Emerald Publishing Limited

In Necessary Spaces: Exploring the Richness of African American Childhood in the South, Saundra Murray Nettles takes the reader on a journey into neighborhood networks of learning at different times and places. Using autobiographical accounts, Nettles discusses the informal instructional practices of community “coaches” from the perspective of African American adults who look back on their childhood learning experiences in homes, libraries, city blocks, schools, churches, places of business, and nature. These eyewitness accounts reveal "necessary spaces,” the metaphor Nettles uses to describe seven recurring experiences that converge with contemporary notions of optimal black child development: connection, exploration, design, empowerment, resistance, renewal, and practice.

Nettles weaves the personal stories with social scientific theory and research and practical accounts of community-based initiatives to illuminate how local communities contributed human, built, and natural resources to support children’s achievement in schools. The inquiry offers a timely and accessible perspective on how community involvement for children can be developed utilizing the grassroots efforts of parents, children, and other neighborhood residents; expertise from personnel in schools, informal institutions (such as libraries and museums); and other sectors interested in disparities in education, health, and the quality of physical settings.

Grounded in the environmental memories of African American childhood, Necessary Spaces offers a culturally relevant view of civic participation and sustainable community development at the local level. Educational researchers and policy makers, pre-service and in-service teachers, and people who plan for and work with children and youth in neighborhoods will find this book an engaging look at possibilities for the social organization of educational resources. Qualitative researchers will find a model for writing personal scholarly essays that use the personal to inform larger issues of policy and practice. In Necessary Spaces, local citizens in neighborhoods across the United States will find stories that resonate with their own experiences, stimulate their recollections, and inform and inspire their continuing efforts to create brighter futures for children and communities.

The expansion of women’s higher education in the late 19th and early 20th centuries in Australia and New Zealand offered educated women opportunities to broaden their aspirations, horizons and experiences across many professional fields. Engaged in the public activity of teaching in a range of educational institutions, women were able to exercise a level of professional expertise, authority and independence. Paradoxically, women were both empowered by the possibilities of educational careers yet at the same time restricted by the historical era in which they lived and the feminized positions they occupied. In this book, we draw on Sarah Lawrence–Lightfoot and Jessica Hoffmann Davis’ methodological adoption of the use of portraits and portraiture to frame our history of women educators and highlight their unsettled acceptance of contemporary constraints and pressures exerted on educated women. This book will be essential reading for those involved or interested in the historiography of women’s education, women teachers and headmistresses, women’s higher education, educational biography and visual methodologies. This book will also be of particular relevance to those engaged in the study of history, sociology, women and gender studies, teacher education, educational research, and history of education.

Few time periods in the past five decades match the intensity of intergroup conflict that people around the world are currently experiencing. Polarized attitudes around various sociopolitical issues, such as gender equality and immigration, have dominated the media and our lives. Furthermore, these powerful social dynamics have also impacted the places where we work and intensified existing strains on workers and workplaces. To address these issues and improve organizational climates, more theories, research and collaborations to understand these phenomena are needed. The volumes in this series will describe and instigate scholarship that advances our understanding of diversity in organizations.

In recognition of the centennial anniversary of the ratification of the 19th Amendment to the U.S. Constitution, which granted American women the right to vote and the subsequent struggle for women of color to exercise it, this volume features the personal narratives of recognized scholars in the field who have advanced understanding of gender at work. In this way, we appreciate, and gain perspective on, the rewards and challenges of this essential scholarship and the lives of those who engage in it. The combination of these narratives is an exciting and meaningful exploration of the study of gender and its intersection with other marginalized social identities at work that authentically captures the experiences of scholars in the field and inventively pushes our understanding of diversity in organizations.

This volume brings together an impressive array of respected scholars to examine the varied and complex ways in which peers influence adolescents’ beliefs and behaviors in the school context. The breadth of peer influence on academic and social adjustment is evident in the wide variety of topics covered in the present volume. Throughout the chapters, scholars provide unique insights regarding the complex ways that the academic and social spheres of adolescents’ lives are interconnected. Collectively, the chapters in this volume expand current knowledge and theory in peer relations research by (a) exploring different types of peer relations (e.g., close friendships, peer groups) and different peer dynamics (e.g., popularity, bullying) that emerge in the school context, (b) examining different processes that explain why and how peers influence each other in school, (c) considering developmental issues during adolescence that may be critical to understanding peers and adjustment at school and (d) providing information about how teacher practices or programs influence peer relations and school adjustment. Peer Relationships and Adjustment in School is an important volume for researchers and practitioners interested in social development, peer relationships and youth engagement and achievement in school.

Multicultural Education for Learners with Special Needs in the Twenty-First Century provides general and special educators innovative information that address the road blocks to effective practice such that diverse learners will be appropriately; identified, assessed, categorized, placed and instructed. The book provides those who instruct diverse learners comprehensive, creative and best practice chapters by scholars in the area of multicultural education.

The book is an important addition to the education of multicultural learners with special needs as it provides much needed direction for the effective instructional practices for today’s diverse students. The book can be used as current best practices for special and general educators as well as school administrators.

People generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress.

Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.

Navigating the Ubiquitous, Misunderstood, and Evolving Role of the Educational Leadership Program Coordinator in Higher Education is an edited volume of chapters focused on the role of the program coordinator (PC) in educational leadership. The book is a recent addition to the book series: Dimensions of Leadership and Institutional Success: Exploring Connections and Partnerships, edited by Ellen H. Reames. Noelle A. Paufler and Ellen H. Reames (editors) created this book to examine various aspects of the PC role because it has been largely ignored in the educational leadership preparation literature. The book examines various aspects of the PC role to include responsibilities, navigating the politics and policies of higher education and educational agencies, internal and external problems and barriers related to the role, and recommendations and possibilities for enhancing the PC role. The book is divided into 3 sections: Section 1 centers on the roles of the PC and also includes a model that can be used to structure PC responsibilities within programs. Section 2 focuses the readers’ attention to present misunderstanding of the PC as a quasiadministrative role which appears to be gaining in clarity through present research. Section 3 gives a glimpse to future trends which includes the growing use of clinical faculty as PCs.

The primary audience is higher education faculty and administrators. The term program coordinator spans across all disciplines and is used in most higher education institutions across the United States. Higher education institutions are also interested in sustaining partnerships within the university and the communities beyond. This book can assist with nuances of partnership development for any higher education field of study.

The audience also includes faculty in higher educational leadership program development and school/university partnership development and enhancement across public and private enterprises who are educating future leaders. Other interested groups are university and school-based professionals who are seeking to improve relationships, partnerships, and collaborations between educational leadership preparation programs and K-12 districts and related agencies. The book would also be of value to those who conduct research in the areas of partnership creation and implementation and to those who conduct research which improves educational leadership preparation and development. The role of the PC in educational leadership is critical to the success of higher education leadership preparation programs and is often very different than PCs in other higher education disciplines.

Navigating Complexities in Leadership: Moving Towards Critical Hope emerged in response to the confluence of complexities experienced by leadership educators and practitioners amidst global pandemics. It is a guide for those seeking to learn through critical perspectives, and seek more agile, responsive tools for navigating complexity, change, and disruption. The audience for the book ranges from new and entry-level leadership educators to senior scholars in higher education.

This book frames leadership learning and development as a process of adaptive action in complex systems. It brings to light patterns of complexity in current times through the lens of educators and practitioners in higher education. Readers are invited to actively engage with the text from an inquiry stance. Through curiosity, shared exploration, self-reflection we hope readers will discover patterns and insight that resonate and challenge their own experiences, find energy to engage the complexities being faced, and build adaptive capacity to live, work, teach, and lead in critical hope and possibility. The book concludes with questions and considerations that allow educators and practitioners to reflect on their own roles and contexts and move towards critical hope in navigating the complexities we will continue to face.

The volume represents the continuing of a the Yearbook of Idiographic Science project, born in 2009 and developed through an annual series of volumes collecting contributes aimed at developing the integration of idiographic and nomothetic approaches in psychology and more in general social science.

This year's YIS project received many positive feedbacks and signals of interest, as well as several submissions, from many parts of the world. This fifth volume directs attention to relevant and actual psycho-social phenomena as the development of identity in terms of self identity, social identity and local.

identity

The volume is directed to students, researchers and clinicians, interested in deepenig theoretical and methodological issues and improve clinical practices and research cultures.

In classrooms where children’s voices are valued, young readers and writers possess power. Their ability to exert this power through literacy is especially evident in classrooms where children, who are traditionally marginalized, can use their voices to be change agents. In this third volume of Perspectives and Provocations in Early Childhood Education, the authors’ stories explore students’ agentive power to change themselves, their teachers, school administrators, and the world.

The primary contribution of this book, is not its advocacy of a specific position but rather, its objective analysis of cogent topics. The content prompts us to consider governance in relation to quality education and to ponder alternative policy strategies that have yet to be fully evaluated. As a young doctoral student more than a few years ago, William Van Til, an eminent scholar and a mentor, reminded me almost daily that members of the education profession had a moral responsibility to address the most difficult questions about education and democracy. These enduring queries, he argued, extended to determining how this critical social service should be organized and controlled and to determining the appropriate roles for administrators and teachers. Those in our profession who fail to heed his advice by remaining indifferent to these philosophical dilemmas should consider Plato’s long-standing warning: “One of the penalties for refusing to participate in politics is that you end up being governed by your inferiors."

The purpose of this book is to help new teachers transition from students in education courses to proactive educators who can translate what they have learned in methods classes into realistic practices as novice teachers. This book will help these candidates operationalize good educational pedagogy and understand the connections between theory and practice. This book will also explain the logical connections between standard curriculum theory and certification examinations like the edTPA. Pedagogy into Practice is also answering the current cry, of how to teach in a virtual setting during this Pandemic, by offering up to date information on virtual learning.

This book, “The perspective of women’s entrepreneurship in the Age of Globalization” addresses the issue of female entrepreneurship development in the context of globalization. The authors take the position that entrepreneurship serves as a catalyst of economic development and globalization process has progressively reduced barriers to entrepreneurship and increased competition in the global market. Namely, important settings of inter-country cooperation in our times are the emergence of the phenomenon of globalization. Like an on-coming vehicle globalization cannot be stopped. However, we can influence its direction and we can prepare to use it as an instrument for improving the conditions of the greater majority of people all over the world. The recognition of the capacity of women entrepreneurs in our global community is no longer a matter for debate. It is our reality that Female Entrepreneurship has been the major factor contributing to the development of many countries.

