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This book examines what a scholar looks and feels like in contemporary times. It suggests that scholars are more than people employed as academics and discusses how different world ideologies, cultures and systems view their scholars and how they might be considered in the changing and challenging nature of higher education. The book includes discussion from Islamic, Confucian, postcolonial and post-Soviet perspectives, alongside other approaches such as the scholar-artist, thinker, teacher and activist. It will appeal to students and scholars working in the philosophy of higher education, higher education practice and comparative studies.

Providing a cornerstone to the global debate on equity and inclusion within education, this handbook explores equity issues pertaining to poverty and social class, race, ethnicity, sociocultural, sociolinguistic exclusion in education and recognises intersectionality and gender across these dimensions. This carefully curated collection of essays written by international experts promotes inclusive systems in education that explicitly recognise the voices of learners who may be at risk of marginalisation, exclusion or underachievement. Developing a multilayered innovative conceptual framework involving spatial, emotional-relational and dialogical 'turns' for education, it emphasises key system points for reform, including building strategic bridges between health and education for vulnerable groups and shifts in focus for initial teacher education and the wider curriculum. The handbook is organised into the following key parts: (1) Theoretical Framework; (2) Funding Models and Structures for Equity and Inclusive Systems; (3) Exclusion and Discrimination; (4) Bridging Health and Education; (5) Agency and Empowerment; and (6) Outreach and Engagement. "The Routledge International Handbook of Equity and Inclusion in Education" will be of great value to academics operating in the areas of education, psychology, sociology, social policy, ethnography, cultural studies; researchers in university research centres and in policy institutes pertaining to education, poverty, social inclusion as well as international organisations involved with inclusion in education.

This edited book considers the impact of neoliberalism on music teaching, research and scholarship in a higher education context. As a subject that bears little resemblance to other university practical disciplines, and fares poorly in a model driven by economics, the book considers whether musicology is a 'public good' or a threatened species. It contemplates what musicology can usefully contribute to a paradigm driven by economics, and questions whether it is ever possible to recover an ideal civil subject in neoliberal music academia. Contributions investigate what it means to build music research capacity in innovative ways, such as forging cross-cultural relationships, subverting conventional notions of quality and value, replacing them with knowledges and values that guide Indigenous intellectual traditions, and whether interventions into the legacy of colonialism are truly ever possible in neoliberal higher education institutions that celebrate difference and diversity while reinforcing social inequities. The book also explores the relationships between gender and music, music research training and scholarship, and whether the interdisciplinarity championed by the university is ever workable. Finally, it undertakes a cross-disciplinary, new materialist reading of a canonical musical work, offering a radically new perspective. The book will appeal to students and scholars of music education, musicology, higher education studies and the creative arts more broadly.

The book provides an entry point for graduate students and other scholars interested in using the constructs of Piaget's genetic epistemology in mathematics education research. Constructs comprising genetic epistemology form the basis for some of the most well-developed theoretical frameworks available for characterizing learning, particularly in mathematics. The depth and complexity of Piaget's work can make it challenging to find adequate entry points for learners, not least because it requires a reorientation regarding the nature of mathematical knowledge itself. This volume gathers leading scholars to help address that challenge. The main section of the book presents key Piagetian constructs for mathematics education research such as schemes and operations, figurative and operative thought, images and meanings, and decentering. The chapters that discuss these constructs include examples from research and address how these constructs can be used in research. There are two chapters on various types of reflective abstraction, because this construct is Piaget's primary tool for characterizing the advancement of knowledge. The later sections of the book contain commentaries reflecting on the contributions of the body of theory developed in the first section. They connect genetic epistemology to current research domains such as equity and the latest in educational psychology. Finally, the book closes with short chapters portraying how scholars are using these tools in specific arenas of mathematics education research, including in special education, early childhood education, and statistics education.

Supplying an insightful introduction to current trends in general education reform, this second edition of "General Education Essentials: A Guide for College Faculty" gives an important, timely overview of general education curricular design. General education curricula provide students with the intellectual flexibility they need to adapt thoughtfully and productively to the rapid changes of the workplace and the world at large. This book offers methods for engaging in curricular reform efforts that support university culture and teachers and examines the implications of general education reform in the classroom, with a keen eye toward syllabi, course content, and student work. By expertly blending theory with curricular ideas for implementation, this text offers an impactful illustration of the shift from distributive to integrative to high impact models of general education. Featuring plentiful examples from a variety of fields and disciplines, this book is essential reading for any higher education faculty member tasked with equipping students with the skills they need to become perceptive scholars and productive citizens. [This book is co-published by AAC&U and Routledge.]

Purposeful, intentional racial bias poses an obvious threat to the possibility of real equity in schools. In this volume, antiracist educators explore an equally troubling, but insufficiently explored threat: the racism upheld by schools and districts that claim an antiracist commitment. These institutions perpetuate disparities by enacting that commitment through surface-level and soft diversity and inclusion goals and popular initiatives that are more equity optics than antiracism. This book asks: How is racism perpetuated through actions, programs, practices, and initiatives that might appear to be inclusion-oriented or "progressive," but never quite get around to eliminating racism? How do these efforts pose as racial equity while protecting systems of advantage and disadvantage--creating a sort of equity inertia? The book then asks: What would antiracism look like if we enacted a deeper antiracist approach? What is a truer vision for racial equity? Diverse authors apply these questions to an equally diverse assortment of programs and practices, such as trauma-informed care, social-emotional learning, restorative practices, anti-bias work in early childhood education, Montessori schooling, "inclusive" social studies curricula, and toxic positivity and "niceness" as stand-ins for racial equity. This book: (1) illustrates how K-12 educators can adopt more authentically justice-oriented approaches to antiracism; (2) draws on existing theoretical frameworks such as critical race theory, critical whiteness studies, culturally sustaining pedagogies, and equity literacy; (3) examines concepts such as white fragility, racial battle fatigue, white privilege, and interest convergence; (4) includes a range of authors, from racial justice scholars to classroom teachers; and (5) offers an engaging and accessible format that combines narrative with theoretical grounding, bridging critical analysis to visions for moving forward.

