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Books in the Library Catalog
American Education by
Call Number: LC191.4.S67 2016
Publication Date: 2015-09-11
Aspiring Adults Adrift: tentative transitions of college graduates by
Call Number: LC191.94.A78 2014
Publication Date: 2014-09-05
Bandwidth Recovery : helping students reclaim cognitive resources lost to poverty, racism, and social marginalization by This book argues that the cognitive resources for learning of over half our young people have been diminished by the negative effects of economic insecurity, discrimination, and hostility against nonmajority groups based on race, ethnicity, sexual orientation, or gender identity, and other aspects of difference. Recognizing that these students are no different than their peers in terms of cognitive capacity, Verschelden presents strategies for promoting a growth mind-set and self-efficacy, developing supports that build upon students' values and prior knowledge, and creating learning environments in and out of the classroom so students can feel a sense of belonging and community.
Call Number: LC4091 .V47 2017
Publication Date: 2017-08-17
Becoming a Learner: realizing the opportunity of education by
Call Number: LB1060.S26 2012
Publication Date: 2012-01-01
Becoming the Educator They Need : strategies, mindsets, and beliefs for supporting male black and Latino students by This book will show teachers how to be the vital, unforgettable person for their male Black and Latino Male students--the most underserved, suspended, and expelled students in education.
Call Number: LC2731 .J34 2019
Publication Date: 2019-08-14
BrandED: tell your story, build relationships, and empower learning by
Call Number: LB2806 .S54 2017
Publication Date: 2017-04-24
The Challenges of Gifted Children: empowering parents to maximize their child's potential by
Call Number: HQ773.5 .K54 2015
Publication Date: 2015-08-01
The Changing Politics of Education: privatization and the dispossessed lives left behind by The authors persuasively argue that the present cascade of reforms to public education is a consequence of a larger intention to shrink government. The startling result is that more of public education's assets and resources are moving to the private sector and to the prison industrial complex. Drawing on various forms of evidence structural, economic, narrative, and youth-generated participatory research the authors reveal new structures and circuits of dispossession and privilege that amount to a clear failure of present policy. Policymaking is at war with the interests of the vast majority of citizens, and especially with urban youth of color. In the final chapter the authors explore democratic principles and offer examples essential to mobilizing, in solidarity with educators, youth, communities, labor, and allied social movements, the kind of power necessary to contest the present direction of public education reform.
Call Number: LB2806.36 .F33 2013
Publication Date: 2013-05-30
The Classroom Management Book by This is a solutions book that shows how to create a safe and positive environment for student learning and achievement to take place. It offers 50 procedures that can be applied, changed, adapted, and incorporated into any classroom management plan, 6 plans used by practicing teachers showing you how they get prepared for their first days of school, and 40 QR codes to take learning beyond the printed page. This information is useful for any teacher, in any school setting, and at any grade level. This book will transform your classroom into one that hums with learning because everyone knows what to do.
Call Number: LB3013 .W764 2018
Publication Date: 2018-08-01
The Coddling of the American Mind : how good intentions and bad ideas are setting up a generation for failure by Something has been going wrong on many college campuses in the last few years. Speakers are shouted down. Students and professors say they are walking on eggshells and are afraid to speak honestly. Rates of anxiety, depression, and suicide are rising--on campus as well as nationally. How did this happen? First Amendment expert Greg Lukianoff and social psychologist Jonathan Haidt show how the new problems on campus have their origins in three terrible ideas that have become increasingly woven into American childhood and education: What doesn't kill you makes you weaker; Always trust your feelings; and Life is a battle between good people and evil people. These three Great Untruths contradict basic psychological principles about well-being and ancient wisdom from many cultures. Embracing these untruths -- and the resulting culture of safetyism -- interferes with young people's social, emotional, and intellectual development. It makes it harder for them to become autonomous adults who are able to navigate the bumpy road of life. Lukianoff and Haidt investigate the many social trends that have intersected to promote the spread of these untruths. They explore changes in childhood such as the rise of fearful parenting, the decline of unsupervised, child-directed play, and the new world of social media that has engulfed teenagers in the last decade. They examine changes on campus, including the corporatization of universities and the emergence of new ideas about identity and justice.
Call Number: JC599.U5 L85 2018
Publication Date: 2018-09-04
Common Core Meets Education Reform: what it all means for politics, policy, and the future of schooling by
Call Number: LB3060.83.C66 2014
Publication Date: 2013-12-13
Counseling Skills for Teachers by
Call Number: LB1027.5 .K68 2015
Publication Date: 2015-06-16
Courageous Conversations about Race : a field guide for achieving equity in schools by Create a systemwide plan for transforming the district office, schools, and classrooms into places that support ALL students. This updated edition continues to explain the need for candid conversations about race so that educators may understand why achievement inequality persists and learn how they can develop a curriculum that promotes educational equity and excellence.