This book brings together a large amount of information on various women entrepreneurship opportunities from different points of view and from different countries and regions. The special value of this volume is the networking of researchers - scientists and other professionals and experts all over the world and their participation with the articles based on research undertaken specifically for the book.

This book will inspire academics, teachers and trainers to use film and television in their classrooms and to shows them how it might be done. It brings together respected international scholars who recount their experiences of how they have used moving images in their classrooms (defined widely to include distance-learning) with their explanations of why they chose this method of teaching and how they put their intentions into action.

The book also illustrates how particular subjects might be taught using film and television as an inspiration to demonstrate the range of opportunities that these media offer. Finally, this book considers some of the practical issues in using film and television in the classroom such as copyright, technology, and the representation of reality and drama in films.

This is a ‘practical, how to’ book that answers the questions of those people who have considered using film and television in their classroom but until now have shied away from doing so. The opportunity to see how others have used film effectively breaks down psychological barriers and makes it seem both realistic and worthwhile.

Point of Departure offers a practical metacognitive and transformational learning strategy for human surviving and thriving. Using five foundational and interactive Indigenous worldview beliefs that contrast sharply with our dominant worldview ones, everyone can reclaim the original instructions for living on Earth. Without the resulting change in consciousness that can emerge from this learning approach, no modern technologies can save us. The five foundational Indigenous precepts relate to a radically different understanding about: (1) Trance-based learning (2) Courage and Fearlessness (3) Community Oriented Self-Authorship (4) Sacred Communications (5) Nature as Ultimate Teacher

This book documents and compares the social organization and academic arrangement of instruction in two remaining modern, public one-teacher schools in rural Nebraska. Neither school is an educational intervention and both stand far removed from reform consciousness, in both the minds of reformers and in those of the people who inhabit them. Each school's teacher does what comes naturally to her or him and the two teacher engage in remarkable distinct practices. One creates an especially efficient form of traditional, conservative teaching that echoes strongly the old country school recitation. The other sees his work as encouraging his students ""to think"" and has created a conversation-based pedagogy to achieve this. For both teachers the school size and rural circumstance play into what they believe they can and cannot do and profoundly shape their teaching practices. This book asks simply: How do the teachers in these small schools manage to teach? The research reported here is concerned with how teachers and students organize themselves and ""do school"" that is small is scale. If school size is emerging as some important variable in student achievement and school improvement, and smallness is some key to that variable, then it stands to reason that one-teacher schools still have something to tell us. While the primary audience for this book is teachers, teacher educators and education policymakers, others, such as parents, might pick up this book and see some images of schooling that are both familiar and strange to them. The book offers portraits of instruction that can offer readers something to think with as we consider what it takes to improve school life for our own and other people's children.

The current volume, entitled Motivation and Engagement in Various Learning Environments, includes research studies from different domains related to students’ motivation, engagement and learning, parents’ experiences, and teachers’ involvement with novel interdisciplinary programs. Different perspectives are presented in this collection of work, namely those of students, teachers, and parents. This volume compiles research on motivation and engagement in various domains, such as Science, Technology, Engineering, and Mathematics (STEM), Literacy, Design, and Computer Science. A particular focus is placed on interdisciplinarity, as learning occurs across multiple domains, and in various contexts, such as formal and informal education. Additionally, the current volume provides examples of studies discussing different modalities in designing and implementing innovative educational programs, inquiry-based learning, and useful applications for instruction. Motivation and Engagement in Various Learning Environments appeals to a wide audience, including researchers, teachers, parents, students, and education specialists.

Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.

This book is a guide for college students exploring career options who are interested in working to promote peacebuilding and the resolution of conflict. High school students, particularly those starting to consider college and careers, can also benefit from this book.

A major feature of the book is 30 stories from young professionals, most recently graduated from college, who are working in the field. These profiles provide readers with insight as to strategies they might use to advance their peacebuilding careers.

The book speaks directly to the Millennial generation, recognizing that launching a career is a major focus, and that careers in the peace field have not always been easy to identify. As such, the book takes the approach that most any career can be a peacebuilding career provided one is willing to apply creativity and passion to their work.

As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern. Should national canons still be the foundation for the teaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities of globalization? Or should they even be discarded outright? These questions become blurred by the debates over preserving national heritages, by so-called 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use. These canon and pedagogical debates often overlap, creating even more confusion. A misconceived “skills vs. content” debate often results. Teaching students to think chronologically and historically is not the same as teaching a national heritage or a cosmopolitan outlook. But what exactly is the difference? Policy-makers and opinion leaders often confuse the pedagogical desirability of using a ‘framework’ for studying history with their own efforts to reaffirm the centrality of national identity rooted in a vision of their nation's history as a way of inculcating citizenship and patriotism. These are the issues discussed in this volume.

Today's students are citizens of the world and must be taught to think in global, supranational terms. At the same time, the traditionalists have a point when they argue that the ideal of the nation-state is the cultural glue that has traditionally held society together, and that social cohesion depends on creating and inculcating a common national culture in the schools. From an educational perspective, the problem is how to teach chronological thinking at all. How are we to reconcile the social, political and intellectual realities of a globalizing world with the continuing need for individuals to function locally as citizens of a nation-state, who share a common past, a common culture, and a common political destiny? Is it a duty of history education to create a frame of reference, and if so, what kind of frame of reference should this be? How does frame-of-reference knowledge relate to canonical knowledge and the body of knowledge of history as a whole?

Podcasting for Teachers is the first volume of a new series from Dr. Kathleen P. King and Mark Gura- Emerging Technologies for Evolving Learners and is based on their successful educational technology podcast, Podcast for Teachers, Techpod (sm). Their podcast work has reached over 600,000 people as of 9/06 and branched into virtual seminars, and additional innovations.

This book introduces and explains this important new technology from the perspective of educators. It also provides new insights into the ways that technology can provide solutions to instructional needs that have not been sufficiently addressed until now. Not only does it provide concrete explanations, examples, models, and details about methods and resources that are not currently illustrated in other publications, but it also reveals a new rationale for the use of technology in education.

K – 12 school district directors of curriculum and instruction and directors of professional development, as well as classroom teachers, principals, and instructional supervisors across the core curriculum and in the area of Instructional Technology; and teacher educators and other college faculty will find this book a valuable resource. Readers may use the book as part of their own efforts to expand their teaching or staff development practice. It can also be an important resource for Education courses in content instruction and Instructional Technology and serve as a valuable reference for educators interested in educational applications of technology.

Exploring the field of peace education, the bulk of the book analyzes and critically evaluates contemporary schools and universities. Providing some successful and not-so-successful alternative school and university projects and experiments, the book proposes peace and development education as a life process and presents a whole array of non-conventional tools and approaches.

The unique feature of the book is that instead of putting emphasis on teaching peace and development, it insists on being and becoming what we teach. It makes a great textbook for education courses and programs, and a good handbook for peace educators and peace researchers around the world.

The authors of the book are two teachers who are not attached to any regular educational institution anywhere in the world and are qualified to say what they have said in the book. The two authors have played significant, instrumental roles in promoting peace studies.

Our goal in writing this book was to validate teachers for strong efforts in their life’s work. We often observe teachers’ frustrations with what they perceive to be a multitude of different “hot topics” in education that they must attend to now, but which they expect to come and go, like the last “hot topics.” So, we wanted to help readers see similarities between many of these “hot topics”—differentiation, multiple intelligences, culturally responsive teaching, “brain-friendly” strategies, authentic assessment, and ethical classroom management—which we feel are not “flashes in the pan.” And we trust that serious practitioners will not oversimplify the findings of neuroscientists and their application to education. Reading studies and books by scientists, a number of which are user-friendly, can help ensure that teachers separate the hype from credible information. We have seen this professionally judicious approach in the work of graduate students (Kolinski, 2007) in adopting “brain-friendly” strategies.

We have intentionally packed both theoretical/research-based and practical information in this book because professional educators want to know why they should use certain approaches, models, and strategies. In turn, as professionals, we should be able to explain why we teach the way we do–not to justify, but to educate others about our knowledge-based, reflective, decision-making processes and the impact on student learning. Thus, it is important to read Chapter 1 because it lays a foundation.

Each succeeding chapter (2–6) has unique and compelling twists and turns—chock full of ideas to use or to adapt. It is possible to gain lots of ideas, processes, and strategies from reading and implementing (or adapting) even one of the unit chapters, or a part of it. While some of the units are explicitly about literacy, others focus on content using reading, writing, speaking, and listening as critical in the learning process. Thus, literacy skills are reinforced and strengthened. Additionally, some of our colleagues and public school partners have given us feedback that they wanted to implement some of the units and activities themselves. So, feel free to use this book for self-exploration and professional development.

Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness.

This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.

This edition of Planning Schools for Use of Audio-Visual Materials, edited by Ann Hyer, centers its focus on the classrom environment.

The launching of Sputnik in 1957 sparked an education movement that stressed the importance of curricular rigor and standardization as a means to improve education and bolster national defense. Within six months of Sputnik's launch, Congress passed the National Defense Education Act (NDEA) that approved an unprecedented amount of federal funding toward the math, science, and foreign language disciplines. The teaching of English was left out and through the leadership of the National Council of Teachers of English (NCTE), the discipline maneuvered public relations and political connections in its quest to acquire federal funds. In doing so, the NCTE mimicked strategies that galvanized funding for math, science, and foreign language disciplines by arguing the importance of the teaching of English for national security and advocating for a teaching model that aligned with Cold War Era pedagogical trends.

These tactics marked a major shift in how the NCTE advocated for the teaching of English. In the early twentieth century, the organization embraced student-centered education practices connected to the ideas of progressive educators. This perspective continued with the creation and expansion of life adjustment education during the 1930s and 40s. During this era, many NCTE authors recommended this movement that advocated connecting education to future adult experiences. Following Sputnik, NCTE leaders supported content-centered reforms. Instead of curriculum recommendations based in discovering and fostering relevant student experiences, the NCTE's focus became adjusting student learning to predefined skills it thought all students should possess. This trend was supported by conceptions of Cold War education models, including those advocated by their rival English organization, the Modern Language Association (MLA). The MLA had successfully worked with federal actors in attaining funding for foreign language training institutes and the NCTE's collaboration with the MLA represented a shift in adopting ideas it was previously opposed to promoting.