Traditional approaches to the practice of teaching are unsustainable. Too many educators are disengaging, burning out, and leaving the profession in response to stressors both inside and outside of schools. And high teacher turnover has a negative effect on our students. In "Make Teaching Sustainable," Paul Emerich France explores six mindset shifts that you can implement to improve your educational environment--while also supporting and empowering the students you lead: (1) humanity over industry; (2) collectivism over individualism; (3) empowerment over control; (4) minimalism over maximalism; (5) process over product; and (6) flexibility over fixedness. The goal of sustainable teaching is not simply to have teachers do less work, but also to help focus efforts on effective, efficient, and meaningful practices that make learning richer for students. Guided by recent research and interviews with practitioners in the field, France explores how mindset and practice shifts interact with themes of healing, regeneration, vulnerability, partnership, ritual, and simplicity. He also outlines tangible benefits to sustainable teaching, from a reduction in burnout to an increase in student engagement with learning. Whether you are a teacher, coach, or administrator, "Make Teaching Sustainable" will inspire you to embark on a practicable, action-oriented path to sustainability, ensuring that you can continue to be nurtured, supported, and effective in the profession that you love.

The two inter-linked volumes in this series are dedicated to the development of analysis and theorisation of learning and teaching in higher education. The two volumes focus on the multi-scalar ecological inter-connectedness of learners with teachers, with artefacts, with cultural patterns and resources, with places, with social activities and practices, with social institutions, with time and temporality, and with technologies. Learning reflects inter-individual dynamics that are shaped by biology and culture. Against prevailing orthodoxies that view learning in higher education in terms of "information transmission" and "content delivery," the contributors articulate leading developments in distributed cognition, distributed language, ecological psychology, enactivist and embodied-embedded cognitive science, interactivity, and multimodal event analysis. They also extend several earlier traditions such as American pragmatism, embodied curriculum theory, and Vygotsky's latter day anti-dualist Spinozan turn. Through detailed empirical analysis of "in vivo" episodes of learning using multimodal event analysis, cognitive event analysis, and cutting-edge theory, the authors show how and why learning is not adequately explainable as internal mental processes per se. Instead, sophisticated empirical analysis and innovative theory are put to work to reveal the emergence of learning in the interactivity of learners and teachers with the affordances of a distributed brain-body-environment learning system. Volume 1 is an edited collection of seven chapters written by internationally renowned researchers together with an Introduction and an Afterword written by King and Thibault. Volume 1 (and its successor Volume 2) will serve as valuable reading for educationalists and researchers in the cognitive, communication, learning, and language sciences who are looking for new multidimensional tools for thinking about, and new empirical tools for analysing, learning, and teaching as multi-scalar interactive processes in radical embodied ecologies of learning and teaching.

"Fix Injustice, Not Kids and Other Principles for Transformative Equity Leadership" offers a deep dive into the leadership values, commitments, and practices that help educational leaders create and sustain equitable schools and districts. Drawing from their extensive equity and inclusion work with schools, Paul Gorski and Katy Swalwell introduce key components of the equity literacy framework. They then challenge principals, equity professionals, and other K-12 leaders to embrace six guiding principles for meaningful equity leadership: (1) Direct confrontation: Honestly naming and directly addressing the conditions that perpetuate inequity; (2) Fix injustice, not kids: Avoiding deficit views, focused on "fixing" people who are marginalized, and embracing structural views, focused on eliminating inequitable conditions; (3) Prioritization: Reimagining policies and practices and rebuilding institutional cultures in ways that account for historical and present inequities and their ramifications; (4) Just access: Reconsidering what we provide equitable access to and whether it is itself equitable; (5) Evidence-based equity: Applying an equity lens to the ways we collect and interpret data and exercising caution about popular data collection tools and methods; and (6) Care, joy, and sustainability: Withstanding inevitable resistance while embracing visions for love, joy, and community that cultivate and sustain transformative equity. Powerful stories from students and staff members reveal the troubling gaps between their everyday school experiences and the often high-optics, low-impact equity and diversity programs, events, and strategies embraced by school leaders. They also reveal key moments of growth as leaders learned how to deepen their equity understandings and enact more meaningful equity approaches. This thought-provoking book offers guidance to those who want to do better and are on the path to achieving some of today's most crucial goals: disrupting inequity and becoming transformative equity leaders.

California Policy Options 2019. Annual volume of the UCLA Luskin School of Public Affairs

The research is clear: Including students with disabilities in general education classrooms is the most effective way for all students to learn. If you are working toward greater inclusivity in your school or system, this book from educators and inclusion experts Julie Causton, Kate MacLeod, Kristie Pretti-Frontczak, Jenna Mancini Rufo, and Paul Gordon is an invaluable guide for you and your leadership team. Chock-full of research, resources, and seasoned advice, "The Way to Inclusion" walks you step-by-step through the inclusivity change process, from envisioning your path to reimagining the roles of existing staff and everything in between. The book outlines seven clearly defined milestones tied to an Action Plan that will help you stay the course with so vital an initiative. In addition to milestones and leadership questions, you'll find: (1) Instructions for conducting an equity review of your system with a focus on special education; (2) Guidance for creating and analyzing service-delivery maps, including before-and-after examples from systems that have successfully shifted to greater inclusivity; (3) Classroom observation and staff survey tools; (4) First-person accounts from educators who have undergone the change process; (5) Best practices for developing an inclusivity-focused vision statement; and (6) Downloadable forms and templates to help you move forward with implementation. There is no excuse for segregating our students with disabilities from the rest of the student body. This indispensable guide will help you make certain that all students in your system not only learn but also thrive in the least restrictive environment possible.