Call Number: LC213.2 .S56 2015
Publication Date: 2014-10-21
Culturally Responsive Teaching : theory, research, and practice by "Geneva Gay is renowned for her contributions to multicultural education, particularly as it relates to curriculum design, professional learning, and classroom instruction. Gay has made many important revisions to keep her foundational, award-winning text relevant for today's diverse student population, including: new research on culturally responsive teaching, a focus on a broader range of racial and ethnic groups, and consideration of additional issues related to early childhood education. Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students' own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses. While retaining its basic organization and structure, the Third Edition features: New research that validates the positive effects of culturally responsive teaching; Examples that broaden the racial and ethnic groups that can benefit from culturally responsive teaching; More information on the needs and benefits of culturally responsive teaching with young children; More attention to the quality of life for students of color in colleges and universities; The addition of Practice Possibilities at the end of chapters that describe how culturally responsive teaching can be implemented"
Call Number: LC1099.3 .G39 2018
Publication Date: 2018-01-26
Cyberbullying in Social Media Within Educational Institutions by
Call Number: LB3013.3.H67 2014
Publication Date: 2014-10-16
The Differentiated Classroom: responding to the needs of all learners by
Call Number: LB1031.T66 2014
Publication Date: 2014-05-20
Education (Global Viewpoints) by
Call Number: LB1555.E38 2012
Publication Date: 2012
Faith Ed: teaching about religion in an age of intolerance by
Call Number: LC111 .W47 2015
Publication Date: 2015-08-18
Foundations of Educational Technology: integrative approaches and interdisciplinary perspectives by
Call Number: LB1028.3.S654 2016
Publication Date: 2015-07-01
Great Myths of Education and Learning by
Call Number: LB1060 .H65 2016
Publication Date: 2016-05-02
Helping Children Succeed: what works and why by
Call Number: LC4091 .T68 2016
Publication Date: 2016-05-24
How Children Succeed: grit, curiosity, and the hidden power of character by
Call Number: LB1139.25.T68 2012
Publication Date: 2012-09-04
How People Learn II: learners, contexts, and cultures by In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Call Number: LB1060 .N385 2018
Publication Date: 2018-10-27
How the Other Half Learns : equality, excellence, and the battle over school choice by An inside look at America's most controversial charter schools, and the moral and political questions around public education and school choice
Call Number: LC213.2 .P66 2019
Publication Date: 2019-09-10
How We Learn: the surprising truth about when, where and why it happens by Award-winning science reporter Benedict Carey sifts through decades of education research and landmark studies to uncover the truth about how our brains absorb and retain information.
Call Number: BF318 .C37 2015
Publication Date: 2015-06-09
Improving How Universities Teach Science by Too many universities remain wedded to outmoded ways of teaching science in spite of extensive research showing that there are much more effective methods. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be brought about.
Improving How Universities Teach Science draws on Wieman's unparalleled experience to provide a blueprint for educators seeking sustainable improvements in science teaching. Wieman created the Science Education Initiative (SEI), a program implemented across thirteen science departments at the universities of Colorado and British Columbia, to support the widespread adoption of the best research-based approaches to science teaching. The program's data show that in the most successful departments 90 percent of faculty adopted better methods. Wieman identifies what factors helped and hindered the adoption of good teaching methods. He also gives detailed, effective, and tested strategies for departments and institutions to measure and improve the quality of their teaching while limiting the demands on faculty time.
Among all of the commentary addressing shortcomings in higher education, Wieman's lessons on improving teaching and learning stand out. His analysis and solutions are not limited to just one lecture hall or course but deal with changing entire departments and universities. For those who want to improve how universities teach science to the next generation, Wieman's work is a critical first step
Call Number: Q181 .W54 2017
Publication Date: 2017
Instructional Design for Teachers: improving classroom practice by
Call Number: LB1028.38.C37 2016
Publication Date: 2015-07-06
Learner-Centered Teaching: five key changes to practice by
Call Number: LB2331.W45 2013
Publication Date: 2013-02-26
Learning Begins: the science of working memory and attention for the classroom teacher by
Call Number: LB1060 .W38 2017
Publication Date: 2017-03-08
Learning Transformed: 8 keys to designing tomorrow's schools, today by
Call Number: LB2822.8 .S54 2017
Publication Date: 2017-06-06
New Approaches to Problem-Based Learning by
Call Number: LB1027.42.N49 2011
Publication Date: 2010-09-27
The Newcomers: finding refuge, friendship, and hope in an American classroom by Follows the lives of twenty-two immigrant teenagers from nations devastated by drought or famine or war, over the course of their first school year in America. The talented and endlessly resourceful Denver South High School teacher Mr. Eddie Williams welcomes these students, who speak fourteen different languages but no English and are completely unfamiliar with American culture, to his specially created English Language Acquisition class. He guides them through the enormous challenges of gaining basic English skills, adapting to life in the developed world, and coping with the usual pangs of adolescence. Together their class represents a microcosm of the global refugee crisis, and highlights the moral issues of immigration, inclusion, and America's role on the global stage.
Call Number: LC3732.C6 T46 2017
Publication Date: 2017-11-14
Preventing Violence Against Women and Girls: educational work with children and young people by
Call Number: HV6250.4.W65P74 2014
Publication Date: 2015-01-15
The Privatization of Education: a political economy of global education reform by
Call Number: LB2806.36 .V47 2016
Publication Date: 2016-06-24
Reign of Error: the hoax of the privatization movement and the danger to America's public schools by
Call Number: LB2806.36.R38 2013
Publication Date: 2013-09-17
Republic of noise : the loss of solitude in schools and culture by
Call Number: LB1027.23.S46 2014
Publication Date: 2014-03-12
Rethinking School: how to take charge of your child's education by In five illuminating sections, Bauer teaches parents how to flex the K-12 system, rather than the child. She closely analyzes the traditional school structure, gives trenchant criticisms of its weaknesses, and offers a wealth of advice for parents of children whose difficulties may stem from struggling with learning differences, maturity differences, toxic classroom environments, and even from giftedness..
