New Arrivals: LC 189 - LC 979.9999
Showing 1 - 25 of 40 new items.
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© 2015,Service-Learning Essentials is the resource you need to help you develop high-quality service-learning experiences for college students. Written by one of the field's leading experts and sponsored by Campus Compact, the book is the definitive work on this high-impact educational practice. Service-learning has been identified by the Association of American Colleges and Universities as having been widely tested and shown to be beneficial to college students from a wide variety of backgrounds. Organized in an accessible question-and-answer format, the book responds clearly and completely to the most common questions and concerns about service-learning. Each chapter addresses issues related to individual practice as well as to the collective work of starting and developing a service-learning center or program, with examples drawn from a variety of disciplines, situations, and institutional types. The questions range from basic to advanced and the answers cover both the fundamentals and complexities of service-learning. Topics include: Determining what service-learning opportunities institutions should offer How to engage students in critical reflection in academic courses and in cocurricular experiences Best practices for developing and sustaining mutually beneficial campus-community partnerships Integrating service-learning into the curriculum in all disciplines and at all levels, as well as various areas of student life outside the classroom Assessing service-learning programs and outcomes The dilemmas of service-learning in the context of power and privilege The future of service-learning in online and rapidly globalizing environments Service-learning has virtually limitless potential to enable colleges and universities to meet their goals for student learning while making unique contributions to addressing unmet local, national, and global needs. However, in order to realize these benefits, service-learning must be thoughtfully designed and carefully implemented. This easy-to-use volume contains everything faculty, leaders, and staff members need to know about service-learning to enhance communities, improve higher education institutions, and educate the next generation of citizens, scholars, and leaders. -
© 2016,"College" is a word that means many things to many people: a space for knowledge, a place to gain lifelong friends, and an opportunity to transcend one's socioeconomic station. Today, though, this word also recalls a slew of headlines that have revealed a dark and persistent world of racial politics on campus. Does this association disturb our idealized visions of what happens behind the ivied walls of higher learning? It should-because campus racism on college campuses is as American as college football on Fall Saturdays. From Lawrence Ross, author of The Divine Nine and the leading expert on sororities and fraternities, Blackballed is an explosive and controversial book that rips the veil off America's hidden secret: America's colleges have fostered a racist environment that makes them a hostile space for African American students. Blackballed exposes the white fraternity and sorority system, with traditions of racist parties, songs, and assaults on black students; and the universities themselves, who name campus buildings after racist men and women. It also takes a deep dive into anti-affirmative action policies, and how they effectively segregate predominately white universities, providing ample room for white privilege. A bold mix of history and the current climate, Blackballed is a call to action for universities to make radical changes to their policies and standards to foster a better legacy for all students. -
© 2016,More students today are financing college through debt, but the burdens of debt are not equally shared. The least privileged students are those most encumbered and the least able to repay. All of this has implications for those who work in academia, especially those who are themselves from less advantaged backgrounds. Warnock argues that it is difficult to reconcile the goals of facilitating upward mobility for students from similar backgrounds while being aware that the goals of many colleges and universities stand in contrast to the recruitment and support of these students. This, combined with the fact that campuses are increasingly reliant on adjunct labor, makes it difficult for the contemporary tenure-track or tenured working-class academic to reconcile his or her position in the academy. -
© 2016,Randy Stoecker has been "practicing" forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, "Practice does not make perfect." In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work. Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By "liberating" service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact. Liberating Service Learning and the Rest of Higher Education Civic Engagement challenges--and hopefully will change--our thinking about higher education community engagement. -
© 2015,Philanthropic foundations play an increasingly influential role in education research, policy, and practice--yet this sector has been subject to little research-informed analysis. In The New Education Philanthropy , Frederick M. Hess and Jeffrey R. Henig convene a diverse group of scholars and analysts to examine the shifting role of education philanthropy over the last decade, giving particular attention to the large national foundations--Gates, Broad, Walton, and Lumina, among others--that are increasingly aggressive and strategic in their use of funds. Drawing on original research, they investigate and assess the impact of new patterns in foundation giving for advocacy and research; the divergence in funding strategies between old and new foundations; the extension of "venture philanthropy" to higher education; and the backlash against "reform" philanthropy as well as the unlikely partnerships it forges. The New Education Philanthropy offers an unprecedented look behind the scenes at major foundations, exploring the goals, values, and strategies that drive the new grantmakers' work and outlining the lessons they have learned over the past decade. This empirical inquiry into the ideas and activities of this secretive sector promises to provide a valuable resource for researchers and reformers alike.