Despite their efforts, the NCTE was not a part of NDEA reauthorization in 1961 the federal government, led by U.S. Commissioner of Education, Sterling McMurrin, funded teacher-training institutes for the study of English through a program called "Project English." The 1960s continued with the NCTE representing stronger content-centered ideas before shifting in less than a decade as indicated by the materials produced by the 1966 AngloAmerican Conference on English at Dartmouth. Here, NCTE leaders reassessed their beliefs after meeting with British educators who advocated student-centered curriculum models and reintroduced benefits of experiential education. These ideas would manifest into studentcentered curriculum models during the late 1960s and 1970s.

Moments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on “moments” as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become “awake” to some of moments’ promises.

How the Professional Development School and Community School strategy might benefit from an integrated perspective serves as the guiding framework for this volume of Research in Professional Development Schools. This book advocates for blending these two approaches to address the needs of P-20 settings and their communities. Because we recognize the inherent strengths in both models, we encouraged chapters that had as a primary focus one or both models as they sought to support teacher preparation and K-12 partners. Subsequently, a series of questions framed the conversation around the potential for combining these models as well as what such an integrated model might present for teacher education programs, K-12 partners, and their communities. Since this volume explores three different aspects of the relationship between Professional Development Schools and Community Schools, a set of guiding questions were offered to guide the specific models addressed.

This volume brings together an impressive array of respected scholars to examine the varied and complex ways in which peers influence adolescents’ beliefs and behaviors in the school context. The breadth of peer influence on academic and social adjustment is evident in the wide variety of topics covered in the present volume. Throughout the chapters, scholars provide unique insights regarding the complex ways that the academic and social spheres of adolescents’ lives are interconnected. Collectively, the chapters in this volume expand current knowledge and theory in peer relations research by (a) exploring different types of peer relations (e.g., close friendships, peer groups) and different peer dynamics (e.g., popularity, bullying) that emerge in the school context, (b) examining different processes that explain why and how peers influence each other in school, (c) considering developmental issues during adolescence that may be critical to understanding peers and adjustment at school and (d) providing information about how teacher practices or programs influence peer relations and school adjustment. Peer Relationships and Adjustment in School is an important volume for researchers and practitioners interested in social development, peer relationships and youth engagement and achievement in school.

Originally Published with Teachers College Press in 1992

Are teachers ever given the credit and respect they deserve? Is there a place where they can go to be treated as intelligent professionals rather than as underpaid tools of school administrations or the government? For some teachers the answer to these questions is, finally, yes! The focus of A Place for Teacher Renewal is the North Carolina Center for the Advancement of Teaching, a statefunded university-based program, located in the Western North Carolina mountains, and designed to renew and retain teachers of all kinds. As an exemplary teacher renewal and staff development program, NCCAT strengthens teachers' commitment to their practice by offering outstanding teachers the opportunity for intensive personal investigation into topics inside or outside of their specialties. This hands-on study—extensive, concrete, and engaging—is just what many teachers need. After the tediousness and hectic pace of classroom life, they need a chance to use their intellect just for themselves. Teachers given a chance to express their full adult selves, a chance to be renewed by intellectual challenge, a chance to be valued as competent professionals, are more likely to stay in the profession. Chapters provide the reader with an historical perspective on the Center, arguments for the rationale of the Center, an overview of the programs offered, the roles of administration and evaluation in the creation and continued success of the Center, and NCCAT’s future role in teacher renewal. Many chapters are written by NCCAT staff members, all of whom are also experienced educators. A foreword by Maxine Greene and a chapter by Gary Griffin, as respected educators not affiliated with NCCAT, offer objective and very supportive comments on an idea, and a program, that is long overdue. Staff developers and anyone interested in teacher retention and renewal will find this case study of the finest teacher renewal program in the nation to be an invaluable resource.

This edited book contains chapters related to the excellent management and leadership practices currently taking place at historically Black colleges and universities (HBCUs) in the context an economic recession. Each chapter highlights successful operations at HBCUs from management, leadership, and administrative standpoints in a manner that is not comparative of or overly reliant upon dominant literature, standards, or theories. Amongst the deficit-laden literature regarding the fiscal, accreditation, and governance status of HBCUs are few studies highlighting those institutions successfully operating in a difficult economy. This book fills that gap of information by offering chapters on excellent management and leadership practices occurring at a variety of HBCUs today.

Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond.

Narratives on Becoming: Identity and Lifelong Learning, Volume Three of the series, explores a myriad of ways that authors’ personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions.

Manal Hamzeh’s book, Pedagogies of deveiling: muslim girls & the hijab discourse, presents an exploration of a gendering discourse, the hijab (veil) discourse, and how it was negotiated by four girls who self-identified as muslims. Pedagogies of deveiling emerged over a period of three years writing up a 14 months long study in which Hamzeh collaborated with four muslim girls in two US southwestern border towns between October 2005 and December 2006. This book stems from the stories of these four muslim girls weaved with Hamzeh’s stories and perspectives as arabyyah-muslimah, the main researcher in the study—an “insider/in-betweener” educator/researcher who is literate in the cultural/linguistic/historical nuances critical in working with Muslim girls and their communities.

Pedagogies of deveiling offers an alternative approach to research and pedagogy with muslim girls in which the taken-for-granted hijabs in the sacred text and their inscriptions on the bodies of these girls are deveiled, or problematized, rethought, questioned, and countered. As such, what this book offers is first critical to muslim girls themselves because it shatters the phobia and the impossibility of reinterpreting of some canonical Islamic sacred texts in relation to the hijabs and gender.

Finally, in this book, Dr. Manal Hamzeh offers a vision for how the sacred text reinterpreted by critical feminist epistemologies may represent a curriculum that is open to critique and holds potential for change towards justice. With this, Dr. Hamzeh calls upon researchers and educators to open spaces for creativity and collaborate with muslim girls in order to, 1) navigate the multiplicity and fluidity of their subjectivities implicated by intersecting discourses in their lives, and 2) honor their choices while supporting them to negotiate the thought-of as fixed Islamic values that may jeopardize their chances of any learning opportunity. This a call to work with muslim girls as theorizers of possibilities and as the main agents of change in their own lives. This is a call to open with muslim girls opportunities to practice their agency in unpacking and challenging normative discourses in their lives, not exclusive to the hijab discourse This is a call for opening spaces of struggle and uprising and cultivating moments of meaning and shifts of consciousness.

Philosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are:

(1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity.

(2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience.

In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.

Pathways to Transformation: Learning in Relationship is an edited collection that synthesizes current research on transformative learning and expands the current knowledge-base. This book is timely and significant as it provides a synthesis of some of the most exciting research in two fields: adult education and human services.

The objectives of this themed edited collection, Pathways to Transformation: Learning in Relationship, are threefold. First, this collection serves as a space to synthesize current research on transformative learning. Through an extensive literature review, the editors have discerned several important strands of research in the area of transformative learning and solicited chapters dealing with these topics. The second objective of the collection is to expand the current knowledge-base in the area of transformative learning by creating a space for dialog on the subject and bringing together diverse voices. The third objective of the collection is to transcend the field of adult education, with a specific goal to reach an audience in human services (psychology, counseling, social work, marriage and family therapy).

Researchers, higher education administrators, and high school and university students desire a sourcebook like The Model Minority Stereotype: Demystifying Asian American Success. This second edition has updated contents that will assist readers in locating research and literature on the model minority stereotype. This sourcebook is composed of an annotated bibliography on the stereotype that Asian Americans are successful. Each chapter in The Model Minority Stereotype is thematic and challenges the model minority stereotype. Consisting of a twelfth and updated chapter, this book continues to be the most comprehensive book written on the model minority myth to date.

This book is a guide for college students exploring career options who are interested in working to promote peacebuilding and the resolution of conflict. High school students, particularly those starting to consider college and careers, can also benefit from this book.

A major feature of the book is 30 stories from young professionals, most recently graduated from college, who are working in the field. These profiles provide readers with insight as to strategies they might use to advance their peacebuilding careers.

The book speaks directly to the Millennial generation, recognizing that launching a career is a major focus, and that careers in the peace field have not always been easy to identify. As such, the book takes the approach that most any career can be a peacebuilding career provided one is willing to apply creativity and passion to their work.

Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, education institutions today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in United States, and beyond – a dialogue that must seek the kind of change that represents hope for all students.

As for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.

STEM (science, technology, engineering and mathematics) is a fairly new concept in American education. As separate subjects, science and math have been around for a long time but have rarely been taught as a seamless unit of skills; rather as discreet content areas. This is not how the real world outside of the classroom functions however; in actual research laboratories scientists infuse their science with math, and their math with science, and along with technology and engineering they solve real life problems. In practice you cannot separate the various fields, as you need all of them in order to discover the underpinnings of the natural world, cure a disease, or solve a problem with the space rover. The American future depends on a scientifically literate workforce, armed with knowledge about the laws and theories of science, based on empirical facts instead of beliefs. In addition, there is a shortage of graduates in STEM related disciplines. Economic data show that 1 million additional STEM graduates will be needed over the next decade to fill America’s economic demand. STEM based jobs are expected to grow 17% in the next 10 years, outpacing the overall job growth of 10%. If teachers across America were trained with fundamental and impending scientific concepts in their science-methods courses at the university level, scientific literacy can only dramatically improve. Nanoscience is one such concept; as it is multidisciplinary in nature and is regarded as the basis for innovated technologies in many fields. The authors of this book seek to provide pre-service and in-service science teachers with high-quality STEM modules, with which to create lesson plans and problem-based lessons to use in their future classrooms, both at the elementary and secondary level. Nanoscience was chosen since its applications reaches across virtually every scientific field; from biology to physics and for that matter all STEM domains.

Educators everywhere will want their hands on this book! Cover to cover, this book delivers on showing exactly what the title says: pathways between Eastern and Western education systems. Why will you want to buy this book?

Readers will love the idea that different systems have a lot to share. Through a blend of anecdotes and clear information, Hudson paints a vivid picture of both systems, and provides plenty of opportunity to explore child-centered education, differentiated learning, curriculum, assessment, and a lot more. There’s lots of strategies to try out Monday morning, or sit with a coffee for a few hours to think about your practice, and where you have room to grow.

Plenty of new ideas pepper the book. From a fresh new take on what learning is to the power of assessment, there’s plenty here for refreshing debate.

Hudson’s view takes in a wide swath: truly big ideas from a 35,000 foot viewpoint! Would you be able to sum up the two systems in ten words or less? From the very first page, you’ll be keen to see how!