Call Number: LB1048.5 .B38 2018
Publication Date: 2018-01-09
Rewiring Education: how technology can unlock every student's potential by In Rewiring Education, Couch shares the professional lessons he's learned during his 50-plus years in education and technology. He takes us behind Apple's major research study, Apple Classrooms of Tomorrow (ACOT), and its follow-up (ACOT 2), highlighting the powerful effects of the Challenge-Based Learning framework. Going beyond Apple's walls, he also introduces us to some of the most extraordinary parents, educators, and entrepreneurs from around the world who have ignored the failed promises of memorization and, instead, utilize new science-backed methods and technologies that benefit all children, from those who struggle to honor students. Rewiring Education presents a bold vision for the future of education, looking at promising emerging technologies and how we--as parents, teachers, and voters--can ensure children are provided with opportunities and access to the relevant, creative, collaborative, and challenging learning environments they need to succeed
Call Number: LB1028.3 .C68 2018
Publication Date: 2018-05-08
Saving Schools: from Horace Mann to virtual learning by
Call Number: LA226.P48 2010
Publication Date: 2010-03-30
The Schoolhouse Gate: public education, the Supreme Court, and the battle for the American mind by By a brilliant young constitutional scholar at the University of Chicago--who clerked on the U.S. Court of Appeals for the District of Columbia for Judge Merrick B. Garland and on the Supreme Court of the United States for Justices Sandra Day O'Connor and Stephen Breyer, and who also happens to be an elegant stylist--a powerfully alarming book aiming to vindicate the constitutional rights of public school students, so often trampled upon by the Supreme Court. In recent decades Supreme Court decisions involving the constitutional rights of students in the nation's public schools have consistently been most controversial. From racial segregation to unauthorized immigration, from economic inequality to public prayer and homeschooling: these are but a few of the many divisive issues that the Supreme Court has addressed vis-a-vis elementary and secondary education. The Schoolhouse Gate gives a fresh, lucid, and provocative account of the historic legal battles waged over education. It argues that since the 1970s, the Supreme Court through its decisions has transformed public schools into Constitution-free zones. Students deriving lessons about citizenship from the Court's decisions over the last four decades would conclude that the following actions taken by school officials pass constitutional muster: inflicting severe corporeal punishment on students without any procedural protections; searching students and their possessions, without probable cause, in bids to uncover violations of school rules; engaging in random drug testing of students who are not suspected of any wrongdoing; and suppressing student speech solely for the viewpoint that it espouses. Taking their cue from such decisions, lower courts have validated a wide array of constitutionally dubious actions, including: repressive student dress codes; misguided "zero tolerance" disciplinary policies; degrading student strip searches; and harsh restrictions on off-campus speech in the internet age. Justin Driver dramatically and keenly surveys this battlefield of constitutional meaning and warns that impoverished views of constitutional protections will only further rend our social fabric"--
From racial segregation to unauthorized immigration, from economic inequality to public prayer and homeschooling, the Supreme Court has addressed many divisive issues concerning our educational system. Driver provides a fresh account of the historic legal battles, and argues that since the 1970s the Supreme Court has transformed public schools into Constitution-free zones. He highlights the personal narratives behind landmark clashes, and shows how the decisions have threatened our basic constitutional order.
Call Number: KF4150 .D75 2018
Publication Date: 2018-09-04
Teachers Undefeated: how global education reform has failed to crush the spirit of educators by
Call Number: LB2806 .B47 2016
Publication Date: 2016-07-06
Teaching Sustainability / Teaching Sustainably by
Call Number: GE70.T43 2012
Publication Date: 2011-12-01
These Schools Belong to You and Me by A challenge to narrow, profit-driven conceptions of school success and an argument for protecting public education to ensure that all students become competent citizens in a vibrant democracy MacArthur award-winning educator, reformer, and author Deborah Meier draws on her fifty-plus years of experience in education to argue that the purpose of universal education is to provide young people with an "apprenticeship for citizenship in a democracy." Through an intergenerational exchange with her former colleague and fellow educator Emily Gasoi, the coauthors share their experiences working in democratically governed schools and analyze the last several decades of education reform. Reflecting on the trajectory of education and social policies that are leading our country further from rule "of, for, and by the people," the authors apply their extensive knowledge and years of research to address the question of how public education must change in order to counter the erosion of democratic spirit and practice in schools and in the nation as a whole.
Call Number: : why we can't afford to abandon our public schools
Publication Date: 2017-09-19
UnCommon Learning: creating schools that work for kids by
Call Number: LA217.2 .S54 2016
Publication Date: 2015-11-11
Understanding Education: a sociological perspective by
Call Number: LC191.G48 2009
Publication Date: 2009-10-06
The Wild Card: 7 steps to an educator's creative breakthrough by
Call Number: LB1027.3 .K56 2017
Publication Date: 2017-12-17
Ebooks in the Library Catalog
Better Than Carrots or Sticks: restorative practices for positive classroom management by Classroom management is traditionally a matter of encouraging good behavior and discouraging bad by doling out rewards and punishments. But studies show that when educators empower students to address and correct misbehavior among themselves, positive results are longer lasting and more wide reaching. In Better Than Carrots or Sticks, longtime educators and best-selling authors Dominique Smith, Douglas Fisher, and Nancy Frey provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together. After a comprehensive overview of the roots of the restorative practices movement in schools, the authors explain how to • Establish procedures and expectations for student behavior that encourage the development of positive interpersonal skills; • Develop a nonconfrontational rapport with even the most challenging students; and • Implement conflict resolution strategies that prioritize relationship building and mutual understanding over finger-pointing and retribution. Rewards and punishments may help to maintain order in the short term, but they're at best superficially effective and at worst counterproductive. This book will prepare teachers at all levels to ensure that their classrooms are welcoming, enriching, and constructive environments built on collective respect and focused on student achievement.