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© 2015,The Little Rock Crisis frames the story of the Little Rock 1957 desegregation crisis through the lens of memory. Over time, those memories - individual and collective - have motivated Little Rockians for social and political action and engagement.
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© 2015,On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters. Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society.
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© 2015,Collection of articles on the topics of feminism, feminist practices, and feminist biblical interpretation
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© 1987,Originally published in 1971 by Doubleday.
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© 2015,In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students' lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices--at district and school levels, and in individual classrooms--for school leaders and teachers who are committed to creating the best educational opportunities for these students. Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner's astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty--and how they can best serve these students in their schools and classrooms.
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© 2014,Place-based education offers a compelling opportunity to engage students in the life of their community. More than just taking a field trip, participants in a place-based project make sustained efforts to make a difference and learn basic skills along the way. Academic concepts come to life as real-world problems are investigated from a local angle. Even global issues can be connected to the community, such as the high school in Missouri that linked local land-use choices to the «dead zone» in the Gulf of Mexico. For teachers, place-based projects offer a chance for professional revitalization as they orchestrate complex and meaningful learning environments that go well beyond scripted curriculum mandates. Both teachers and students benefit from a new level of agency as they take ownership of their work. Drawing on his own experience as a teacher and more than a decade of work supporting teachers in crafting their own projects, the author outlines the many benefits of place-based education and describes the challenges that must be overcome if we are to realize its potential.
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© 2015,This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As codirectors for the Center for Urban Education (CUE) at University of Southern California, coauthors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE's Equity Scorecard, a comprehensive action reserach process that has been implemented at over 40 colleges and universities in the United States. They demonstrate what educators need to know and do to take an active role in racial equity work on their own campuses. Through case studies of college faculty, adminsitrators, and student affairs professionals engaged in inquiry using the Equity Scorecard, the book clarifies the "muddled conversation" that colleges and universities are having about equity. Synthesizing equity standards based on three theories of justice, justice as fairness, justice as care, and justice as tansformation, the authors provide strategies for enacting equity in practice on college campuses. Engaging the "Race Question" illustrates how practioner inquiry can be used to address the "race question" with wisdom and call on college leaders and educators to change the policies and practices that perpetuate institutional and structural racism, and provides a blueprint for doing so. This book: provides concrete examples of policy and practice for improving equity and postsecondary education; examines the role of individuals and groups in the change process; includes examples of action research tools from the Equity Scorecard; and offers strategies for professional development and organizaitonal change.
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© 2015,Based on an idea conceived at a conference for the International Coalition of Sexual Harassment, this book offers up-to-date information about sexual harassment and other forms of sexual misconduct in academic and workplace settings, as well as legal and guidance updates and best practices that discuss prevention methods. The chapters are written by noted attorneys, campus and workplace consultants, and other scholars who have assisted in collecting incident data and have thought leadership to offer. Chapters address how workplaces and campuses respond to forms of violence as well as the impact of sexual harassment on individuals, bystanders, and organizations. Readers will learn about topics such as the "Not Alone" initiative a result of President Obama's Task Force to Protect Students from Sexual Assault and the history of Titles VII and IX legislation the United States. The editors have compiled resources that address the cultural and social views of sexual harassment, the history of sexual misconduct on campuses and in organizations, and sample organizations at the national level that deal with prevention, advocacy, and legal guidance for students and employees."
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© 2014,Inspired by the life and work of Bill Ayers, particularly his advice to "teach into the contradiction', Diving In reflects the intellectual adventures that Ayers has always encouraged those around him to undertake. Written by leading educators and activitsts, the collected chapters within this book are as diverse as the myriad contradictions that teachers encounter in their day-to-day practice and their out-of-class musings. The contributors use themes suggested by Ayer's work to open up new perspectives and discourses on key issues in education, such as education as a human right, participatory democracy, social justice, and liberation. Diving In offers much-needed hope at a time when teachers need it the most.
