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This resource has been developed for pre-K-20 educators in order to help students use primary sources to go beyond simple acquisition of content knowledge and rote memorization. The procedures and approaches outlined in this book are designed to help students use primary sources in discipline- and inquiry-based ways to develop and enhance cultural understanding, civic mindedness, and democracy. Expert authors demonstrate how the skills students learn through this process can be applied to their everyday life and allow them to think critically about the world around them, better understand various cultures, communicate their understandings effectively, and enhance their democratic values. Grounded in the National Council for the Social Studies C3 Framework, topics include social emotional learning, inclusion, higher order thinking, civic agency, project-based learning, democracy-building across cultures, teaching about war, enacting change through intentional civic engagement, and systemic racism in the United States. Book Features: (1) Chapters by leading experts in the areas of civic education and teaching with primary sources; (2) Guidance for supporting multilingual learners and students with disabilities; (3) Detailed examples of classroom-tested instructional ideas and approaches from educators teaching with primary sources in pre-K-20 classrooms; and (4) Primary sources and links to resources throughout the book.

Examples of MARC 21 catalog records to accompany the OLAC Best Practices for Cataloging DVD-Video and Blu-ray Discs, Objects, Streaming Media, and Video Games Using the Original RDA Toolkit and MARC 21

The OLAC Unified Best Practices Guide brings together and aligns Best Practices for Cataloging DVD-Video and Blu-ray Discs Using RDA and MARC21, Best Practices for Cataloging Objects Using RDA and MARC 21, Best Practices for Cataloging Streaming Media Using RDA and MARC21, and Best Practices for Cataloging Video Games Using RDA and MARC21.  This is intended for use with the Original RDA Toolkit.  There is an accompanying document of full MARC examples.

Educators across subject areas are striving to integrate primary sources into their pedagogy and teaching. Yet, despite their importance to authentic disciplined inquiry, the implementation of primary source activities in the pre-K-12 classroom has been limited. This lack of utilization can largely be attributed to the perception that these activities are too complex to design, implement, and grade. Many teachers also feel that primary source analysis and the construction of evidence-based narratives are too difficult for students to complete in the traditional classroom. Waring argues that this is not the case and, with this handbook, provides teacher candidates and inservice teachers with detailed and specific perspectives, activities, approaches, and resources to help them effectively and authentically use primary sources in their classrooms. Book Features: (1) Introduces teaching with primary sources, including detailed examples of authentic and tested instructional ideas and approaches; (2) Designed to meet the needs of classroom teachers and teacher candidates in social studies, English and language arts, mathematics, science, and other fields; (3) Offers dozens of primary sources and links to resources throughout the book; (4) Aligns to national standards, frameworks, and the C3 framework for social studies; (5) Can be used to meet the needs of emerging English learners and students with special needs; and (6) Focuses on ways in which educators are utilizing a variety of emerging technologies to engage students in deeper and more authentic ways of learning.

This open access book employs Paul Ricoeur's methodologies to identify, challenge, and replace with responsible language the many continuing abuses of power, including in the university curriculum and in the international discourse of right-wing populism. Using Ricoeur's philosophy, the book provides a meta-frame for current debates about the university and a pragmatic micro-frame for supporting staff and students to develop important conversations on campus. It introduces the Community of Inquiry approach and describes its use to engage with complex ideas on which society has recently become silent. By contrasting Ricoeur's work on Algeria and his work in Chicago, USA, a bias blind spot is revealed in his desire for dialectical balance and reciprocity. This prevented him (and for some years the author) from accepting the connections between colonialism, slavery and racism and the urgent need for reparative justice. With Ricoeur, the readers can think differently: how to recognize and tackle racism and the democratic deficit, how to reduce epistemic injustice by learning how to speak out, how to move away from forced polarities and develop a pedagogy of hope as well as an acceptance of provisionality and the intractability of certain existential problems.

With one click we can make our camera lens switch from portrait to landscape, so why can't we find a simple way to broaden our perspectives on equity? Because human beings are wildly complex, for one thing. But this potent guide simplifies, providing concrete techniques for becoming expansive educators capable of engaging every student. Chapter assets include: (1) Compelling research to support why it's urgent we embrace foundational fairness--and why even subtle words can have massive effects on students' sense of potential; (2) Questions and prompts that help you build inclusive thinking into your expectations of students, your feedback, grading, and approaches to discipline; (3) Activities, discussion frames, and debate structures that support students' exploration of complex topics; and (4) Ideas for engaging staff, leadership, family, and the community in ways that reveal strength. Social justice work is not "other;" it's not extra. It's student agency work. It's what keeps so many of us educators up at night, worried about why some of our learners aren't engaged. With this book, they will be engaged, because they will know you believe in their abilities, and now know how to show that every day.