Publication Date: 2015-08-17
Brain-Based Learning and Education by Brain-Based Learning and Education presents a new type of education that uses brain-based and self-control theory-driven training. Leaving aside the current focus in education on content knowledge, it examines essential characterïÅưstrengths such as selfcontrol, persistence, creativity, attention, memory, and social learning, and relates their relevance to learning. By bridging the research and application gap in education, this text not only covers the latestïÅưfindings related to learning and teaching but also provides insights for application and practice for brain-based methods in health and education. This integration of neuroscience and education takes us from a deep understanding of brain function to the frontline of the classroom.
Publication Date: 2017-04-22
Charting a new course : reinventing high school classes for the new millennium by The purpose of this book is to encourage teachers and administrators to move beyond traditional course structures and to ask them to consider designing experiential curriculum that is interdisciplinary and focused on solving real world problems. Why do this? Both authors believe that the current model of education falls short in preparing students to think creatively, to work collaboratively and to engage actively as problem solvers. An educational sea?change is needed more than ever given the problems that face our world now and that threaten to worsen in the next few decades. This book is divided into sections devoted to courses that, despite their interdisciplinary nature, we categorized into the following fields: Social Science, Literature and Composition, Computer Science, Mathematics, Art, Environment and Ecology, Engineering, Public Health, and Administration.
Publication Date: 2017
Computers, Cockroaches, and Ecosystems: Understanding Learning through Metaphor by Of all the topics ever studied, surely one of the most compelling is human learning itself. What is the nature of the human mind? How do we understand and process new information? Where do new ideas come from? How is our very intelligence a product of society and culture? Computers, Cockroaches, and Ecosystems: Understanding Learning through Metaphor brings to light the great discoveries about human learning by illuminating key metaphors underlying the major learning perspectives. Such metaphors include, among others, the mind as computer, the mind as ecosystem, and the mind as cultural tools. These metaphors reveal the essence of different learning perspectives in a way that is accessible and engaging for teachers and students. Each metaphor is brought to life through stories ranging from the humorous to the profound. The book conveys scholarly ideas in a personal manner and will be a delight for teachers, university students, parents, business or military trainers, or anyone with an interest in learning.
Publication Date: 2017-05-01
Creating and Negotiating Collaborative Spaces for Socially Just Anti-Bullying Interventions for K-12 Schools by Across the United States, schools face the daunting issue of confronting the widespread effects of bullying, which threaten the physical, emotional, and intellectual well?being and development of youth. Creating and Negotiating Collaborative Spaces for Socially?Just Anti?Bullying Interventions for K?12 Schools is a theoretically and empirically grounded edited volume that describes practical ways to address bullying at both systemic and individual levels. Central to the scope of the book is a diversity?focused approach to assessing and conceptualizing discrimination and bullying among marginalized youth, such as LGBTQ, mixed race, gifted and talented, and special needs populations. Interspersed with concrete, real?life examples, each chapter in the volume expands on the multiple dimensions of bullying as well as research?backed anti?bullying interventions. The book advances previous literature by addressing contemporary issues in bullying. Special topics include teacher?to?student bullying, cyberbullying, restorative justice practices, and assessment of attitudes toward addressing bullying.
Publication Date: 2017-03-01
Diversifying Digital Learning : Online Literacy and Educational Opportunity by Many schools and programs in low-income neighborhoods lack access to the technological resources, including equipment and Internet service, that those in middle- and upper-income neighborhoods have at their fingertips. This inequity creates a persistent digital divide—not a simple divide in access to technology per se, but a divide in both formal and informal digital literacy that further marginalizes youths from low-income, minoritized, and first-generation communities.Diversifying Digital Learning outlines the pervasive problems that exist with ensuring digital equity and identifies successful strategies to tackle the issue. Bringing together top scholars to discuss how digital equity in education might become a key goal in American education, this book is structured to provide a framework for understanding how historically underrepresented students most effectively engage with technology—and how institutions may help or hinder students'ability to develop and capitalize on digital literacies.This book will appeal to readers who are well versed in the diverse uses of social media and technologies, as well as less technologically savvy educators and policy analysts in educational organizations such as schools, afterschool programs, colleges, and universities. Addressing the intersection of digital media, race/ethnicity, and socioeconomic class in a frank manner, the lessons within this compelling work will help educators enable students in grades K–12, as well as in postsecondary institutions, to participate in a rapidly changing world framed by shifting new media technologies.Contributors: Young Whan Choi, Zoë B. Corwin, Christina Evans, Julie Flapan, Joanna Goode, Erica Hodgin, Joseph Kahne, Suneal Kolluri, Lynette Kvasny, David J. Leonard, Jane Margolis, Crystle Martin, Safiya Umoja Noble, Amanda Ochsner, Fay Cobb Payton, Antar A. Tichavakunda, William G. Tierney, S. Craig Watkins
Publication Date: 2018-02-01
The Encyclopedia of Middle Grades Education by The second edition of The Encyclopedia of Middle Grades Education has been revised, updated, and expanded since its original publication in 2005. The Encyclopedia is a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, this is a 25% increase in the number of entries over the first edition. The Encyclopedia is aimed at a general audience including undergraduate students in middle?level teacher preparation programs, graduate students, higher education faculty, and practitioners and administrators. The comprehensive list of entries are comprised of both short entries (500 words) and longer entries (2000 words). A significant number of entries appearing in the first edition have been revised and updated. Citations and references are provided for each entry.