This book arises from an academic and political concern: the collective actions of ordinary citizens in the most diverse regions of the world could be decisive in slowing down global warming, in the fight against racism and gender violence, ...

Spinodal decomposition is not the only way to make a bijel. Indeed, while spinodal decomposition produces structures with a potentially useful morphology, it can be challenging to make bijels using this method and the resulting systems can be hard to process and manipulate. Furthermore, exploiting the functional properties of the assembled particle monolayer is extremely challenging. In this chapter, we show how the assembly of nanoparticle surfactants at the liquid–liquid interface can be used to kinetically trap liquids into a wealth of complex structures without using spinodal decomposition. We apply liquid three-dimensional printing and moulding methods, along with patterned substrates with controllable wetting properties, to build all-liquid devices with applications in chemical synthesis, separation, and purification. The functional properties of the assembled nanomaterials can be exploited to produce interfacially structured liquids that are plasmonically and magnetically responsive. Finally, we conclude by arguing that, while the field shows great promise, efforts need to be made to translate liquid bicontinuous systems out of the laboratory and into meaningful, real-world applications, as well applications in more ‘exotic’ disciplines, such as synthetic biology.

It's a paradox: technology to individualize curriculum has made classrooms less personal. Let's instead trust educators to make learning personal by supporting student agency, self-awareness, and the intimate personal connections found in authentic learning experiences. In the second edition of this groundbreaking book--newly streamlined, and updated with insights from the pandemic--Paul France presents a vision of humanized personalization that rejects the corporate mindset and instead holds equity and inclusion at its center. France leverages over a decade of experience as a National Board Certified Teacher, education consultant, and education technology developer, sharing the following: (1) Practical guidance on designing inclusive learning environments for diverse groups; (2) Sustainable applications for humanized personalization in curriculum design, assessment, and instruction; (3) Real-life stories from the author's experience on both sides of the personalization debate; and (4) A multitude of classroom tools, adaptable to a variety of instructional contexts. Nobody understands the need for humanizing education better than teachers. While educators across the country have learned that inundating students with personalized learning technologies is not the way to go, many don't know how to personalize learning without them. The time to humanize personalized learning and our classrooms is now--and this book will give you a place to start.

This book explores and further expands on the rich history of theoretical and empirical research in open and distributed learning, and addresses the impact of the "data revolution" and the emergence of learning analytics on this increasingly diverse form of educational delivery. Following an introductory chapter that maps the book's conceptual rationale, the book discusses the potential, challenges and practices of learning analytics in various open and distributed contexts. A concluding chapter briefly summarises the chapters before providing a tentative future research agenda for learning analytics in open and distributed environments.

Flood basalts were Earth's largest volcanic episodes that, along with related intrusions, were often emplaced rapidly and coincided with environmental disruption: oceanic anoxic events, hyperthermals, and mass extinction events. Volatile emissions, both from magmatic degassing and vaporized from surrounding rock, triggered short-term cooling and longer-term warming, ocean acidification, and deoxygenation. The magnitude of biological extinction varied considerably, from small events affecting only select groups to the largest extinction of the Phanerozoic, with less-active organisms and those with less-developed respiratory physiology faring especially poorly. The disparate environmental and biological outcomes of different flood basalt events may at first order be explained by variations in the rate of volatile release modulated by longer trends in ocean carbon cycle buffering and the composition of marine ecosystems. Assessing volatile release, environmental change, and biological extinction at finer temporal resolution should be a top priority to refine ancient hyperthermals as analogs for anthropogenic climate change. ▪ Flood basalts, the largest volcanic events in Earth history, triggered dramatic environmental changes on land and in the oceans. ▪ Rapid volcanic carbon emissions led to ocean warming, acidification, and deoxygenation that often caused widespread animal extinctions. ▪ Animal physiology played a key role in survival during flood basalt extinctions, with reef builders such as corals being especially vulnerable. ▪ The rate and duration of volcanic carbon emission controlled the type of environmental disruption and the severity of biological extinction.

Paul LeBlanc has reimagined higher education, with a focus on the most fundamental of functions: student learning. In "Students First," he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines. In a perceptive analysis, LeBlanc provides a clear-eyed view of how and why higher education is failing to reach and serve a great many potential students. He then deftly explores how reform can address systemic inequities, improve college affordability, and broaden accessibility. Through case studies, he highlights alternative delivery models such as online, distance, and just-in-time learning, and he envisions a learning environment that values competencies rather than credit hours. LeBlanc describes how these innovations and others will allow colleges and universities to help close the skills gap and respond to a rapidly evolving, technology-driven job market. Although a college education remains one of the great drivers of socioeconomic mobility, today's higher education industry has built financial, logistical, and practical barriers that keep out the very students who are most in need of opportunity. "Students First" makes a persuasive case that realigning US educational priorities will enable larger populations of graduates to enjoy a return on investment in the form of good pay, meaningful work, and a stable future. As the book emphasizes, such change is imperative, for in better serving its students, higher education will better serve society. [Foreword written by Bridget Terry Long.]

How do teachers develop their understanding of the foundation principles of assessment, stay up to date with the latest classroom approaches and have the confidence to evaluate and question the effectiveness of new methods? This professional resource for teachers supports them to understand the what, why and how of assessment. It provides key knowledge on the types and purposes of assessment and explores key themes such as validity, reliability and fairness. It explores assessment in practice offering practical support for busy teachers and takes an in-depth look at how qualifications are designed and developed and how examinations are marked, graded and regulated.