This book examines access, lifelong learning and education for all, which have been policy preoccupations in all countries for more than half a century, but have been overlaid and pushed aside by the development of mass higher education. The authors examine what has been achieved, what lessons have been learnt and what still remains to be done, addressing matters of equity, agency, community, mobility and hierarchy.

Often regarded as one of life's few certainties, death is both instantly familiar to us and deeply mysterious. Death is everywhere, yet few of us take the time to consider its significance in shaping human lives. This book addresses the difficult, complex, sensitive subject of death from a unique point of view. Drawing on insights from philosophers across the ages, the authors argue that death is a matter of profound educational importance. Paying particular attention to thinkers in the existentialist tradition, "Philosophy, Death and Education" shows that our understanding of death can play a key role in determining what, how and why we teach and learn. Death exerts an influence, often unnoticed, on our commitments and priorities, our ideals and relationships. A thoughtful examination of death, the authors suggest, can help us to see ourselves in a new light, and in so doing, allow us to better appreciate what others have to offer.

This book is important and makes a unique contribution in the field of mathematics education and creativity. The book comprises the most recent research by renowned international experts and scholars, as well as a comprehensive up to date literature review. The developmental lens applied to the research presented makes it unique in the field. Also, this book provides a discussion of future directions for research to complement what is already known in the field of mathematical creativity. Finally, a critical discussion of the importance of the literature in relation to development of learners and accordingly pragmatic applications for educators is provided. Many books provide the former (2) foci, but omit the final discussion of the research in relation to developmental needs of learners in the domain of mathematics. Currently, educators are expected to implement best practices and illustrate how their adopted approaches are supported by research. The authors and editors of this book have invested significant effort in merging theory with practice to further this field and develop it for future generations of mathematics learners, teachers and researchers.

Climate change is an urgent problem. Because it is causing new weather extremes and fatal catastrophes, climate change is better termed climate disruption. Bending the curve to flatten the upward trajectory of pollution emissions responsible for climate disruption is essential in order to protect billions of people from this global threat. Education is a key part of the solution.This textbook book lays out ten solutions that together can bend the curve of climate warming below dangerous levels. These solutions fall into six categories: science, societal transformation, governance, economics, technology, and ecosystem management. Four themes emerge from the book:  * There is still time to bend the curve. The time to act was yesterday, but if proper actions are taken now, there is still time to avoid disastrous changes. We have to pull on three levers: The carbon lever to achieve zero net emissions of carbon dioxide before 2050; the short-lived climate pollutants lever to drastically reduce concentrations of other major climate pollutants; and the atmospheric carbon extraction lever to remove massive amounts of carbon dioxide from the atmosphere.* Bending the curve will require interdisciplinary solutions. Climate change requires integrating approaches from the natural sciences, social sciences, and humanities, so this textbook—unlike most on climate change solutions—does just that, with chapters written by experts in climate science, social justice, economics, environmental policy, political science, energy technologies, ecology, and religion. Bending the curve also requires preservation and restoration of ecological systems.* Bending the curve requires a radical shift in attitude. This shift requires change in behavior, change in our attitudes towards each other, and change in our attitude towards nature. Climate justice has to be an integral part of the solution.* Technology, market mechanism and policy need to be a part of the solution. New market mechanisms and other policies are required to spur technological innovations and to scale clean technologies globally.

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

Positive student behaviors are desired outcomes, but this manual concentrates on inputs. How do you respond to difficult behavior in the moment when you know that punitive, compliance-based behavior management is so often ineffectual? What's the best way to prevent students from acting out in the first place? The path to success requires behavioral leadership, in which teachers strategically model and affirm the behaviors they want to see in students. Behavior expert Scott Ervin calls on his two decades of experience to share the most effective procedures and strategies to foster positive, prosocial student behavior that supports learning, including ways to (1) organize your physical classroom to support positive classroom management; (2) build positive teacher-student relationships; and (3) share control with students in a way that best fosters their autonomy. "The Classroom Behavior Manual" is a resource you can return to again and again, packed with more than 100 strategies and dozens of procedures and tools. Learn how to respond to negative behaviors in nonpunitive ways so that you can ensure all students' school days are as calm, engaging, and educational as they possibly can be.

Focusing on interventions, strategies, and considerations that can support teachers in working with all students academically and behaviorally, this book interweaves the spirit of Hip-Hop throughout its content. For those who work with youth with exceptionalities in the United States and globally.

This book proposes some insights and ideas into how education might be humanized. The chapters inform, provoke, and guide further inquiries into imagining and actualizing human education. It presents the view that education should be primarily understood as human education, which offers universal good for the entire planet. It centres around the significant values that make life, in a holistic sense, meaningful, worthwhile, and socially just. It discusses the fundamental idea that human education is the key to peace, individual and social freedoms, social justice and harmony, fraternity and happiness all over the world, and how educational ideals and methods must be reconsidered to achieve this end.This book originates from an international conference and round-table, "Human Education in the 3rd Millennium," in July 2019 in Dharamsala, India.