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© 2015,Raising Race Questions explores the opportunities and challenges that arise when White teachers are willing to deal directly with race and the role it plays in their classrooms. Based on lessons gleaned from experienced White teachers in a variety of settings, it lays out a path for using inquiry to develop sustained, productive engagement with challenging, and common, questions about race. It suggests that guilt and conflict need not be the end point of raising race questions and offers alternative destinations: anti-racist classrooms, positive racial identities, and a restoration of the wholeness that racism undermines. This book features: new insight on race and equity in education; case studies of expert and experienced White teachers who still have questions about race; approaches for talking about race in the K - 12 classroom; strategies for facilitating race conversations among adults; a variety of different resources useful in the teacher inquiry groups described in the book; and research with teachers, not on teachers, including written responses from each teacher whose classroom is featured in the book.
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© 2015,Development education is much more than learning about development; it is a pedagogy for the globalised societies of the twenty-first century that incorporates discourses from critical pedagogy and postcolonialism, and a mechanism for ensuring that differing perspectives are reflected within education, particularly those from developing countries. Learning about development and global issues is now part of the school curriculum in a number of countries, and terms such as global citizenship, sustainable development and cultural understanding are commonplace in many educational contexts. Development education has been recognised as one of the educational discourses that has influenced the acceptance of these terms, for both policy-makers and practitioners. This ground-breaking volume addresses the history, theoretical influences, practices and impact of development education in Europe, North America, Australia and Japan. Chapters include how development education evolved, the influence of theorists such as Paulo Freire, the practices of aid and development agencies, and the impact of governments seeking evidence of public understanding of and engagement with development. The Theory and Practice of Development Education provides essential reading for anyone engaged in re-thinking and reflecting upon the educational needs of a globalised society, and seeking approaches towards learning that place social justice at the heart of that practice. It will be of particular interest to academics and postgraduate students in the fields of development education, international education and globalisation.
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© 2009,China's Christian Colleges explores the cross-cultural dynamics that existed on the campuses of the Protestant Christian colleges in China during the first half of the twentieth century. Focusing on two-way cultural influences rather than on missionary efforts or Christianization, these campuses, most of which were American-supported and had a distinctly American flavor, were laboratories or incubators of mutual cultural interaction that has been very rare in modern Chinese history. In this Sino-foreign cultural territory, the collaborative educational endeavor between Westerners and Chinese created a highly unusual degree of cultural hybridity in some Americans and Chinese. The thirteen essays of the book provide concrete examples of why even today, more than a half-century after the colleges were taken over by the state, long-lasting cultural results of life in the colleges remain.
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© 2014,Deschooling the Imagination: Critical Thought as Social Practice is, first, a book that looks at what it means to be actively engaged in developing a critical/creative mindset against the prevailing ideology of our public schools. Second, it is a book about the social/cultural relationship between what and how we learn on one hand and our imaginative capacities on the other. Finally, but equally important, it is a book about how teachers can teach in the service of a revived critical/creative imaginary. In short, you may be interested in reading this book if you are curious about examining the following questions in more depth: How can educators and those involved and/or invested in public education in the United States learn to think about curriculum, assessment, pedagogy, school structures, knowledge, power, identity, language/literacy, economics, creativity, human ecology, and our collective future in a way that escapes the over-determined discourses that inform current attitudes and practices of schooling? What are some of the tactics and strategies that teachers, students, parents, administrators, and policymakers can learn and enact in the service of a future that we can barely imagine?
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© 2014,America has been steadily sliding in global education rankings for decades. In particular, our students are increasingly unable to compete globally in STEM (science, technology, engineering, and math) fields. According to the National Assessment of Education Progress (NAEP), in 2010 only 26 percent of high school seniors in the U.S. scored at or above proficient level in math. Another 36 percent were failing. Only 3 percent scored at an advanced level in math, and only 1 percent scored at an advanced level in science. Students in K-12 across the U.S. struggle with STEM subjects, often because the subjects are poorly presented or badly taught. When students reach college, they choose to pursue non-STEM degrees, and too many struggle to find jobs upon graduation. Meanwhile, U.S. employers are having an increasingly hard time filling STEM jobs. Economic projections for the next decade show we will need approximately 1 million more professionals in STEM fields than our education system will produce. If we want to maintain our historical pre-eminence in science and technology, we must increase the number of students graduating with STEM degrees by 34 percent each year. One Nation Under Taught offers a clear solution, providing a blueprint for helping students fall in love with STEM subjects, and giving them the tools they need to succeed and go on for further study in these fields. The book challenges our whole way of thinking about education, and encourages educators and policy-makers at all levels to work together to make our schools places that promote curiosity and inspire a love of learning. If we do not change course, we will set our students and our country on the path to a lifetime of poverty. But if we can implement the reforms Dr. Bertram suggests, we can achieve long-lasting prosperity for our children and our nation as a whole.