Publication Date: 2017-01-01
Engaging Difference: Teaching Humanities and Social Science in Multicultural Environments by Engaging Difference discusses how to develop strategies to engage difference that work for both students and professors in multicultural classrooms. The contributions to this volume discuss specific pedagogical techniques (for example, the use of novels, web resources, and personal narratives) and the ways in which these have been applied in the classroom and in related educational activities. One contribution addresses the issues related to the freedom of speech in diverse classrooms. The essays are rooted in relevant theoretical perspectives from active learning literature, including emerging approaches on intersectional pedagogies. All authors are practitioners engaged in teaching in college, and several have previous high school teaching experience. They openly discuss challenges related to teaching in diverse classrooms and suggest pedagogical strategies to thrive in diverse environments.
Publication Date: 2017-01-31
Exploding the Castle: Rethinking How Video Games and Game Mechanics Can Shape the Future of Education by Lacking a digital crystal ball, we cannot predict the future of education or the precise instructional role games will have going forward. Yet we can safely say that games will play some role in the future of K?12 and higher education, and members of the games community will have to choose between being passive observers or active, progressive contributors to the complex and often political process of weaving together pedagogy, technology, and culture. This will involve agreeing that games—or, more specifically, game mechanics and the engagement in joyful learning that they engender—are not only critical for shaping online and classroom instruction but also the evolution of schooling as a whole. Likewise, it will involve a hard push beyond questions like “Are video games ‘good'or ‘bad'for education?” and “Are games ‘better'for all students than traditional face?to?face teaching” to unpack how game experiences vary with individual learner goals as an interaction with the parameters of an educational environment. Simply put, we need to form a cohesive, compelling argument in support of the notion that games are entire learning ecologies in and of themselves. This edited volume is designed to anchor collective thinking with respect to the value?added nature of games for learning and the complexities involved in player experience, narrative context, and environmental?player interactions. As could be expected, we are not interested in debates about “gamification,” game violence, individual game quality, and other topics that have become standard fare in extant games literature. Instead, we seek to emphasize issues of scalability, the induction of player goal adoption, affordances of game?based instructional environments, relationships between play and transfer, and the value of games as part of an ecopsychological worldview. As long?time contributors in a field that has made a habit of playing it safe—pun intended—we seek to bring the dialogue in a more nuanced and meaningful direction that will reach teachers, researchers, designers, and players alike.
Publication Date: 2017-11-01
From the Campfire to the Holodeck: creating engaging and powerful 21st century learning environments by How to optimize educational spaces, both physical and virtual, for more effective learning. The design of classroom spaces is one of the overlooked issues in education. Poorly designed physical environments can impede learning, while well-designed spaces can enhance it. From the Campfire to the Holodeck gives teachers and administrators concrete advice and insight on redesigning or optimizing educational spaces to improve student engagement, enable project-based learning, incorporate technology into the classroom, and encourage student-led learning.Author David Thornburg argues that in order to engage all students, facilities should offer a balance of Campfire spaces (home of the lecture), Watering Holes (home to conversations between peers), Caves (places for quiet reflection), and Life (places where students can apply what they've learned). From the Campfire to the Holodeck offers practical guidance on designing these beneficial spaces for optimal learning. Addresses the effects of physical spaces on learning, offering an overdue examination of an issue that is vitally important yet often overlooked Features specific, actionable advice appropriate for teachers and school administrators Written by award-winning futurist, author, and educational consultant David Thornburg A vitally important aspect of school reform, the design of educational spaces can mean the difference between student engagement and indifference. From the Campfire to the Holodeck offers practical guidance for maximizing the learning opportunities for any and every student.
Publication Date: 2013-09-27
The Indoor Epidemic: How Parents, Teachers, and Kids Can Start an Outdoor Revolution by The Indoor Epidemic is an accessible, readable book that educators, parents, policymakers, and general readers can use to develop an in-depth understanding of the role the outdoors has played in our evolutionary and cultural history—and how it affects their own daily life. Readers will be astounded by the depth to which a sedentary, indoor lifestyle has negatively affected their ability to live a fulfilling life.But it's also a story, the story of our connection with the world, its inhabitants, and our own relationship with nature. It's the story of what we know is right for our children, and yet what we deny them because of the imagined importance and fabricated effectiveness of indoor schooling.The book's readability, and its emphasis on practicality, will deeply engage readers. Furthermore, it serves as a guide to parents who are seeking to understand how to utilize the natural pathways to learning—simply by getting children outside.
Call Number: LB1047 .S56 2017
Publication Date: 2017-11-08
Leading for Literacy: A Reading Apprenticeship Approach by Clear, on-the-ground guidance for Reading Apprenticeship implementation Leading for Literacy provides tools and real-life examples to expand the benefits of a literacy approach that sparks students' engaged reading and thinking across disciplines, from middle school through community college. A companion to the landmark Reading for Understanding, this book guides teachers, leaders, and administrators through the nuts, bolts, benefits, and stumbling blocks of creating Reading Apprenticeship communities that extend a culture of literacy beyond individual classrooms. This book explains how to generate authentic buy-in from teachers and administrators, use the Reading Apprenticeship Framework to turn reform overload into reform coherence, and create literacy teams, professional learning communities, and Reading Apprenticeship communities of practice that sustain an institutional focus on a student-centered, strengths-based culture of literacy. Key insights from Reading Apprenticeship practitioners across the country address how to get started, build momentum, assess progress, and build partnerships and networks across schools, districts, campuses, and regions. Persistently low levels of adolescent literacy continue to short-change students, contribute to discredited high school diplomas, and cause millions of students to drop out of high school and community college. Forty percent or more of community college students require remedial reading courses as college freshman. The researchers at WestEd's Strategic Literacy Initiative developed the Reading Apprenticeship Framework to provide educators with a proven path to improving literacy for all students, and this book provides clear guidance on bringing the framework to life. How to integrate Reading Apprenticeship with existing reform efforts How to use formative assessment to promote teacher and student growth How to coach and empower teachers How to cultivate literacy leadership How to provide long-term support for a strong content-literacy program Nationwide classroom testing has shown Reading Apprenticeship to promote not only literacy and content knowledge, but also motivation and positive academic identity--leading to better student outcomes that reach beyond the classroom walls. Leading for Literacy lays out compelling ways to spread the benefits of Reading Apprenticeship, with practical guidance and real-world insight.
