. With the exception of one essay, the content of this book is a selection of articles from past issues of \Prospects,\ UNESCO's quarterly review of education. Most of the articles were written in the late 1980s or early 1990s. They identify trends in educational planning and management and explain why planning is more necessary than ever. Following \Introduction: A New Scope for Educational Planning,\ by Francoise Caillods and Jacques Hallak, articles in part 1 examine new issues for the educational planner: (2) \Teaching/Learning Conditions in Developing Countries\ (Francoise Caillods and T. Neville Postlethwaite); (3) \Planning the Quality of Education: Different Information for Different Levels of Decision Making\ (Kenneth N. Ross and T. Neville Postlethwaite); (4) \Educational Reform and Planning in the Current Economic Crisis\ (Martin Conroy); (5) \The Impact of the Debt Crisis on Education in Latin America: Implications for Educational Planning\ (Fernando Reimers); (6)… [PDF]
(1999). Inventing Culturally Relevant Pedagogy in Two Fourth/Fifth-Grade Combination Classrooms: Diversity and Diglossia among Black English Speakers. When educators lack the knowledge, understanding and acceptance of their students' language and culture, especially when it differs from their own, a huge mismatch can and often does occur between school and home. What happens to African American children who are raised speaking Black English but schooled in standard English? How do teachers help students who differ from the mainstream mediate socio-cultural tensions and navigate demands of two cultures and speech communities? This qualitative study examines the socio-cultural context of language, diglossia, and diversity in two fourth/fifth grade, predominantly African American classrooms in Waterloo, Iowa. A nesting design was selected for this study to situate Black language interactions within each classroom, the school district, the Waterloo communities and language classification in American society at large. The ethnographic techniques of participant observation, audiotaping, and interviewing were used to collect data…. [PDF]