Real Talk means real results! To reach students who may see school as an obstacle rather than an opportunity, connection and trust must come first. Paul Hernandez, a former at-risk student, is now a nationally recognized, award-winning educator and trainer. His Real Talk is a practical methodology that helps education professionals build rapport with students at-promise while creating learning experiences that are relevant--and life-changing. This updated and expanded second edition of a bestseller provides an intensive, robust experience enabling teachers to create and implement connections with their teaching. You will: (1) develop an understanding of the education research and theories that underlie the Real Talk approach; (2) learn the how-to's for implementing Real Talk with any group of learners; and (3) benefit from diverse and unique case studies, applications, and lessons learned. Teaching with transparency, authenticity, creativity, and grit will lead to higher achievement, student engagement, and graduation rates and fewer discipline problems. Designed to be used by any teacher and with any curriculum, from elementary through post-secondary, Real Talk will change your teaching and develop persistent, optimistic students who feel a sense of belonging. [Foreword written by Tia Brown McNair.]

This collection of six essays shares insights and strategies from the Education Development Center's (EDC) work to close opportunity gaps in mathematics education and support teachers in improving instruction. This report includes the following essays: (1) Adam's World: Reflections on the Achievement Gap; (2) Five Key Characteristics of Effective Diversity Training for Teachers; (3) Ella in Kindergarten: Building on Strengths; (4) Math for All: High-Quality Mathematics Instruction for Students with Disabilities; (5) Supporting English Learners in the Mathematics Classroom; and (6) Helping Children from Low-Income Communities Become Young Mathematicians.

Freeway traffic is subject to the effects of recurring and non-recurring events.  Changes in the traffic stream as a result of recurring special events, specifically sports, is an area that is not well researched.  This study examined freeway detectors adjacent to two baseball stadiums in California to analyze the contribution of a baseball game to freeway flow and occupancy for weekday evening games.   In addition, hourly volumes on local rail transit were analyzed in the San Francisco case.  Findings include a statistically significant effect of baseball increasing the flow by approximately 1,000 vehicles over the afternoon commute in both locations.  San Francisco volumes were influenced by day-of-week, type of opponent, as well as starting pitcher.  Games on a Friday against their noted rival, the Los Angeles Dodgers produced the highest volumes with 4,000 vehicles more than the average weekday evening baseball game.   Anaheim volumes were only affected by month-of-year.  As cities explore transportation options to their sporting venues, it is important to take an inventory of the impact of events on the existing network.

"Collaborative Action for Equity and Opportunity" provides a how-to guide for education, government, and community leaders interested in creating cross-sector systems of support for students. These collaborations strive to close achievement and opportunity gaps and to help children overcome problems stemming from poverty, racism, and other societal ills. Based on a framework developed at Harvard's By All Means Initiative, Paul Reville and Lynne Sacks walk readers through the process of jump-starting a successful collaboration between school, government, and community leaders. The authors describe how to form a local Children's Cabinet to lead the effort, identify goals and strategies, and ensure the long-term sustainability of the collaboration. In addition to a clear sequential set of implementation steps, Reville and Sacks provide field-tested tools, examples of communities that have undertaken this work, and specific strategies and guidance gleaned from their collaborations with more than thirty communities across the country. "Collaborative Action for Equity and Opportunity" highlights the roles that school and municipal leaders play in creating comprehensive systems of support and opportunity for all children in a community.

The roles that corporate social responsibility (CSR) and business support of democracy play in American higher education are infrequently discussed, though very important. There are many ethical issues that concern both corporate interests as well as higher education, linking the two more than many would think. It is necessary to understand the environment, inter-organizational relationships, and documents holistically to observe the rich history, pluralistic American societal issues, and relevant milestones between corporate America and higher education. "Partnership Motives and Ethics in Corporate Investment in Higher Education" provides comprehensive documentation of business and corporate entanglements with higher education. This work discusses the historic journey of funding from business and U.S. corporate engagement in American higher education. Covering topics such as academy-business relationships, philanthropic partnerships, and transactional partnerships, this work is essential for professors, executives, managers, faculty, fundraisers, leaders in higher education, researchers, students, and academicians with interests in CSR, business ethics, and higher education.

This book is an introduction to the long history of human learning, the environment and sustainable development -- about our struggles with the natural world: first for survival, then for dominance, currently for self-preservation, and in future perhaps, even for long-term, mutually beneficial co-existence. It charts the long arc of human--environment relationships through the specific lens of human learning, putting on record many of the people, ideas and events that have contributed, often unwittingly, to the global movement for sustainable development. Human learning has always had a focus on the environment. It's something we've been engaged in ever since we began interacting with our surroundings and thinking about the impacts, outcomes and consequences of our actions and interactions. This unique story told by the authors is episodic rather than a connected, linear account; it probes, questions and re-examines familiar issues from novel perspectives, and looks ahead. The book is of particular interest to those studying (and teaching) courses with a focus on socio-economic and environmental sustainability, and non-governmental organisations whose work brings them face-to-face with the general public and social enterprises.