Publication Date: 2016-12-05
Learning That Lasts : challenging, engaging, and empowering students with deeper instruction by A practical guide to deeper instruction--a framework for challenging, engaging, and empowering students of all ages For schools to meet ambitious new standards and prepare all students for college, careers, and life, research has shown unequivocally that nothing is more important that the quality of daily instruction. Learning That Lasts presents a new vision for classroom instruction that sharpens and deepens the quality of lessons in all subject areas. It is the opposite of a 'teacher-proof' solution. Instead, it is predicated on a model of instruction that honors teachers as creative and expert planners of learning experiences for their students and who wish to continuously grow in their instructional and content knowledge. It is not a theoretical vision. It is a model of instruction refined in some of the nation's most successful public schools--schools that are beating the odds to create remarkable achievement--sited primarily in urban and rural low-income communities. Using case studies and examples of powerful learning at all grade levels and in all disciplines, Learning That Lasts is a guide to creating classrooms that promote deeper understanding, higher order thinking, and student independence. Through text and companion videos, readers will enter inspiring classrooms where students go beyond basics to become innovators, collaborators, and creators. Learning That Lasts embraces a three-dimensional view of student achievement that includes mastery of knowledge and skills, character, and high-quality work. It is a guide for teachers who wish to make learning more meaningful, memorable, and connected to life, and inspire students to do more than they think possible.
Call Number: LB1025.3 .B47 2016
Publication Date: 2016-04-05
Managing School Absenteeism at Multiple Tiers : An Evidence-Based and Practical Guide for Professionals by School absenteeism is a pervasive and difficult problem faced by mental health and school-based professionals. Even in mild forms, school absenteeism has been shown to be a significant risk factor for social, behavioral, and academic problems in middle childhood and adolescence, as well as psychiatric, economic, and occupational difficulties in adulthood. Problematic absenteeism has been examined for decades by professionals of many different disciplines, leading to a considerably fractured literature.Managing School Absenteeism at Multiple Tiers provides an integrative strategy for preventing, assessing, and addressing cases of youth with school absenteeism at multiple levels of severity and complexity. Dr. Christopher Kearney presents a multi-tiered framework based on prevention (Tier 1), early intervention for emerging cases (Tier 2), and more extensive intervention and systemic strategies for severe cases (Tier 3). Each tier is based on empirically supported strategies from the literature, and emphasis is placed on specific, implementable recommendations. This approach is based on a Response to Intervention model that has emerged as a powerful guide to prevention, assessment, and treatment of social and academic problems in schools. Response to Intervention is based upon tenets that parallel developments in the school absenteeism literature: (1) a proactive focus on early identification of learning and behavior problems and immediate, effective intervention, (2) universal, targeted, and intensive interventions, (3) frequent progress monitoring, (4) functional behavioral assessment, (5) empirically supported treatment procedures and protocols to reduce obstacles to academic achievement (including absenteeism), and (6) a team-based approach for implementation. This user-friendly, practical guide will be useful to mental health professionals, school administrators, guidance counselors, social workers and psychologists, as well as others who address kids with problematic absenteeism such as pediatricians and probation officers.
Publication Date: 2016-05-26
Navigating the Principalship by In Navigating the Principalship, James P. Spillane and Rebecca Lowenhaupt look at the major challenges of the principal position, examining how new principals adapt to the role, set an instructional agenda, and build cooperation and collaboration. They focus in particular on the dilemmas that mark the principalship--the inevitable, complicated conflicts that arise from a clash of worthwhile values and resist simple solutions, such as - Addressing the demands of various internal and external stakeholders - Accomplishing seemingly limitless tasks in limited time - Sharing leadership duties while maintaining ultimate responsibility for the school and everyone in it - Creating a safe space for teaching and learning while building bridges to the outside world - Balancing work life and home life Based on original research conducted with new principals in an urban environment, and rich with authentic voices discussing real conflicts and proven strategies, this book presents pragmatic ways to manage the most difficult parts of the job. Use it to spark both reflection and action and chart a course for effective, rewarding school leadership.
Publication Date: 2019-08-14
Reaching for the Sky: empowering girls through education by 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.