Parents, veteran teachers, administrators, politicians, students of education, all will find plenty to think about here, and lots to talk about.

Hudson wants us all to take a refreshing new pathway to growth in education, whether we are Eastern, Western, young or old.

This is your book; see what everyone is talking about and get excited about education again!

Concerned scholars and educators, since the early 20th century, have asked questions regarding the viability of Black history in k-12 schools. Over the years, we have seen k- 12 Black history expand as an academic subject, which has altered research questions that deviate from whether Black history is important to know to what type of Black history knowledge and pedagogies should be cultivated in classrooms in order to present a more holistic understanding of the group’ s historical significance. Research around this subject has been stagnated, typically focusing on the subject’s tokenism and problematic status within education. We know little of the state of k-12 Black history education and the different perspectives that Black history encompasses.

The book, Perspectives on Black Histories in Schools, brings together a diverse group of scholars who discuss how k-12 Black history is understood in education. The book’s chapters focus on the question, what is Black history, and explores that inquiry through various mediums including its foundation, curriculum, pedagogy, policy, and psychology. The book provides researchers, teacher educators, and historians an examination into how much k- 12 Black history has come and yet how long it still needed to go.

Peace education is now well recognized within international legal instruments and within critical educational literature as an important aspect of education. Despite this, little attention has been given in the critical literature to the philosophical foundations for peace education and the rationale for peace education thus remains substantially an assumed one. This investigation explores some possible ethico-philosophical foundations for peace education, through an examination of five specific ethical traditions: 1) virtue ethics, whereby peace may be interpreted as a virtue, and/or virtue is interpreted as peacefulness, and peace education as education in that virtue; 2) consequentialist ethics, whereby peace education may be interpreted as education regarding the consequences of our action and inaction, both as individuals and collectivities; 3) conservative political ethics, whereby peace education may be interpreted as emphasizing the importance of the evolution of social institutions and the importance of ordered and lawful social change; 4) aesthetic ethics, whereby peace may be interpreted as something beautiful and valuable in itself, and peace education as emphasizing the importance of that beauty and value; and 5) the ethics of care, whereby care may be interpreted as a core element in peace, and peace education as encouraging trust and engagement with the other. The study addresses major contributions to each of these ethical traditions, the strengths and weaknesses of the tradition, and the ways in which the tradition provides support for peace education. It is argued in the thesis that each tradition provides only a partial basis for peace education, and that ultimately a holistic and integrative understanding is required, one that encourages a culture of peace.

Political rhetoric and popular concern about the presence in the United States, Canada, and Western Europe of immigrants from predominantly-Muslim societies has remained largely detached from the actual reality of the lives and the contributions of these immigrants and their children. The studies presented here seek to correct this ignorant reaction by presenting objective information from schools that such immigrants have created and sustained. The first looked at seven explicitly-Islamic secondary schools, focusing on the formation of character and American citizenship, while the other studied public charter schools established by immigrants from Turkey, focusing on academic outcomes.

Do faith-based schools cause social divisions? Do their students fail to become good citizens who can cooperate with those of other faiths? This familiar accusation against Catholic, and more recently against Evangelical, schools, is now directed against Islamic schools in Western societies. The studies presented here offer objective information from schools established by Muslim immigrants across the United States, with reassuring results.

Today, like no other time in our history, the threat of misinformation and disinformation is at an all-time high. This is also true in the field of Education. Misinformation refers to false information shared by a source who intends to inform, but is unaware that the information is false, such as when an educator who recommends the use of a learning strategy that is not actually beneficial. Disinformation is false information shared by a source who has the intent to deceive and is aware that the information is false, such as when a politician claim that high-stakes testing will fix K-12 education when in fact there is no evidence to support this practice. This book provides recent examples of how misinformation and disinformation manifest in the field of education and remedies.

The rapid change that higher education is undergoing is impacting all of the core mission elements: teaching and learning, research, service, and engagement with the external world (e.g., community engagement and health care delivery). Navigating this environment requires understanding of the underlying dynamics, with particular attention to how the issues are affecting the directions higher education will take. The main focus of the book is on teaching and learning, providing important context for understanding dynamics affecting how we can achieve our goals in teaching and learning.

The intended audience includes both academics and professionals (e.g., faculty and students in departments of higher education, anthropology, and education policy). Higher education leaders, administrators, governing board members, and many others will find the book helpful in providing insight into the future of higher education, especially as it concerns instruction and learning. The book will also be of use to professionals outside higher education who work on policy issues, on meeting the needs of employers, and on preparing students for applying knowledge in their personal lives.

Mandates to implement practices that are antithetical to what we embrace as supportive of young children’s literacy learning are pervasive. Teachers of young children are asked to teach-to-the test in ways that take away opportunities for holistic, thoughtful, play-oriented practices that allow children to construct knowledge through contextualized and purposeful experiences. In 2009 the Early Childhood Assembly was formed by a group of early childhood educators to provide a home at the National Council for Teacher of English for all who work with young children. Perspectives and Provocations in Early Childhood Education is a publication of the ECEA. The publication is intended to support teachers of young children and those interested in studying about early literacy by putting on offer texts with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. All royalties from the book go to the ECEA to help the organization advance its goals of providing scholarships for early childhood teachers to participate in conferences and professional development events.

How the Professional Development School and Community School strategy might benefit from an integrated perspective serves as the guiding framework for this volume of Research in Professional Development Schools. This book advocates for blending these two approaches to address the needs of P-20 settings and their communities. Because we recognize the inherent strengths in both models, we encouraged chapters that had as a primary focus one or both models as they sought to support teacher preparation and K-12 partners. Subsequently, a series of questions framed the conversation around the potential for combining these models as well as what such an integrated model might present for teacher education programs, K-12 partners, and their communities. Since this volume explores three different aspects of the relationship between Professional Development Schools and Community Schools, a set of guiding questions were offered to guide the specific models addressed.

This book presents different practices and strategies for the English as an additional language classroom as well as units that could be adapted to various grade levels, English language proficiency levels, and linguistic and cultural backgrounds. The research, lessons, and concepts included in the book present innovative ideas in EAL education.

The chapters are the result of a professional learning program for 30 English as a Foreign Language (EFL) teachers from Brazil, held at the University of Miami’s School of Education and Human Development in the Spring semester of 2018. The program, entitled “Six-Week English Language Certificate Program for High School English Teachers from Brazil (PDPI),” contained several components related to language development and methodology, including orality, reading, writing, linguistic and grammatical knowledge, and interculturality. The program was guided by the principle of multiliteracies, with a focus on English language development through new possibilities to participate in meaning making that incorporates verbal, visual, body language, gestures, and audiovisual resources.

There is a large body of research that supports the reality that school leaders make a significant contribution to the success of schools and the students in them. Additionally, there is strong agreement among and between researchers and state and national educational leadership associations that educational leadership preparation and development should be created and implemented within university/school partnerships. Although institutions engage in forming university/school partnerships for varied reasons, research on the extent to which these partnerships exist; their organizational structures and processes; their implementation and effectiveness; and elements that foster and hinder their success is limited.

Perhaps more importantly, there is not a widely accepted, research-based model of such partnerships that practitioners and researchers can use to guide the development and assessment of these partnership endeavors and upon which they can conduct effective research. This book seeks to fill these gaps. It presents the purposes, processes, practices and outcomes of eleven university/school partnerships focused on school leadership preparation and/or development.

Each chapter presents an overview of the partnership, elements that fostered and hindered partnership success, and lessons learned. The book concludes with a chapter that summarizes findings across all chapters and presents a school/university partnership model that can be used by those interested in forming, improving or researching similar partnership endeavors. There are no similar resources available in the field. Thus, this book makes an important contribution to the literature and to the world of practice and research.

“Know thyself” is something that has been advocated by great philosophers, psychologists, and religious leaders since the beginning of recorded history. The principal aim of this book is to promote greater self-awareness through a deeper understanding of how your mind works and by cultivating your ability to observe your own mind in action. Most of the chapters contain simple exercises that are designed to enhance your ability to understand and control your own thoughts, feelings, and actions. Since your emotional reactions to life events are largely shaped by your beliefs, many of these exercises are designed to help you get in closer touch with your beliefs and, if necessary, to change some of these beliefs.

Each of us has the ability—right now in this conscious moment—to begin reshaping our life’s experience through a better understanding of how the mind works. The book is thus intended for people who feel that they worry too much, or are dissatisfied with their jobs or their relationships with others, or always feel rushed because there are too many things that they have to do. It’s for people who want less frustration, guilt, irritability, boredom, or unhappiness and more love, joy, adventure, and sense of control over their lives.

Nearly all chapters in this volume are contemporary original research on personality, stress, and coping in educational contexts. The research spans primary, secondary, and tertiary education. Research participants are students and teachers. The volume brings together contributions from the United States, Australia, Canada, Italy, Scotland, and Hong Kong. Outcomes of interest in the studies include achievement (e.g., grades), cognitive processes such as problem solving, and psychological/ emotional health and well-being.

The book is divided into two sections. Part I focuses on personality, stress, and coping in children and young people and Part II addresses personality, stress and coping among adults. Each chapter is introduced by an abstract that summarizes the study. Each chapter makes a unique contribution and can stand alone; interested individuals may benefit from reading any of the chapters without the necessity of reading others. At the same time, there is frequent content overlap among chapters; many authors utilized some of the same measurement devices to assess study variables, and similar or identical variables are studied across chapters utilizing diverse theoretical perspectives or models. In measuring coping, several chapters used the Adolescent Coping Scale (Frydenberg & Lewis, 1993) and a number of others utilized the COPE scale (Carver, Scheier, & Weintraub, 1989). Particular personality models or variables were commonly studied. A few chapters investigated the Big Five, two studied self efficacy and two researched implicit theories of personality.

This book studies the acquisition, loss and re-acquisition of Spanish, English, Portuguese, and Hebrew, the first languages of this writer's son. It applies the results of current work in the areas of psycholinguistics, bilingualism, and applied linguistics to the study of language development in one multilingual child, Noam, from birth to age 17. The acquisition, loss, and re-acquisition of four languages by Noam also is compared with that of other children studied by the author and others. This book uncovers linguistic, cognitive, psychological, and social mechanisms of language acquisition, loss, and re-acquisition and documents the child's increasing, decreasing, and, in turn, increasing proficiency in four languages. This book applies Dromi's guidelines for qualitative case-study research to the study of language development in one multilingual child (Spanish, Portuguese, Hebrew, English), Noam, from birth to age seventeen. In addition, the results of Noam's case study are compared with other case studies conducted by this author as well as by other researchers.