"In some ways, shouldn't we always be teaching from a distance?" Paul France asks this not as pitch for distance learning. But because part of the reason distance learning has been so challenging, Paul asserts, is that we're replicating long-standing practices that promote "dependent learning" in our students. Why not use this unique moment of time to reconnect with the true purpose of teaching: to help our students become liberated learners and free thinkers? The next logical step in teachers' months-long distance learning "journey," "Humanizing Distance Learning" describes how to center humanity and equity in our process of reimagining learning. Even while teaching and learning miles apart through screens, you'll discover how to: (1) Build independence within your students so they're better equipped to tackle challenges with persistence and learn how to learn; (2) Make collaboration and human connection essential components of your pedagogy, offering students the chance to socialize and learn from one another; (3) Center and unpack stu­dents' identities, helping them develop a conscious knowledge of themselves, all the while using their self-identified strengths to overcome any obstacles; (4) Plan, prepare, and implement humanized instruction while teaching for student liberation--both digitally and in person; and (5) Investigate technol­ogy integration, including the Digital Divide, as well as ways to minimize EdTech integration so that our collective sense of humanity can continue to be front and center.

Effective classroom management plans are essential for creating environments that foster appropriate social interactions and engaged learning for students in K-12 settings. New and early-career teachers often face difficulties addressing student discipline, upholding classroom rules and procedures, and establishing positive teacher-student relationships. The seventh edition of "Classroom Management" is the leading resource for helping educators prevent student misbehavior, respond to challenging situations, and involve their students in building positive classroom communities. This popular textbook covers every vital aspect of classroom management, from planning for the school year and conducting instruction, to managing diverse classrooms and collaborating with colleagues and families. Fully revised to reflect recent changes in K-12 education and address the needs of today's educators, this edition features new and updated methods for fostering positive student behavior, insights on the root causes of misbehavior, strategies for helping students set high expectations, and much more. Written by a respected expert in teaching methods, classroom management, and instructional leadership, this valuable teacher's reference: (1) Covers contemporary topics, methods, and discipline models in classroom management; (2) Reflects current InTASC Model Core Teaching Standards and Praxis assessments; (3) Features descriptions of classroom management methods used by elementary, middle, and high school teachers in various regions and communities; (4) Provides new and unique stories and case studies of real-world classroom situations; (5) Offers end-of-chapter summaries and questions, supplemental activities, further reading suggestions, and complete references; and (6) Includes new tables, charts, and figures that make information more accessible to different types of learners. "Classroom Management: Creating a Successful K-12 Learning Community, Seventh Edition" is an ideal text for college professors, teachers in training, and K-12 educators, as well as school administrators and general readers involved in education. [For "Classroom Management: Creating a Successful K-12 Learning Community, Sixth Edition," see ED605711.]

Many American schools continue to struggle with segregation. This important book tells the story of how two school districts--one a predominantly White and wealthy suburban community and the other a more diverse and urbanized community--were merged into a single district to work toward a solution for school segregation. The authors focus on the Morris School District in New Jersey as an exemplar to demonstrate what is possible and how it can be accomplished. They document what makes a district like Morris successful and include lessons learned in each chapter. Along with analyzing the legal and educational policy implications of the nearly 50-year history of the merged district, the authors take a mixed methods approach to deepen our knowledge of effective leadership, community-school relations, and classroom practices in the context of a community committed to genuine integration. The book: (1) offers a deep analysis of one of the few districts that is making progress toward true integration; (2) examines a local story that has wide applicability to those interested in social justice, enlightened leadership, and equitable educational opportunities for all students; (3) employs qualitative and quantitative research along with GIS mapping to study the legal, educational, political, historical, and sociological dimensions of the case study; and (4) provides a series of lessons learned from the Morris School District that will assist those engaged in building equitable school systems.

"How Learning Happens" introduces 28 giants of educational research and their findings on how we learn and what we need to learn effectively, efficiently, and enjoyably. Many of these works have inspired researchers and teachers all around the world and have left a mark on how we teach today. Exploring 28 key works on learning and teaching, chosen from the fields of educational psychology and cognitive psychology, the book offers a roadmap of the most important discoveries in how learning happens. Each chapter examines a different work and explains its significance before describing the research, its implications for practice, how it can be used in the classroom and the key takeaways for teachers. Clearly divided into six sections, the book covers: (1) How the brain works and what this means for learning and teaching; (2) Prerequisites for learning; (3) How learning can be supported; (4) Teacher activities; (5) Learning in context; and (6) Cautionary tales and the ten deadly sins of education. Written by two leading experts and illustrated by Oliver Caviglioli, this is essential reading for teachers wanting to fully engage with and understand educational research as well as undergraduate students in the fields of education, educational psychology and the learning sciences.

This book offers a new perspective on the professional world of higher education. Using social practice theory, it presents a practice sensibility rooted in concepts which illuminate teaching and learning contexts. The book takes the reader through the social processes occurring within higher education institutions which shape contexts and influence the direction of change. For leaders and managers, educational developers, change agents, and academics, this sensibility will help to identify the successful paths to changes for enhancement and the patterns of policy implementation likely to occur as teaching and learning is enhanced. For researchers of higher education, the practice sensibility offers new possibilities for meaningful research into teaching and learning issues. Teaching and learning regimes are a key focus of the book. As a family of practices performed by a workgroup in higher education over extended periods, they comprise a number of 'moments'; characteristics derived from structural foundations which shape the workgroup's practices and frameworks of meaning. These moments condition how teaching and learning is fundamentally understood, what its aims are thought to be, what is considered 'normal' practice, how individuals see themselves and others, and how power operates within the workgroup. The material context is significant in this, as are the backstories, personal histories, and institutional sagas. This book develops a completely new approach to Trowler's concept of teaching and learning regimes. Using both his research and that of others in the field, it presents a more nuanced, fully-developed, and sophisticated version of the concept which has great traction for empirical research, the management of change, and the enhancement of the student experience and learning outcomes.