Publication Date: 2017-01-01
Rethinking Education in the Age of Technology by The digital revolution in education is well under way, with more and more learners plugged into the online world. How can schools make the most of both the technology and the learning potential of today's “born digital” students? In this new edition of their groundbreaking book, Collins and Halverson argue that new technologies have transformed our workplaces, our lives, and our culture and it is time we take the next step to transform learning—in and out of schools. The authors show how, over time, public schooling was so successful that it became synonymous with education. But new technologies risk making schools obsolete and this book explains why and how today's educators, policymakers, and communities must adapt to provide all learners with access to the new learning tools of the 21st century.“Allan Collins and Richard Halverson are not by any means arguing that teachers or schools should go away. Rather, they are saying that they should open their doors and windows, connect to other real and virtual places, be crucial tour guides, and send their children on flights of fancy through our modern memory palaces.”—From the Foreword by James Paul Gee, Arizona State University“The most convincing account I've read about how education will change in the decades ahead—the authors'analyses are impressive, fair-minded, and useful.”—Howard Gardner, Harvard Graduate School of Education (from first edition)
Publication Date: 2018-04-13
Safe Spaces, Brave Spaces: Diversity and Free Expression in Education by How the essential democratic values of diversity and free expression can coexist on campus.Safe spaces, trigger warnings, microaggressions, the disinvitation of speakers, demands to rename campus landmarks—debate over these issues began in lecture halls and on college quads but ended up on op-ed pages in the New York Times and the Wall Street Journal, on cable news, and on social media. Some of these critiques had merit, but others took a series of cheap shots at “crybullies” who needed to be coddled and protected from the real world. Few questioned the assumption that colleges must choose between free expression and diversity. In Safe Spaces, Brave Spaces, John Palfrey argues that the essential democratic values of diversity and free expression can, and should, coexist on campus. Palfrey, currently Head of School at Phillips Academy, Andover, and formerly Professor and Vice Dean at Harvard Law School, writes that free expression and diversity are more compatible than opposed. Free expression can serve everyone—even if it has at times been dominated by white, male, Christian, heterosexual, able-bodied citizens. Diversity is about self-expression, learning from one another, and working together across differences; it can encompass academic freedom without condoning hate speech.Palfrey proposes an innovative way to support both diversity and free expression on campus: creating safe spaces and brave spaces. In safe spaces, students can explore ideas and express themselves with without feeling marginalized. In brave spaces—classrooms, lecture halls, public forums—the search for knowledge is paramount, even if some discussions may make certain students uncomfortable. The strength of our democracy, says Palfrey, depends on a commitment to upholding both diversity and free expression, especially when it is hardest to do so.
Publication Date: 2017-10-06
Successfully Implementing Problem-Based Learning in Classrooms: Research in K-12 and Teacher Education by Problem-based learning (PBL) represents a widely recommended best practice that facilitates both student engagement with challenging content and students' ability to utilize that content in a more flexible manner to support problem-solving. This edited volume includes research that focuses on examples of successful models and strategies for facilitating preservice and practicing teachers in implementing PBL practices in their current and future classrooms in a variety of K-12 settings and in content areas ranging from the humanities to the STEM disciplines. This collection grew out of a special issue of the Interdisciplinary Journal of Problem-Based Learning. It includes additional research and models of successful PBL implementation in K-12 teacher education and classroom settings.
Publication Date: 2017-03-15
The Wiley Handbook of Family, School, and Community Relationships in Education by A comprehensive collection of essays from leading experts on family and community engagement The Wiley Handbook of Family, School, and Community Relationships in Educationbrings together in one comprehensive volume a collection of writings from leading scholars on family and community engagement to provide an authoritative overview of the field. The expert contributors identify the contemporary and future issues related to the intersection of students' families, schools, and their communities. The Handbook's chapters are organized to cover the topic from a wide-range of perspectives and vantage points including families, practitioners, policymakers, advocates, as well as researchers. In addition, the Handbook contains writings from several international researchers acknowledging that school, family, and community partnerships is a vital topic for researchers and policymakers worldwide. The contributors explore the essential issues related to the policies and sociopolitical concerns, curriculum and practice, leadership, and the role of families and advocates. This vital resource: Contains a diverse range of topics related to the field Includes information on current research as well as the historical origins Projects the breadth and depth of the field into the future Fills a void in the current literature Offers contributions from leading scholars on family and community engagement Written for faculty and graduate students in education, psychology, and sociology, The Wiley Handbook of Family, School, and Community Relationships in Educationis a comprehensive and authoritative guide to family and community engagement with schools.
Publication Date: 2019-03-19
The Wiley Handbook of Global Educational Reform by The Wiley Handbook of Global Educational Reform examines educational reform from a global perspective. Comprised of approximately 25 original and specially commissioned essays, which together interrogate educational reform from a critical global and transnational perspective, this volume explores a range of topics and themes that fully investigate global convergences in educational reform policies, ideologies, and practices. The Handbook probes the history, ideology, organization, and institutional foundations of global educational reform movements; actors, institutions, and agendas; and local, national, and global education reform trends. It further examines the "new managerialism" in global educational reform, including the standardization of national systems of educational governance, curriculum, teaching, and learning through the rise of new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning models. Finally, it takes on the subjective and intersubjective experiential dimensions of the new educational reforms and alternative paths for educational reform tied to the ethical imperative to reimagine education for human flourishing, justice, and equality. An authoritative, definitive volume and the first global take on a subject that is grabbing headlines as well as preoccupying policy makers, scholars, and teachers around the world Edited by distinguished leaders in the field Features contributions from an illustrious list of experts and scholars The Wiley Handbook of Global Educational Reform will be of great interest to scholars and graduate students of education throughout the world as well as the policy makers who can institute change.
Publication Date: 2018-11-13
Getting Started with Your Research
Educators Reference Complete (Gale OneFile) This link opens in a new windowProvides periodical and journal articles on multiple levels of education from preschool to college, and every educational specialty—such as technology, bilingual education, health education, testing, administration and more.