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© 2014,Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and accountability. Through rich ethnographic accounts of teachers in two demographically different secondary schools in the same urban district, Angelina E. Castagno investigates how whiteness operates in ways that thwart (and sometimes co-opt) even the best intentions and common sense--thus resulting in educational policies and practices that reinforce the status quo and protect whiteness rather than working toward greater equity. Whereas most discussions of the education of diverse students focus on the students and families themselves, Educated in Whiteness highlights the structural and ideological mechanisms of whiteness. In schools, whiteness remains dominant by strengthening and justifying the status quo while simultaneously preserving a veneer of neutrality, equality, and compassion. Framed by critical race theory and whiteness studies, this book employs concepts like interest convergence, a critique of liberalism, and the possessive investment in whiteness to better understand diversity-related educational policy and practice. Although in theory most diversity-related educational policies and practices are intended to bring about greater equity, too often in practice they actually maintain, legitimate, and so perpetuate whiteness. Castagno not only sheds light on this disconnect between the promises and practices of diversity-related initiatives but also provides insight into why the disconnect persists.
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© 2014,There is widespread agreement that schools should contribute to the moral development and character formation of their students. In fact, 80% of US states currently have mandates regarding character education. However, the pervasiveness of thesupport for moral and character education masks a high degree of controversy surrounding its meaning and methods. The purpose of this handbook is to supplant the prevalent ideological rhetoric of the field with a comprehensive, research-oriented volume that both describes the extensive changes that have occurred over the last fifteen years and points forward to the future. Now in its second edition, this book includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings, and much more.
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© 2014,This new book, constructed from Paulo Freire’s writings near the end of his life, is characterized by the eloquence of his dreams—dreams that constituted the utopia underlying Freire’s lifelong work. Freire challenges all educators to create Circles of Dialogues, or reflective spaces, for passionate and critical reflection that is coherent and humanizing, favoring the oppressed peoples of the world. The chapters, crafted toward the end of the twentieth century, reflect Freire’s deep concern with the assault by neoliberal policies on the basic democratic rights of the dispossessed, as he argues for the right and facility of the people to take power by reinventing power democratically. Freire’s critical reflections were prescient of the twenty-first century’s revolts and denunciations of autocratic and antidemocratic policies during the Arab Spring, the Occupy movement, and other courageous demonstrations for social justice throughout the world. Once more, Freire challenges our conscience in accessible, deep, thought-provoking writings that urge us to rehumanize popular education, employing “critical reflection steeped in history, [and] a more critical knowledge of how society works and functions.”
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© 2014,Tinkering with the current educational system from within has not provided a just and equitable education for all children. In this book, acclaimed education theorist Joanne Larson poses basic questions about the nature and purpose of schooling. Proposing that what is needed is a new purpose that is more consistent with contemporary knowledge production processes--one that moves beyond the either/or binary of preparing workers/citizens in a competitive global economy or a democracy, Larson argues that the only real solution is to start over in U.S. education--the purpose of schooling should be to facilitate human learning, meaning making, and knowledge production toward just and equitable education for all. Radical Equality in Education offers a new ontological starting point and a new theoretical framing that would follow from it; articulates theoretical, curricular, pedagogical, and assessment principles that frame a real plan for fundamental change in American education, and presents examples of what these ideas might look like in schools and communities.
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© 2014,This book presents the work from a selection of contributors who aim to provide educators with hands-on activities to encourage reflection, awareness, and dialogue related to social justice issues. Highlighting the need for teachers to intentionally create spaces where students from all backgrounds can work together and appreciate their differences, teachers and teacher educators showcase hands-on literacy strategies that all educators can adapt and use in their own classrooms to enhance social justice awareness.
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© 2014,The story begins when some committed and curious teachers from the Red Clay Writing Project gathered into a teacher inquiry community to spend a year focusing on and documenting their experiences with one of their most disenfranchised students. By analyzing and rethinking what they do in the classroom and why they do it, the authors come to re-imagine who they are as teachers and as human beings. These honest and compelling stories about connecting with one student uncover valuable insights for becoming more responsive to all students. The book introduces the Oral Inquiry Process and examines its role in fostering critical awareness among educators. Perfect for use in teacher preparation courses and professional learning groups, the text includes prompts at the end of each chapter to support teacher-writer groups, along with a suggested writing exercise.