For a smooth transition to adulthood, young people with disabilities need the support, guidance, and planning expertise of a successful collaborative team. All the essentials of transition planning are at your fingertips in the second edition of this popular book, a one-stop guide to helping young people live fulfilling adult lives beyond the classroom. Equally useful as a professional resource and a supplemental text, this how-to guidebook gets transition teams ready to help students with disabilities plan the future they want, pursue employment and/or higher education, and navigate the complex shift to adult life in the community. Renowned expert Paul Wehman and a select group of contributors introduce you to all the fundamentals of transition planning, offering fast facts, vivid examples, realistic case studies, and checklists and tools for putting your plan into action. Expanded and updated with the very latest on new legislation, funding sources, and other timely topics, this reader-friendly resource will help current and future professionals prepare young people to lead successful, self-determined adult lives. [For the previous edition, "Essentials of Transition Planning. Brookes Transition to Adulthood Series," see ED529129.]

The Copyright Wars—the first major trans-Atlantic history of copyright from its origins to today—tells this important story. Peter Baldwin explains why the copyright wars have always been driven by a fundamental tension.

In this practical guide, literacy experts show teachers how to use project-based inquiry to build students' discipline-specific skills and knowledge in grades 6-12. The authors present a five-phase framework that incorporates their professional development experience working with over 3,000 teachers. By making the intuitive practices of the disciplines explicit within an inquiry process, students have opportunities to construct new knowledge by employing practices used by literary critics, scientists, historians, and mathematicians. "Read, Write, Inquire" responds to the current focus on disciplinary literacy across multiple sets of standards, offering a clear blueprint to help teachers meet these standards while also providing students with deep learning across the curriculum. Book features: (1) A model that connects project-based inquiry and disciplinary literacy for deeper learning among teachers and students; (2) Classroom vignettes and practical examples are used to illustrate the model; (3) A chapter on connecting digital and global literacies with the inquiry model; and (4) Appropriate for multiple sets of standards, including the Next Generation Science Standards, the 3C Framework for Social Studies, and the Common Core State Standards.

For teacher and consultant Paul France, at first technology-powered personalized learning seemed like a panacea. But after three years spent at a personalized learning start-up and network of microschools, he soon realized that such corporate-driven individualized learning initiatives do more harm than good, especially among our most vulnerable students. The far-superior alternative? A "human-centered" pedagogy that prioritizes children over technology. First, let's be clear: "Reclaiming Personalized Learning" is not yet-another ed tech book. Instead it's a user's guide to restoring equity and humanity to our classrooms and schools through personalization. One part polemical, eleven parts practical, the book describes how to: (1) Shape whole-class instruction, leverage small-group interactions, and nurture a student's inner-dialogue; (2) Cultivate awareness within and among students, and build autonomy and authority; (3) Design curriculum with a flexible frame and where exactly the standards fit; (4) Humanize assessment and instruction, including the place of responsive teaching; and (5) Create a sense of belonging, humanize technology integration, and effect socially just teaching and learning--all central issues in equity. The truth is this: there's no one framework, there's no one tool that makes learning personalized--what personalized learning companies with a vested interest in profits might tempt you to believe. It's people who personalize learning, and "people not technology" must be at the center of education. The time is now for all of us teachers to reclaim personalized learning, and this all-important book is our very best resource for getting started. [Foreword by Carol Ann Tomlinson.]

Paul Ryan has brought together the writings of the most prominent British research into vocational preparation in Britain in comparison to the other advanced economies, primarily within the EEC. The book, originally published in 1991, documents various aspects of inadequacy in British practice at the time, concentrating upon intermediate skills, which are of crucial importance for economic performance. The introduction outlines the strengths and weaknesses of comparative research. Part 1 discusses the use which has been made of it by policy makers in Britain and various aspects of comparative methods in practical comparisons, including an Anglo-Scottish one. Part 2 concerns vocational preparation in connection with productivity and produce markets, noting its importance for economic performance and its dependence upon companies' product choices. Part 3 contains studies of the organization of skills and work and the finance of training within the EEC as a whole. Part 4 comprises studies of training in relation to labour market structures, each of which indicates similar alternatives for training policy in Britain -- alternatives whose relevance and political prospects can only be enhanced by the demise of Thatcher government deregulatory policies. This book is organized into the following chapters: (1) The Grass Looked Greener -- Some Thoughts on the Influence of Comparative Vocational Training Research on the UK Policy Debate (Ewart Keep); (2) Scotland v. England: The Place of 'Home Internationals' in Comparative Research (David Raffe); (3) Prospective Evaluation through Comparative Analysis: Youth Training in a Time-Space Perspective (Richard Rose); (4) Institutional Incentives and Skill Creation: Preconditions for a High-Skill Equilibrium (David Finegold); (5) Productivity and Vocational Skills in Services in Britain and Germany: Hotels (S.J. Prais, Valerie Jarvis and Karin Wagner); (6) Training Strategies and Microelectronics in the Engineering Industries of the UK and Germany (Adrian Campbell and Malcolm Warner); (7) Japanese Engineers, Lifetime Employment and In-Company Training: Continuity and Change in the Management of Engineering Manpower Resources (Kevin McCormick); (8) Interactions in the Markets for Education, Training and Labour: A European Perspective on Intermediate Skills (Robert M. Lindley); (9) Interventions in Market Financing of Training in the European Community (Keith Drake); (10) Institutional Structures and the Provision of Intermediate Level Skills: Lessons from Canada and Hong Kong (David N. Ashton, Malcolm J. Maguire and Johnny Sung); and (11) Initial Training, Labour Market Structure and Public Policy: Intermediate Skills in British and German Industry (David Marsden and Paul Ryan).