As epitomized in the 2016 U.S. Presidential election, women in politics may hit a “glass ceiling” or in the case of former U.K. Prime Minister, Theresa May in 2019, go over a “glass cliff”. Even though women are starting to experience more success gaining offices at state and local levels, women’s participation in the political arena is still disproportionately low. This book explores current research findings, development practices, theory, and the lived experience to deliver provocative thinking that enhances leadership knowledge and improves leadership development of women around the world.

Our corporate dominated world is resisting the best efforts of the “under 30s” to shape it into the information age. This eBook contains information about what the careers of the “under 30s” corporation will become. This was done examining recent trends in careers of “growing-tip” companies like Apple, Boeing, Microsoft and US and international design schools.

The world of careers is changing fast, and the millennials – the generation of people who became adults around 2000, or in the decade or so after – have been right in the middle of it. From Independence Square in Kyiv to the streets of Caracas, from Taksim Square in Istanbul to Zuccoti Park in New York, and from Silicon Valley to Wall Street, it’s the 30-and-under crowd courageously leading the quest for different ways. Less invested in past approaches, tech-savvy to a fault, and painfully aware of the challenges left to them by earlier generations, they’re not willing to “settle” – to make the same compromises (and mistakes) they think their parents made. And although they sometimes get rapped for being self-centered, all the evidence I see – and I’ve taught thousands of them on two continents, and even have one in my own family -- suggests that the millennials represent real hope for the future. Please consider this a call to all millennials – here, in the pages of this book, are some of the means. Get out there and create the under-30s revolution. Solve the problems your parents couldn’t. Do it together, with a conscientious eye to what works for all involved. Get out there and save the world.

What sparks a psychologist’s interest in a certain phenomenon? Is it a symptom, a syndrome, a treatment, the usual, the exceptional, the group, the individual? An epistemologist, for example, focuses on the group and delivers group results. The clinician has to focus on the patient, although the patient may be perceived as one of a group (e.g., all patients with the same disease). The patient usually focuses on the clinician, but can take other opinions into account; especially, when the clinician is not considered to be the only authority. These dynamics – observable in therapy as well as in research – are critically reflected in this book, not only highlighting differences, but also commonalities individuals share: They all filter information and concentrate on certain aspects according to their socialization. They all have different expectations and can, yet, all deal with the same objective. Communication and building relationships seem to be vital – this book aims to support this quest by moving from the universal to the particular.

The Personal Balanced Scorecard (PBSC) is a journey into the inner self, where values, hopes, dreams and aspirations lie quietly waiting to be discovered. Taking the journey as an individual allows you to view your life objectively and authentically as a whole person and provides a roadmap of your dreams and aspirations translated into manageable and measurable milestones. As a part of the Total Performance Scorecard (TPS) process which I introduced in 2003 in Total Performance Scorecard: Redefining Management to Achieve Performance with Integrity, and which has been translated into more than 20 languages, the Personal Balanced Scorecard can also be an effective way for managers to coach others to achieve integrity and alignment between work and life. The benefit comes from changing individual behavior in order to drive organizational effectiveness, enhance performance, and increase self-awareness, personal responsibility and motivation. PBSC is an integral part of this organic and holistic Total Performance Scorecard process, which is an organizational and cultural change tool and a method for ongoing effectiveness. Its uniqueness lies in aligning and a combination of Personal and Organizational goals to result in Individual Performance Plans for each employee. The focus of this book is the PBSC portion, which comprises a search for self-knowledge, self-discovery and self-mastery.

Educators everywhere will want their hands on this book! Cover to cover, this book delivers on showing exactly what the title says: pathways between Eastern and Western education systems. Why will you want to buy this book?

Readers will love the idea that different systems have a lot to share. Through a blend of anecdotes and clear information, Hudson paints a vivid picture of both systems, and provides plenty of opportunity to explore child-centered education, differentiated learning, curriculum, assessment, and a lot more. There’s lots of strategies to try out Monday morning, or sit with a coffee for a few hours to think about your practice, and where you have room to grow.

Plenty of new ideas pepper the book. From a fresh new take on what learning is to the power of assessment, there’s plenty here for refreshing debate.

Hudson’s view takes in a wide swath: truly big ideas from a 35,000 foot viewpoint! Would you be able to sum up the two systems in ten words or less? From the very first page, you’ll be keen to see how!

Parents, veteran teachers, administrators, politicians, students of education, all will find plenty to think about here, and lots to talk about.

Hudson wants us all to take a refreshing new pathway to growth in education, whether we are Eastern, Western, young or old.

This is your book; see what everyone is talking about and get excited about education again!

This guidebook is designed to be the middle-level teacher’s friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one’s classroom and school.

A sample of middle level U.S. teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers’ experiences and recommendations according to each stakeholder.

Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are “built to last” and should be applicable regardless of the specific tool under consideration. We assume that it doesn’t ultimately matter what the tool or technology is that you’re using—it’s how and why you’re using it for teaching and learning that will determine whether it is successful or not. The “how” and “why” aspects encompass the built-to- last strategies included in this guidebook.

Today, we live in changing times and how we respond to these changes creates some uneasiness in our daily lives. Some of these changes reflect demographic shifts in power and paradigm in the United States, while others reflect the reckless assumption that our problems are insurmountable. Multiculturalism Still Matters in Education and Society: Responding to Changing Times urges us to collaborate, consult, and cooperate for our common good. It rightly emphasizes that multiculturalism will always matter in whatever we do in our complex world. In addition, it challenges us to continue to see differences as strengths that must be valued in dealing with our students, educational professionals, leaders, and communities. Finally, this book inspires us to expand our discourses, create avenues for “hearty” conversations, look for ways to make invisible voices visible, and help culturally and linguistically diverse (CLD) and vulnerable populations to maximize their fullest potential.

This book provides a global overview of pioneers in international psychology with contributions from distinguished authors from representative nations around the world. Chapters offer biographical profiles describing the personal histories and professional contributions of leading figures in psychology from across the globe that represent the diversity of psychology. This volume can serve as a core or supplemental text for a broad range of courses in Psychology, International Studies, and Education, with particular interest to those teaching international psychology, cross-cultural psychology, and history of psychology.

There are numerous trends taking place around the world and especially in the U.S. with implications for organizations, the workplace, leaders, and supporting organizations like Human Resources. How organizations and their leadership react and proactively address these changes will be difference between positioning themselves for success in the future or for disappearing as other organizations have disappeared.

The critically important issue of these trends is that they are occurring simultaneously. The trends consists of constant and consistent change driven by advancing technology, challenges with education with implications for a future workforce, an aging population and workforce, four generations in the workforce with a growing millennial workforce, changing expectations from the workforce with an emphasis on employee engagement, and leadership development opportunities.

This perfect human capital storm addresses these very important and relevant issues in a succinct fashion while also providing some systemic recommendations for organizations and its leadership to consider as they work to differentiate themselves from their competition, to look to reinvent themselves, while also creating a great place to work in the 21st century. In addition, the book provides an assessment to use as a guide and to serve as a starting point for discussion and planning among the organization’s leadership team for the organization.

This monograph lays out a qualitative, collective case study designed to assess how students in a secondary Latina/Latino Literature class began to think dialectically about issues of social justice. By using various methods of data collection, I ascertained how the students’ thoughts and perceptions of Latinas/Latinos in this country changed over the course of the study. I introduced the students to both print and nonprint texts (e.g., news articles, documentary films) which, when presented through Karl Marx’s dialectical method, helped them see social justice issues, such as racism, poverty, and subjugation, more clearly and critically.

After analysis, several important themes emerged from the data: stereotyping and invisibility in the media, immigration, the notion of power, racism and discrimination, education, anger and frustration, and questioning. By the end of the Latina/Latino Literature class, all of the students in the study were able to identify particular social justice issues, explain the historical context which framed the current debates (e.g., immigration reform), and articulate their opinions of the issues. Each student participant started to use social justice terminology, which I introduced and used frequently in class (e.g., equity), and these words became a part of the students’ everyday vocabularies. Furthermore, by the completion of the class, the student participants began to realize that they had their own individual voices and could help transform societal issues in order to make the United States more equitable for all.

Education has rarely been absent from local and national public discourse. Throughout the history of modern education spanning more than a century, we have as a culture lamented the failures of public schooling, often making such claims based on assumptions instead of any nuanced consideration of the many influences on teaching and learning in any child's life—notably the socioeconomic status of a student's family.

School reform, then, has also been a frequent topic in political discourse and public debate. Since the mid-twentieth century, a rising call for market forces to replace government-run schooling has pushed to the front of those debates. Since A Nation at Risk in the early 1980s and the implementation of No Child Left Behind at the turn of the twenty-first century, a subtle shift has occurred in the traditional support of public education—fueled by the misconception that private schools out perform public schools along with a naive faith in competition and the promise of the free market. Political and ideological claims that all parents deserve school choice has proven to be a compelling slogan.

This book unmasks calls for parental and school choice with a postformal and critical view of both the traditional bureaucratic public school system and the current patterns found the body of research on all aspects of school choice and private schooling. The examination of the status quo and market-based calls for school reform will serve well all stakeholders in public education as they seek to evaluate the quality of schools today and form positions on how best to reform schools for the empowerment of free people in a democratic society.

The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, “Pedagogy of vulnerability: Definitions, assumptions, and application,” he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings.

Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world?

A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work. The book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that “holds space.”

There is a large body of research that supports the reality that school leaders make a significant contribution to the success of schools and the students in them. Additionally, there is strong agreement among and between researchers and state and national educational leadership associations that educational leadership preparation and development should be created and implemented within university/school partnerships. Although institutions engage in forming university/school partnerships for varied reasons, research on the extent to which these partnerships exist; their organizational structures and processes; their implementation and effectiveness; and elements that foster and hinder their success is limited.

Perhaps more importantly, there is not a widely accepted, research-based model of such partnerships that practitioners and researchers can use to guide the development and assessment of these partnership endeavors and upon which they can conduct effective research. This book seeks to fill these gaps. It presents the purposes, processes, practices and outcomes of eleven university/school partnerships focused on school leadership preparation and/or development.