ERIC This link opens in a new windowContains more than 1.4 million citations and abstracts, and links to more than 337,000 full-text documents from ERIC back to 1966. Covers journal articles, books, dissertations, and curriculum plans.
Explora Educator's Edition This link opens in a new windowThe Educator’s Edition of Explora highlights content relevant to teachers, including lessons plans, curriculum standards, and other professional development resources.It allows you to search several EBSCOhost education databases at once.
Open Access Journals from DOAJ This link opens in a new window
Professional Development Collection This link opens in a new windowProvides full text of over 520 education journals and nearly 230 educational reports.
Teacher Reference Center This link opens in a new windowProvides indexing and abstracts for 280 periodicals, most of which are peer-reviewed.Topics include: Assessment, Best Practices, Continuing Education, Current Pedagogical Research, Curriculum Development, Elementary Education, Higher Education, Instructional Media, Language Arts, Literacy Standards, School Administration, Science & Mathematics, and Teacher Education.
Philosophy of Education
Dewey in Our Time: learning from John Dewey for transcultural practice by Dewey in Our Time brings together leading writers from around the world who are actively engaged in applying Dewey's thought to the challenges facing educational systems and teachers in school. Issues concerning equity, social justice, curriculum and pedagogy, teachers' roles and their professional identity are considered, with examples from the Americas, Asia and Europe.
Call Number: LB14.7 .D49 2016
Publication Date: 2016-10-31
Education and Theory: Strangers In Paradigms by What is the role of theory in education? Does the pursuit of theory in education always lead to improvements in practice? What is the alternative to theory? Theory holds a central place in educational inquiry: tutors urge students to embed their work in it; funding bodies demand that research proposals be located in. But in an important new analysis, Gary Thomas suggests that the pursuit of theory in education is the pursuit of a chimera.This compelling book examines what theory means for both student and researcher and questions whether the confidence in educational theory is justified. It begins by looking at what theory is, and what use it has in education and examines some theoretically significant influences on educational thought and practice in the twentieth century. Challenging the idea that the practice of education should be based on theory, the author offers alternative, simpler frameworks for conducting inquiry, without the constraints of existing theory, contending that it is time for a discussion about how values, evidence and ideas can more straightforwardly guide educational practice.
Publication Date: 2007-04-01
Foundations of Modern School Practices: A Sourcebook of Educational Wisdom by This is a book is of educational ideas, commentaries, and observations from the past. The passages recorded here come from educational writings that were produced between 1880 and 1935—a time period that began with spirited calls for school reform and ended with a new and different concept of what it meant to be educated. It was this new concept of education that laid the foundation for the modern American school system.
Publication Date: 2011-10-07
The Freirean Legacy: educating for social justice by
Call Number: LB880.F732F74 2002
Publication Date: 2002-05-10
The Future of Education: Reimagining Our Schools from the Ground Up by This engaging book presents a frontal attack on current forms of schooling and a radical rethinking of the whole education process. Kieran Egan, a prize-winning scholar and innovative thinker, does not rail against teachers, administrators, or politicians for the failures of the school. Instead he argues that education today is built on a set of mutually exclusive goals that are destined to defeat our best efforts. Egan explores the three big ideas and aims of education—academic, social, and developmental growth—and exposes their flaws and fundamental incompatibility. He then proposes and describes a process called Imaginative Education that would dramatically change teaching and curriculum while delivering the skills and understanding that we all want our children to acquire. His speculative narrative of education from 2010 to 2060—executed with wit and verve—shows how we might very well get there from here.
Publication Date: 2008-09-23
Key Concepts in Education by Key Concepts in Education provides students with essential themes, topics and expressions that education students are likely to encounter, both during their courses and beyond in professional practice. Co-authored to draw on experiences of working within academia, local authorities and the classroom, the entries provide: a definition of the concept, description of the historical and practical context, an explanation of how the concept is applied, an evaluation of the concept, helpful references and suggested further reading. The book is ordered alphabetically from Ability to Youth.
Publication Date: 2011-03-13
A New History of Educational Philosophy by
Call Number: LB14.7.K36 1993
Publication Date: 1993-02-28
Pedagogy of the Oppressed by First published in Portuguese in 1968, [this book] was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and continues to possess a special urgency as the creation of a permanent underclass among the underprivileged and minorities in urban centers around the world continues. The 50th anniversary edition includes a new introduction by Donaldo Macedo, an afterword by Ira Shor, and interviews with Marina Aparicio Barberán, Noam Chomsky, Gustavo E. Fischman, Ramón Flecha, Ronald David Glass, Valerie Kinloch, peter Mayo, Peter McLaren, and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come."--Page  of cover.
Call Number: LB880.F73 F74 2018
Publication Date: 2018-03-22
Philosophers on Education: historical perspectives by
Call Number: LA21.P495 1998
Publication Date: 1998-09-15
Philosophy of Education by This first-of-its kind encyclopedia charts the influence of philosophic ideas that have had the greatest influence on educational thinking from ancient Greece to the present.
Publication Date: 2009
Teachers As Cultural Workers : Letters to Those Who Dare Teach by This book contains letters that show why a teacher's success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. It challenges all teachers to reflect critically on the meaning of the act of teaching as well as the meaning of learning.
Publication Date: 2018-05-04
Theories of Childhood: an introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky by
Call Number: LB1139.23.M66 2000
Publication Date: 2002-07-01
Vygotsky for Educators by
Call Number: HQ767.9.K37 2014
Publication Date: 2014-06-09
What Is Education? by One day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people.
Publication Date: 2011-12-15