In "Broader, Bolder, Better," authors Elaine Weiss, of the Broader, Bolder Approach to Education campaign, and Paul Reville, former Massachusetts education secretary, make a compelling case for a fundamental change in the way we view education. The authors argue for a large-scale expansion of community-school partnerships in order to provide integrated student supports (ISS) from cradle to careers, including traditional wraparound services like mental health and nutrition supports, as well as early childhood education, afterschool and enrichment programs, and family supports. The book builds on nine years of research by the Broader, Bolder Approach to Education, a national initiative endorsed by more than sixty policy experts and leaders from across the country. It draws on case studies of effective ISS efforts in twelve diverse communities to illustrate the variety of strategies that can be adopted locally. A call to action that also provides examples of communities that are successfully leveling the playing field for poor children, this book offers a detailed vision for building comprehensive systems to support all children.

The close-knit, personal nature of small rural communities results in school and community operating as a single integrated social structure. Useful rural school improvement strategies must, therefore, address needs that are recognized by both the local school and the community and must operate in a style congruent with the local setting. Although outside ideas and resources may contribute greatly to successful plans to improve rural schools, a high level of local involvement is essential in determining the specifics of those plans. This is clearly demonstrated by the thirteen case studies presented in this book, in which the strategies that have been effective over time in resolving rural school problems are distinguished by a high degree of local participation. The cases--chosen to provide good examples of particular strategies and also to represent the diversity that characterizes rural America--cover centrally designed, heavily funded programs as well as small-scale, locally initiated efforts in such areas as teacher training, the introduction of new curricula, and community participation in education decision making and political action. The final chapters analyze the case studies in practical terms and recommend policy and practice for future rural school improvement.

The majority of people around the world live in multilingual societies, and so it follows that plurilingualism should be considered normal. This book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many languages are already spoken. The authors begin by presenting a state-of-the-art review of current research on language learning, language teaching and multilingual language acquisition. This is followed by a qualitative review of 37 multilingual research projects, which are treated as case studies to inform the practical guidance that constitutes the remainder of the book. The information and practical framework contained within this book will be of interest to both researchers, teachers and teacher educators.

An engaging, cross-disciplinary guide to research methodology "Practical Research: Planning and Design" is a do-it-yourself, how-to manual for planning and conducting research. Suitable for a wide variety of courses in basic research methodology, the book uses a conversational tone, step-by-step instructions, and practical suggestions to guide the reader from the selection of a problem to the preparation of a completed report. The 12th Edition has been updated to include the latest technology-based strategies and online tools. Other key changes include a better balance between quantitative and qualitative methods and the addition of a new chapter on action research.

On January 23, 1976, UC Santa Cruz’s second chancellor, Mark N. Christensen, resigned from office. He had served the campus from July 1974 to January 1976. These two oral history volumes, comprised of interviews conducted between 1976 and 1980, set Christensen’s resignation within the broader context of a tumultuous and transitional moment in the campus’s history. Founding Chancellor Dean McHenry had brought to fruition his singular vision for UC Santa Cruz as an innovative institution of higher education that emphasized undergraduate teaching centered in residential colleges, each with a specific intellectual theme and architectural design, within the framework of what he envisioned as a major public research university. McHenry oversaw the planning and building of UCSC from 1961 until his retirement in June 1974. In the early years, UCSC drew high caliber students and gained considerable national visibility as an innovative university. But by the mid-1970s, applications were declining and enrollments were on the verge of falling. Internally, the campus was fracturing along fault lines created by debates over the colleges’ academic role and over the relative weight to be placed on research and teaching, while UCSC struggled to weather a variety of external political and economic pressures and to hold its own as a distinctive campus within the traditional University of California.Christensen’s tenure as chancellor rather tragically ended in controversy after only eighteen months. Although most of the faculty liked Christensen as a person, they lost confidence in his ability to govern the campus. The Regional History Project never conducted an oral history with Mark Christensen, who passed away in 2003. But former director Randall Jarrell completed a series of interviews with key faculty members and administrators who had been directly involved in the Christensen case. Jarrell decided to withhold publication of these oral histories due to their sensitive political nature at the time. Now, nearly four decades later, we are able to publish these volumes as part of the Project’s Institutional History of UCSC series.This is a two-volume publication. The five oral histories in volume one not only illuminate the painful events leading up to the resignation of Chancellor Christensen, they capture and reflect on the “McHenry years” and on a complex and challenging period in the history of what was then a young, still experimental, and somewhat vulnerable campus of the University of California. The second volume contains a brief oral history with George Von Der Muhll conducted by Randall Jarrell in 1976 and then a much longer, follow-up oral history with George Von Der Muhll conducted by Irene Reti in 2014, in which Von der Muhll shares his thoughts not only on the Christensen administration, but also on the reaggregation and reorganization programs of the late 1970s, in which he played a central role. He also contemplates UC Santa Cruz as an experiment in public higher education, from the perspective of fifty years after the campus was founded. For reasons of chronology and length, we decided to dedicate a separate volume to Von Der Muhll’s interview. A third oral history volume, Daniel H. McFadden: The Chancellor Mark Christensen Era at UC Santa Cruz, 1974-1976, also originally part of this series was published in 2012 and is available on the Regional History website.

California Policy Options 2019. Annual volume of the UCLA Luskin School of Public Affairs

Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily globalized world, teaching English as a common communication tool has become even more significant than half century ago. For introducing the history, research methodologies, and teaching pedagogies of teaching English as a Second/Foreign/International Language, this book is composed as a reference for present English teachers under trend of globalization. This book can be a study, which deals with the preparations and professional developments for professional English teachers, which contains diverse ideologies for teaching pedagogies. Based on sufficient theoretical schools of Teaching English, provided by this book, you might be able to find appropriate pedagogies of teaching and methodologies of conducting researches and fieldworks in order to interpret the terminology of English Teaching according to your own personality. At the same time, you will obtain an access to comprehend the other English teachers' particular ways of teaching. Beside identifying the terms and types of Teaching English as a Second Language and as a Foreign Language, this book explains for you what are the general issues in the area of teaching English. The history of teaching English from the Ancient time to the beginning of our third millennium will be described. Traditionally, how English were originally taught and alternatively it was recommended in the present time will be mentioned in this book. After reading this book, you should be able to acquire most of the important familiarities of this academic ground and updated theoretical and empirical discoveries of English Teaching. An index is included. (Individual chapters contain references, figures, tables, and appendixes.)