Each chapter presents an overview of the partnership, elements that fostered and hindered partnership success, and lessons learned. The book concludes with a chapter that summarizes findings across all chapters and presents a school/university partnership model that can be used by those interested in forming, improving or researching similar partnership endeavors. There are no similar resources available in the field. Thus, this book makes an important contribution to the literature and to the world of practice and research.

The aim of this book is to present some recent research findings on dif-ferent aspects of multicultural education, thus informing educators of issues, policies and new approaches to multicultural education being used around the world. The chapters that you are about to read document sev-eral important themes in multicultural education. The first chapter by the editors presents an introduction and overview of the field of multicultural education by presenting its goals, historical background, assumptions and conceptual framework so as to set the stage for the chapters to follow. Attempting to cover the many views on different aspects of multicultural education goes beyond the scope of this introductory chapter. However, we have presented the historical origin and some of the recent issues and sug-gestions by prominent scholars including James Bank, Christine Sleeter, Sonia Nieto, Robert Cooper, and Robert Slavin with regards to policies, curriculum contents and teaching approaches in multicultural education.

During the COVID-19 pandemic, public health recommendations for physical distancing created an urgent need for new and remixed online and distance ways of preparing, teaching, and assessing learning practices. This new context forced teacher educators, administrators, and public policymakers around the globe to rethink, reshape, and redesign curriculum, instruction, and assessment practices and modalities. While online education has been an option available to many for decades, no other moment in recent history has demanded such a rapid shift in educational practices, impacting tens of millions of teachers and hundreds of millions of students worldwide. Fortunately, in some cases, highly innovative advances in technological resources have supported educators in designing and implementing transformative approaches. In the field of language education, educators have had to reconceptualize online instruction so that digital and other multimodal resources are designed to fully engage multilingual students in optimal and equitable learning contexts.

This edited book serves the purpose of focusing the research agendas of K-12 educators, teacher educators, and policymakers on the lessons and insights the field can gain from this crisis as we adapt to the post-pandemic future of language education. As argued over the past three years, the pandemic has exposed multiple structural issues related to accessibility, inequity, and poverty—ubiquitous issues that have existed in our societies for decades. It has also drawn attention to the notion of 'competing priorities,' challenging our ability to determine what can and cannot be done in terms of human, financial, and logistical capacity around the globe. With this focus in mind, the aim of this edited book is to provide readers with robust and systematic thinking about the multifaceted strengths and challenges that have emerged during and after the COVID-19 pandemic. Specifically, informed by a critical perspective on societal power dynamics and equity, this edited book explores the following interconnected topics in multilingual/multicultural settings: (i) instructional strategies and curriculum adaptations (ii) in-service and pre-service teacher education practices (iii) classroom-based pedagogical innovations and assessment.

What is the way that societies improve and solve problems? What is the purpose of business in society? Is there a role for markets and business in issues of civic good, justice, equality, education, environment, health or collective action? Current economic principles, which underpin our trust in markets are not value neutral. Therefore, how we design “market solutions” to problems should be the focus of vigorous and open debate. Multi-sector Partnership is a concept that has re-focused us on the meaning of the goods and social practices we value as citizens in a global society. Multi-sector partners emerge in society to offer innovative approaches to dealing with pressing, yet complex, social, economic and weather-related 21st century challenges.

Multi-sector partnerships, loosely defined as activities with an embedded social purpose, is about using skills from a range of sectors to craft innovative responses to address social problems. It aims at social impact but does not exclude economic wealth creation. Thus, it is not limited to the non-profit or social sectors but seeks to mobilize and align interests of diverse stakeholders in the social, public and private sectors by creating non-financial incentives for collective action. Multi-sector partnerships involve recognizing that social problems are potential opportunities for collaboration, building on existing social networks, harnessing market forces that combine and mobilize resources, inciting positive change in various domains, and designing solutions for sustainable development.

The purpose of this edited volume is to provide academic and practitioners with the essential conceptual frameworks and tools for creating successful Multi-sector ventures, initiatives, programs or partnerships that seek to tackle global social issues and collective action problems.

Middle Grades Research: Exemplary Studies Linking Theory to Practice is the first and only book to present what is perhaps the most thoroughly scrutinized group of studies focusing on middle grades education issues ever assembled. Each research project undertaken by the contributing authors herein resulted in the publication of a scholarly paper. As a collection, the ten studies featured in this book are the crème de la crème of submissions to the Middle Grades Research Journal between August 2006 and December 2008. They are the ten highest peer reviewed manuscripts examined by members of the MGRJ Review Board - each having undergone careful "blinded" examination by three or more experts in the sub-specialty area addressed by the research study conducted. In addition, each study serves to exemplify how sound, practical research findings can be linked to classroom practice in middle grades classrooms.

Middle Grades Research: Exemplary Studies Linking Theory to Practice is a must read for university professors and a useful tool for middle grades educators across all subject areas and school settings. Professors who teach middle grades courses, at both the undergraduate and graduate levels, will find the book to be a superb supplemental / accelerated readings text. Every college-level middle grades education course should make this book an integral part of class discussions.

The book is also an excellent professional development study group resource for middle grades principals and classroom teachers across all subject areas. School level “Professional Learning Communities” (PLCs) will find that Dr. Hough’s book stimulates scholarly thought, promotes discussion, and demonstrates how educational theory can and should impact teaching and learning.

Remember the pots hammered by spoons from high Manhattan windows, and parades of cars and pick-up trucks holding dear the medical professionals responding to covid-19. This book is part of that chorus, that march, to express appreciation for the giving of care. And beyond doctors and nurses, bless their hearts, to mothers caring for their babies, for captains for their teams, for the soon-to-be widowers for their wives and teachers for their students, but also for the ranchers for their cattle and the contemplative world for our environment. This is a book to think more closely of the support for care, individual as it so often will be, to be woven more closely together in a paradigm of care.

Care is always prominent. Care for others, of the family, care for those of the tribe, care for animals and homes and gardens and properties, self-care. And the purse. Even without teaching, compensation, or legislation, care survives, but even with these helpings, it falls short of the need. We live in a crisis of care. Thinking explicitly and beyond health care. There is no mechanism of state and conscience that delivers care to all the venues of need, and seldom in the amounts needed. The reservoirs of care are far from empty, but at a mark that needs topping up. There is need for care advocacy, a care ethic, a paradigm. This book is about that paradigm.

A care paradigm may bring comfort and recovery more fully to the people and organic creations of the world. The paradigm hears the moan of indifference. It draws upon the eyes of the heart. The paradigm is about how we see the need for care. The care paradigm, the grand beholding, is manifest in how we provide for others, how we nurture them, give succor, how we are disposed, and are not, to sacrifice to relieve their hurt. It is not only caring for those visibly needing care, unable to care for themselves, but caring for all. It is having a disposition that the hurts, large and small, that all of us carry, arouse concern and appreciation from and for each individual, the community and the world.

This volume of the Research in Global Child Advocacy Series explores participatory methodologies and tools that involve children in research. Perspectives on the role of children have transitioned from viewing children as objects of research, to children as subjects of research, to acknowledgement of children as competent contributors and agents throughout the inquiry process. Researchers continue to explore approaches that honor the capacity of children, drawing on diverse methodologies to elevate children’s voices and actively engage them in the production of knowledge. Nonetheless, despite these developments, questions over the extent to which children can be free of adult filters and influence merits sustained scholarly attention. The book includes chapters that critically examine methodological approaches that empower children in the research process. Contributions include empirical or practitioner pieces that operate from an empowerment paradigm and demonstrate the agenic capacity of children to contribute their perspectives and voices to our understanding of childhood and children’s lives. The text also features conceptual pieces that challenge existing theoretical frameworks, critique research paradigms, and analyze dilemmas or tensions related to ethics, policy and power relations in the research process.

Historians often ignore the day-to-day struggles of ordinary people to improve their lives. They tend to focus on the accomplishments of illustrious leaders. Peace Education from the Grassroots tells the stories of concerned citizens, teachers, and grassroots peace activists who have struggled to counteract high levels of violence by teaching about the sources for violence and strategies for peace. The stories told here come from the grass roots meaning the educators are close to the forms of violence they are addressing.

This collection of essays tells how citizens at the grassroots level developed peace education initiatives in thirteen different nations (Belgium, Canada, El Salvador, Germany, India, Jamaica, Japan, Mexico, the Philippines, South Korea, Spain, Uganda, and the United States). A fourteenth article describes the efforts of the International Red Cross to implement a human rights curriculum to teachers on the ground in the Balkans, Iran, Senegal, and the United Sates. These chapters describe a variety of schools, colleges, peace movement organizations, community-based organizations, and international nongovernmental organizations engaged in peace education.

Movies and Moral Dilemma Discussions: A Practical Guide to Cinema Based Character Development explores the values, attitudes, and beliefs depicted on film. Since the beginning of the film industry movie makers have depicted morals and values on the silver screen. Teachers will find the book to be a valuable guide for infusing character education and film into the classroom. The book includes an overview of character education, a discussion of film pedagogy, and explores utilizing film for educational purposes.

For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990).

According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education.

Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice.

This edited book is a new and valuable resource for students, teachers, and practitioners, providing a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies. This book explores considerations and components of designing, conducting, and reporting qualitative research in this field, and also provide exemplars of recent empirical research in peace and conflict studies that employed qualitative methods. Scholars and researchers in peace and conflict studies and peace education face unique challenges in teaching, designing, and conducting qualitative research in these fields. This edited book discusses tips in designing qualitative studies in this area and for teaching emerging peace researchers best practices of qualitative inquiry. In addition, the book discusses some of the trends, challenges, and opportunities associated with research in peace and conflict studies and peace education.

Written at a level appropriate for both graduate students and active researchers, the primary audience for this book is those teaching and learning about the application of qualitative methods to peace and conflict studies, as well as those conducting research in this field. There are currently approximately 230 graduate programs in peace and conflict studies. This book also provides a useful tool for researchers and students in other academic disciplines who are interested in qualitative research. Such disciplines might include education, sociology, criminology, gender studies, psychology, political science, and others.

“The Metis of Projects” addresses veteran project manager Ben Berndt’s unease with the use of established (project) management frameworks given their general inefficacy. Despite the use of these frameworks, it is estimated that some 30% of projects still fail because they deliver too late, cost more than expected and/or lack quality. Often, projects and their environments are too complex to be controlled by rather linear frameworks. Where most practitioners define complexity as "complicated," most academics define complexity (more correctly) as interrelatedness. In recent years, the academic community has developed several "level-of-complexity frameworks;" however, these frameworks are not commonly known to practitioners and are therefore not regularly used. And, when examined further, these frameworks appear to be merely environmental scans, used to assess the level of complexity in the project management environment. But projects also carry inherent complexity; they are socially complex, and it is this social complexity that—paradoxically—needs management. Combined with personality assessments, social network theory is used here to glean a better understanding of the social complexity in a project. Berndt believes that, following Hugo Letiche and Michael Lissack's emergent coherence concept, managers should steer clear of frameworks in order to come to grips with the complex, and so he introduces whole systems methodologies, in which group understanding is used to continually set a next step. Berndt concludes his study by describing his multi-view, multi-tool participative project management style, which he thinks best aligns with (managing) the complex.

More Women on Boards: An International Perspective is the seventh volume in the Women and Leadership: Research, Theory, and Practice book series. The purpose of this volume is to explore the complexity of issues related to increasing the number of women on boards of directors around the world: how these issues have been understood; how they have been more and less successfully addressed in different countries and industries; and how they are similar, and yet different, as a results of cultural and legal differences. In the Introduction and 18 chapters included in this book, 42 researchers, activists, and practitioners who were raised or work today in at least 17 countries on 6 continents seek to answer the questions: “Why have women on boards?” “Why is adding women to boards so challenging?” “What actions increase the number of women on boards?” and “What can we learn from situations where there are women board members?”

In seeking to answer these questions, the authors summarize previously existing research and share the results of their own recent qualitative and quantitative research studies conducted in many different countries. Both “fix the woman” and “fix the society” challenges and solutions are explored. Stories of women who have successfully joined and, in many cases, led boards of directors are shared. It is clear to us, and we believe will be clear to those who read this book, that there is no single program that will lead to gender equality on boards; however we believe that the authors in this volume provide a rich variety of research and well supported suggestions for addressing the challenges. When local cultures are considered and multiple suggestions implemented as appropriate, we are confident we will, together, increase the number of women on boards throughout the world.

No two people were more responsible for the current way lessons are taught worldwide than Jean Piaget and Lev Vygotsky. Both men had an important impact worldwide on how a person should be taught--starting in the last century and continuing today. Jean Piaget's Genetic Epistemology concentrated on the individual in learning. Lev Vygotsky's Cultural–Historical Theory concentrated on the social in learning. All over the world, teachers today use each man's ideas. Some use them at different times in their classrooms and others have learned to use them combined into the same lesson--bringing us to the crux of this book; namely, there are many lessons to learn by discovering the dynamics in the lives of both men. While both were from very different countries, there are many similarities in their lives. While most professors teaching introductory educational psychology courses focus on the difference in their lesson strategies, there are some remarkable similarities between their respective pedagogies.

Science, technology, engineering, and mathematics (STEM) disciplines play a pivotal role in societal progress and economic prosperity, in addition to enhancing individual lives. However, U.S. students lack strong STEM performance in an international context. The pool of STEM-proficient workers is thus insufficient to fuel the nation, with females being one group that is noticeably absent.

Out-of-school-time (OST) programs, which are on the rise, are increasingly suggested as a way to support and encourage females in STEM. Data collected from participants in OST programs have shown improved achievement, interest, and confidence in STEM, as well as greater awareness of STEM role models and careers.

Out-of-School-Time STEM Programs for Females: Implications for Research and Practice features seven OST STEM programs for females from across the United States that run one week to one year in length. In this book, the chapter authors describe their programs, the effectiveness of those programs, and practical implications of their program evaluation data. This book is the first of its kind to offer researchers, educators, school administrators, policy makers, and others detailed insight into the promise and practice of out-of-school-time STEM programs for females.

Paul Diederich worked in five new organizations dedicated to transforming American schools: the Ohio State University lab school, the Eight Year Study, a Harvard institute to revamp English language instruction, the University of Chicago's Board of Examiners, and the Educational Testing Service. Throughout his career he wrote critiques of American high schools and set forth many proposals to make them more flexible without sacrificing academic excellence. This anthology resurrects 14 Diederich essays, eight of them never before published. The scope ranges from visions of social justice to the details of the daily schedule. Like his heroes Benjamin Franklin and Thomas Jefferson, he combined a passion for utopian speculation with a fascination for practical problems, a combination that is rare in the world of school reform today.

This book is not a comprehensive history of moral education in American schools. Rather, it is an episodic history that deals with selected periods, movements, and individuals throughout the course of American education history from the time of colonial Massachusetts in the 17th century up to present times. It is almost entirely devoted to public schools. It is a tale that is fraught with friction and controversy, even legal challenge. Given the nature of the topic, and the passion with which it has been and is currently viewed, it will ever be thus.

In recent years an increasing dissatisfaction with methods and thinking in psychology as a science can be observed. The discipline is operating under the tension between the traditional quantitative and the new qualitative methodologies. New approaches emerge in different fields of psychology and education—each of them trying to go beyond limitations of the mainstream. These new approaches, however, tend to be “historically blind” – seemingly novel ideas have actually been common in some period in the history of psychology. Knowledge of historical trends in that context becomes crucial because analysis of historical changes in psychology is informative regarding the potential of “new/old and forgotten” approaches in the study of psyche. Some approaches in psychology disappeared due to inherent limitations of them; the others disappeared due to purely non-scientific reasons. And some new approaches were rejected long ago for well-justified scientific reasons.

This book brings together contributions from leading scholars in different fields of psychology – cognitive psychology, developmental psychology, cultural psychology, methodology of psychology. Each of the contributors discusses methodological issues that were more thoroughly understood more than half a century ago than they are now. Overall, the contributions support the idea that in important ways 60 years old psychology was far ahead of the most recent trends in mainstream psychology.

Women’s lives are often written on our bodies. Yet very little is made of the impacts of embodiment for women in literacy education, both learners and professionals. This volume presents the writings of 26 contributors—teachers, students, and administrators—who examine the rich terrain of personal and professional experiences related to whole person engagement in learning and teaching. These writings provide a compass to guide readers through the bodily landscapes, mindful flights, willful spirits, and emotional embraces.

Written with the same desire to open minds, hearts and practices to new understanding, this book builds on the successful style of Empowering Women through Literacy (2009). This new volume appeals to all readers, as the essays, poems, and investigations woven through its pages challenge us to consider the embodyment of women’s learning. Join us on the journey as we travel across many arenas and discover significant ways to comprehend and support best practices in teaching and learning, especially for women.

Teacher educator learning has received increasing attention in recent decades. Although the professional development needs of teacher educators has become more visible, the spaces where teacher educators learn to teach teachers is less clear. How do teacher educators learn? What do they learn? And where does this learning take place? This edited volume provides answers these questions through an unpacking of the programs, courses, and professional learning spaces in which beginning teacher educators learn.

In this edited volume, chapters provide profiles, or “cases,” of the spaces in which beginning university-based teacher educators are prepared. University based teacher educator learning occurs in a range of settings. As highlighted in this volume, such learning spaces include doctoral program concentrations or minors focused on the development of teacher educator identity and practice; individual doctoral courses dedicated to teacher education; formalized program experiences that assist in the preparation of teacher educators; and mentoring or critical friendship collaborations through which doctoral students learn about teacher education with peers or from experienced teacher educators.

It is said that crisis is the true test of a leader. The leaders who contributed to this volume and their peers at HBCUs nationwide were tested in unprecedented ways by the events of 2020 and 2021. The crisis caused by COVID-19 was unique in its wide-ranging effects, its duration, and the need for a multi-pronged and comprehensive response. This was a test to challenge even the strongest leaders. Accustomed to challenges and to adversity, the leaders of our nation’s HBCUs stepped up, marshalled their forces, and developed and implemented plans to mitigate and to combat the impact of COVID-19 on their institutions and on African American higher education.

While each president who contributed to this volume brought their own unique perspective, skills, and experience to the crisis on their particular campus, they confronted common challenges. Racial disparities in the United States affect every aspect of life, and the pandemic magnified and exacerbated those disparities. The racial disparities that we see in our health and health care in this country are evident in the numbers of African Americans, including college students, who contracted the virus and who suffered significant health ramifications and even death. At the same time, COVID-19 forced our nation online and the racial and economic digital divide which some thought had been bridged turned out to be wider than ever. As jobs were lost, particularly in service industries and other key sectors, people of color, especially Black and Brown people, took a disproportionate economic hit.

Not only did HBCU leaders have to develop and implement plans to mitigate COVID’s deadly threat to the health and safety of their students, faculty, and staff, they also had to address the challenges associated with trying to provide remote learning for students who lacked computers and internet access at home; transporting students back home who didn’t have the resources to pay for transportation; and in some cases finding housing for students who could not return home or didn’t have a home or sufficient food, among other issues.

The purpose of this book is to explore the social location and contradictions of social science. It is to probe how social assumptions, cultural location and political interests become intricately tied to conceptual, procedural and design questions. These issues are given focus through case studies in American and the former Soviet pedagogical research and evaluation, particularly the Russian Vygotski traditions. These research communities provide a specific historical context to consider the larger sociological issues of social science and the social role of the intellectual.

Because of the general and specific focus, the book has different publics. It is directed to professionals, academics and students interested in critical analyses of social institutions. The researcher is considered a social type who is located in the general dynamics and represents interests of society.

This book is also designed as an introductory text for courses in research methods. The focus on paradigms enables a consideration of the interrelation of questions, concepts and data gathering procedures. While written before the current policy focus on science on randomized studies and "˜scientific evidence", the discussion provides a corrective to limitations of such thinking about research. It illustrates research as a complex process in which particular data collecting techniques assume meaning and significance only in relation to the assumptions of the larger intellectual traditions in which the techniques are applied.

In this respect, research methodology is considered as a subject matter of this book. Its themes and organization are a response to university research and graduate programs which focus only upon the "˜how-to-do-it tasks of data collection and analysis. Research is thought of as a series of techniques in statistics, testing or observation that are practiced independently of questions, assumptions or concepts. Labels such as qualitative or quantitative research, for example, ignore the underlying values and commitments of science which give variation to the use of statistics or field study.

To focus solely on techniques and procedures produces certain limitations to the conduct of inquiry. First, the lack of situating concepts and techniques within their social and philosophical con- texts produces knowledge that is often trivial and socially conservative. Second, the social sciences have competing traditions. To consider the various traditions as differences only in techniques is to obscure the assumptions and implications of these traditions. Third, social and educational sciences have a dual function of describing and orienting people to the possibilities of human affairs. To filter out discussion of the social circumstances and cultural location that guide policy option is to mystify social arrangements.