Pesticides can be a boon to farms, but residues that reach ground or surface waters threaten wildlife, water quality, and human health. This publication shows how to rate your farm's potential for harm and act to keep these chemicals under control.

This is the first comprehensive book to connect art education to material culture--an evolving pedagogy about the meaning of "things" in the lives of children, youth, and adults. Written by luminaries in the field, this resource explores a range of objects exemplifying material culture, defined as "the human-formed objects, spaces, and expressions that make up our world and are frequently the articles we construct and/or possess for the purpose of personal memory making and the shaping of individual or group identity." Through activities, approaches, and examples, Blandy and Bolin highlight concrete strategies for incorporating material culture into higher education and K-12 classrooms, as well as museum and community settings. Chapters are organized around various aspects of material culture, including object study, the role of technology, and multisensory art. This accessible book will serve as an informational resource, instructional guide, and motivational catalyst for art educators interested in using material culture in their unique context. The book also: provides both theory and practice in the first comprehensive book relating art education to material culture studies; extends the scope of art education beyond the sight-based focus of visual culture to include the role material forms play in our cultural experiences; offers teaching strategies that will help students critically engage with a wide range of objects in contemporary society; and includes historical and contemporary examples chosen to resonate in the everyday lives of readers.

In "Systems for Instructional Improvement," Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers' growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement. Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers' instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals' time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning. "Systems for Instructional Improvement" provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research. ["Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office" was written with the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) team. Afterword by Michael Sorum.]

This exciting new state-of-the art book reviews, explores and advocates ways in which collaborative research endeavours can, through a transdisciplinary lens, enhance student, academic and social experiences. Drawing from a wide range of knowledges, contexts, geographical locations and internationally renowned expertise, the book provides a unique look into the world of transdisciplinary thinking, collaborative learning and action. In doing so, the book is action orientated, reflective, theoretical and intriguing and provides a place for all of these to meet and mingle in the spirit of curiosity and imagination. This book contains the following chapters: (1) Introduction -- The Art of Collaborative Research and Collective Learning: Transdisciplinary Theory, Practice and Education (Paul Gibbs, Linda Neuhauser, and Dena Fam); (2) Learning in Transdisciplinary Collaborations: A Conceptual Vocabulary (Julie Thompson Klein); (3) Practical and Scientific Foundations of Transdisciplinary Research and Action (Linda Neuhauser); (4) Transforming Transdisciplinarity: An Expansion of Strong Transdisciplinarity and Its Centrality in Enabling Effective Collaboration (Katie Ross and Cynthia Mitchell); (5) The Role of "Pliability" and "Transversality" within Trans/Disciplinarity: Opening University Research and Learning to Planetary Health (Jason Prior, Carole M. Cusack, and Anthony Capon); (6) The Transdisciplinary Evolution of the University Condition for Sustainable Development (Basarab Nicolescu); (7) Meta-Considerations for Planning, Introducing and Standardising Inter and Transdisciplinary Learning in Higher Degree Institutions (Dena Fam, Tania Leimbach, Scott Kelly, Lesley Hitchens, and Michelle Callen); (8) Transdisciplinarity: Towards an Epistemology of What Matters (Kate Maguire); (9) Transdisciplinarity and the "Living Lab Model": Food Waste Management As a Site for Collaborative Learning (Alexandra Crosby, Dena Fam, and Abby Mellick Lopes); (10) Nurturing Transdisciplinary Graduate Learning and Skills Through a Community of Practice Approach (Chris Riedy, Cynthia Mitchell, Juliet Willetts, and Ian Cunningham); (11) Making Collective Learning Coherent: An Adaptive Approach to the Practice of Transdisciplinary Pedagogy (Elizabeth Clarke and Craig Ashhurst); (12) Making the Link Between Transdisciplinary Learning and Research (BinBin Pearce, Carolina Adler, Lisette Senn, Pius Krutli, Michael Stauffacher, and Christian Pohl); (13) Collective Learning in an Industry-Education-Research Test Bed (Tanja Golja, Shilo McClean, and Krista Jordan); (14) Shielding Indigenous Worlds from Extraction and the Transformative Potential of Decolonizing Collaborative Research (Jason De Santolo (Garrwa & Barunggam)); (15) Collaborative Research and Action: The Changzhou Worker Wellness Project (Linda Neuhauser, Xiaodong Wang, Yun Hong, Xiaoming Sun, Zhanhong Zong, Xingyu Shu, Jingshu Mao, Eve Wen-Jing Lee, and Aibe); (16) Creative Partnerships and Cultural Organisations: "Enabling" and "Situating" Arts--Science Collaboration and Collective Learning (Tania Leimbach and Keith Armstrong); (17) Climate Adapted People Shelters: A Transdisciplinary Reimagining of Public Infrastructure Through Open, Design-Led Innovation (Brent Jacobs, Jochen Schweitzer, Lee Wallace, Suzanne Dunford, and Sarah Barns); (18) Reflections on Collective Learning: Open and Closed (Valerie A. Brown); and (19) Philosophical Reflections: A Coda (Paul Gibbs).