Professional Development Schools offer P-12 schools and universities the opportunity to create rich learning environments for students, teacher candidates, teachers, university professors and administrators. The creation of Professional Development Schools requires careful thought and planning by leaders from both institutions who understand the importance of a systemic approach to gathering information that will allow them to build strong, sustainable partnerships.

This book is a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a PDS partnership. The Professional Development School Exploration and Assessment (PDSEA) Protocol provides surveys and focus group interview questions that facilitate the identification of P-12 school and teacher preparation program qualities, characteristics and perceptions to determine institutional compatibility. Collaborative discussion and PDS planning templates provide guidelines for planning new PDSs. Assessment instruments used with the PDSEA Protocol are available online.

The authors offer unique insights into Professional Development Schools based on their experiences as educators in elementary, middle school, high school and as university professors who have been active in Professional Development Schools for 13 years. In this book, they share their insights and practical ideas about what it takes to develop viable and sustainable Professional Development Schools. Developed over a period of 8 years in a study that involved three universities and 13 partner schools, the PDSEA Protocol will assist teacher preparation programs, P-12 school districts and individual school sites as they explore, assess and plan school-university partnerships.

Ornamented Lives is a theoretical synthesis of cultural psychology, aesthetics, and philosophy of meaning construction. It is an extension of the author’s theory of Semiotic Dynamics (Culture in Minds and Societies, 2007) to the field of ornaments. Ornaments are not merely “decorations” but play the important role of guiding the affective depths of the human minds. This is done by capturing the whole fields of perceivable peripheral spaces and filling them with highly recursive forms. The book concentrates on the visual ornaments of various kinds, indicating in them the tensions between basic forms—linear and curvilinear. This tension is present in human construction of environments—natural growth involves curvilinear forms while human constructions introduce linearity. The basic tension between linear and curvilinear infinities is expressed in the use of spiral forms in art and architecture. The book builds a theoretical account of human beings constantly creating sublime life occasions that give them affective charge for dramatizations of ordinary living. Episodically the sublime acquires new quality—becomes aesthetic. The coverage in this book links the aesthetic, the sublime, and the mundane into one theoretical scheme within cultural psychology.

An important goal in contemporary educational psychology research is adolescent students’ development of higher-order thinking, which includes, among other things, that these students become competent and independent learners and problem solvers. This goal comes forth from the notion of education for life that emphasizes that students can direct their learning and problem solving of their own accord. Especially high-school students can encounter difficulties in independent learning and problem solving when they make the transition to higher education. To counter this, these students need to possess, among other things, metacognitive knowledge, which they may have insufficiently.

This book offers new insights about late adolescent students’ understanding of their metacognitive knowledge regarding learning and problem solving. It offers a description of a research project conducted to obtain a better understanding of the students’ abilities and views with respect to what their metacognitive knowledge encompasses, and how they attempt to develop, apply, and improve this knowledge regarding learning and the solving of mathematical and first-language problems in a more effective way of their own accord. Specifically, the results of the studies of the research project enable us to understand metacognitive knowledge better, in that it provides explanations about the students’ development of this knowledge across domains. This book offers further details in terms of providing evidence for theory building regarding metacognitive knowledge.

This volume will focus on a much need comparison of science teacher preparation from around the world. In recent times (last 5 years) much has been written and communicated both in the popular press and within the annals of research oriented publications about the performance of students international in math and science. Although not a new discussion or debate, many countries are held as exemplars in how they educate their youth and subsequently how they educate their teachers. Given this situation and given the fact that there is ample evidence to show that some countries youth perform better on tests such as the Program for International Student Assessment (PISA) and we know that teacher significantly contribute to the performance of students, it is time that we look at the specific attributes of teacher preparation worldwide.

Although this volume will not look at every country that is in the comparator group for PISA and other measures, we have contacted over 18 potential authors in the same number of countries in which there is ample evidence to show successes regarding student performance and quality teacher preparation programs. The intent of the book is not just to report on the “success” of each nation. Rather the intent is to ask authors to take a critical look at the process by which science teachers are educated and share with the reader both the positive and negative aspects of such preparation programs. For all 15 contributed chapters, the editors have analyzed each and from this constructed from the “data” an analysis and report in a final chapter on the exemplary qualities from various nations and make specific recommendations regarding science teacher preparation for the global community.

After the New Public Management had evolved in English speaking countries, it became a role model for the reform of public administration all throughout the world. Although there were obvious similarities in terminology used in different countries, the model was usually adapted to the cultural and political context in which it had to be embedded. This also resulted in significant conceptual differences, so that nowadays, there is no one single NPM in the world.

In contrast to the original NPM model, this version puts emphasis on responsibility rather than accountability of public managers; it is strictly focused on the outcomes of public services rather than the output level; and it is grounded on the Rechtsstaat tradition of Continental European countries. Thus, the label that has been used in German ever since, Wirkungsorientierte Verwaltungsführung, is consequently translated into 'outcome-oriented public management' (OPM).

This book is an English version of a German classic teaching book. In its original form, it was first published in 2000 and constantly revised according to latest developments in practice. Currently, it's 4th edition is selling in German speaking countries. Written for students and practitioners in public administration, the book describes the OPM model and its roots, and it discusses benefits and drawbacks of this model in practice. It is a perfect introduction into the new thinking of outcome orientation in the public sector.

Managing the Complex is an ambitious title - and it would be an audacious one if we were not to begin with a frank admission: to date few to none of us have a skill set which includes managing the complex. We try various things, we write about others, and we wonder about still others. When a tool, perspective, or technique comes along which seems to evoke success, we emulate it probe it and recoil at the all too often admission that it was situation and context which afforded success its opportunity, and not some quality intrinsic to the tool perspective or technique. Indeed, if the study of complexity has done anything for managers, and for those who espouse managerial theory, it is in providing a ‘scientific foundation’ for the notion that context matters. Those who preach abstract ideas have then to reconcile themselves to the notion that situation and embodiment matters. Those who believe in strong causality and determinism are left to wrestle with the role of chance, uncertainty, and chaos. Those who prefer to argue that men move history are confronted with the role of environment and affordances, while those who argue the reverse are left to contend with charisma, irrationality of crowds, and the strange qualities we know as emotions.

A series on complex systems has less ambitious goals to contend with than this. Such a series can deal with classifications, and categories, and speak of ‘noise’ as if it were not the central focus of the problem. Managing the complex is about managing ‘noise’ or perhaps we should say it is about ‘dealing with’ ‘accepting’ ‘making room for’ and ‘learning from’ ‘noise’. The articles in this volume and in volumes to come will each be considered as ‘noise’ by some and as ‘gems’ by others, but we hope that practicing managers and academics alike will find plenty of fuel to drive their personal explorations into understanding, and perhaps even managing, the complex.

This is the first in the book series on educational research sponsored by Chinese American Educational Research and Development Association (CAERDA, www.caerda.org).

A Guidebook for Students in Higher Education who are American, International, or Studying Abroad.

A wizard waves his wand, a magician produces a rabbit, a fairy godmother casts her spells; the magic of mentoring comes from connections! Ask a person you respect, “How did you get to where you are today?” Chances are there were important people who guided them in their learning and on their career path. Mentors make significant impacts on lives. Institutions of higher education and corporations strive to employ communities of teachers, coaches and mentors who are motivated to develop their students and employees into intelligent, productive individuals. While other books address the needs of the mentor, this book helps university students take action to create a solid working plan to achieve this important bond.

Mentoring Magic: Pick the Card for Your Success is a step-by-step guidebook for students in higher education who desire to develop their skill in a particular area of interest, gain practical experience in an industry, and meet people who can help guide them to a successful career upon graduation. Students who are in courses such as Professional Seminar or initial classes for freshman, international students, and those studying abroad will find engaging stories and specific guidance. Why mentors are needed, how to find a mentor, and how to sustain the relationship throughout future careers is clearly explained. Demystify the magic of mentoring for future success.

Science, technology, engineering, and mathematics (STEM) disciplines play a pivotal role in societal progress and economic prosperity, in addition to enhancing individual lives. However, U.S. students lack strong STEM performance in an international context. The pool of STEM-proficient workers is thus insufficient to fuel the nation, with females being one group that is noticeably absent.

Out-of-school-time (OST) programs, which are on the rise, are increasingly suggested as a way to support and encourage females in STEM. Data collected from participants in OST programs have shown improved achievement, interest, and confidence in STEM, as well as greater awareness of STEM role models and careers.

Out-of-School-Time STEM Programs for Females: Implications for Research and Practice features seven OST STEM programs for females from across the United States that run one week to one year in length. In this book, the chapter authors describe their programs, the effectiveness of those programs, and practical implications of their program evaluation data. This book is the first of its kind to offer researchers, educators, school administrators, policy makers, and others detailed insight into the promise and practice of out-of-school-time STEM programs for females.

This group of essays is written to provide a series of suggestions to Native people who seek to deal with alcoholism from the perspective of their unique heritages and with an understanding that the pressures to which Native traditions and societies have been subjected may trigger dysfunctional behavior, such as excessive drinking.

This Research in Organizational Sciences volume to explore and question the received wisdom of organizational sciences. The chapters in this volume (and the companion volume) seek to establish boundary conditions for important organizational constructs and processes. They illustrate the importance of context for interpreting the received wisdom of organizational science by showing when constructs must be adapted to changing circumstances.

The volume begins with four chapters looking at the construct of leadership. Each of these addresses an important aspect of our understanding of leadership and its practice. The four chapters on leadership are followed by five chapters dealing with other organizational processes including motivation, organizational change, the role of diversity in organizations and organizational citizenship. The last three chapters deal with the issue of knowledge in large systems. Two chapters address how information may be transmitted across organizations and generations of workers. The final chapter deals with the use of information by organizational decision-makers.

The 12 papers in this volume all, in some way question received wisdom and present alternatives which expand our understanding of organizational behavior. These chapters each strive to present new ways of understanding organizational constructs, and in so doing reveal how received wisdom does not always lead to best practice in research or application. It is our hope that these chapters illustrate how challenging received wisdom in organizational studies can provide new ways of thinking about organizational processes. These new ways of thinking in turn can provide better understanding of the processes necessary to increase organizational effectiveness.