The Learning Companion to Bending the Curve: Climate Change Solutions can help all readers gain the most from this book. This resource includes questions for review and discussion which help connect ideas, understand key concepts, and to increase the ability of readers at all levels to effectively discuss and explain climate change solutions.The Learning Companion provides review questions that can be used to assess familiarity with key concepts, ensuring all readers are ready to apply what they’ve learned. These questions can also help instructors identify areas of learning that may require additional explanation. The Learning Companion also provides questions for discussion which can help facilitate both classroom and public discourse, and expanding each reader’s learning about climate change solutionsWe recognize the importance of public communication and education to help promote a broad culture of climate action. Using the questions in the Learning Companion can help you take action, and to collaborate with others as a learning community, focused on climate change solutions.

The United States is in the midst of a profound transformation the likes of which hasn't been seen since the Industrial Revolution, when America's classical colleges adapted to meet the needs of an emerging industrial economy. Today, as the world shifts to an increasingly interconnected knowledge economy, the intersecting forces of technological innovation, globalization, and demographic change create vast new challenges, opportunities, and uncertainties. In this great upheaval, the nation's most enduring social institutions are at a crossroads. In "The Great Upheaval," Arthur Levine and Scott Van Pelt examine higher and postsecondary education to see how it has changed to become what it is today--and how it might be refitted for an uncertain future. Taking a unique historical, cross-industry perspective, Levine and Van Pelt perform a 360-degree survey of American higher education. Combining historical, trend, and comparative analyses of other business sectors, they ask: (1) how much will colleges and universities change, what will change, and how will these changes occur? (2) will institutions of higher learning be able to adapt to the challenges they face, or will they be disrupted by them? (3) will the industrial model of higher education be repaired or replaced? and (4) why is higher education more important than ever? The book is neither an attempt to advocate for a particular future direction nor a warning about that future. Rather, it looks objectively at the contexts in which higher education has operated--and will continue to operate. It also seeks to identify likely developments that will aid those involved in steering higher education forward, as well as the many millions of Americans who have a stake in its future. Concluding with a detailed agenda for action, "The Great Upheaval" is aimed at policy makers, college administrators, faculty, trustees, and students, as well as general readers and people who work for nonprofits facing the same big changes.

This exciting book explores how leaders have implemented, sustained, and pushed innovative, deeper learning opportunities in their school settings. Across the United States and around the world, the concept of a school is growing more action-oriented, performance-focused, digitally relevant, and democratically infused. In this book, you'll hear from real schools and leaders about practices that are changing schools and leading to deeper learning experiences across seven categories of innovative practice--including vision, agency in learning, trust in teachers, openness to new ideas, over-communicating change, equity mindedness, and courage to live outside norms. "Leadership for Deeper Learning" looks at how school leaders change the status quo and create different learning environments for students and teachers. Rich in stories and strategies, this book will provide you with the ideas and tools to rethink and reignite learning for the future.

Successful lessons are explicit, yet also inspire active learning and opportunities to respond. As the one shaping lessons, can you do better? Probably, and you're not alone. Research shows teachers consistently offer students far fewer than the recommended opportunities to respond, leaving all students--including those with special needs and behavior challenges--less than engaged and falling short of their best chance for success. With this book, you'll discover 14 strategies you can translate directly to your classroom, complete with descriptions, advantages and disadvantages of each, and how and when best to use them. Divided into three parts, you will be guided through: (1) Verbal engagement strategies, such as whip around, choral responding, quick polls, and individual questioning; (2) Non-verbal engagement strategies, such as stop and jot, guided notes, response cards, and hand signals; and (3) Partner and teaming strategies, such as turn & talk, cued retell, four corners, and classroom mingle. Dive into these strategies and transform your classroom into a rich and interactive environment--no matter the subject, context, or age of your students.

In October 2017, the Institute on Inequality and Democracy at UCLA Luskin in partnership with the Center for the Study of Race, Politics, and Culture at the University of Chicago convened a symposium on the theme, “Race and Capitalism: Global Territories, Transnational Histories.” A part of the national Race and Capitalism project led by Michael Dawson and Megan Ming Francis, the symposium sought to highlight how the study of racial capitalism in the United States must be situated in the long history of global systems of colonialism, imperialism, and development. With this in mind, the program was organized around four key themes: diasporas of racial capitalism; the land question; imperialism and its limits; race, capitalism, and settler-colonialism. Bringing together scholars from many different institutions, the symposium was also a space for shared work across different disciplines in the social sciences and humanities. Writings and presentations by four scholars, Nathan Connolly, Keisha-Khan Perry, Allan Lumba, and Alyosha Goldstein, anchored a day of debate and dialogue. This collection provides a glimpse of their key provocations as well as of the questions and comments posed by invited interlocutors. It is not a culmination but instead a benchmark in the ongoing efforts to build collaborative scholarship concerned with race and capitalism. Central to our concerns has been the question of what this might mean for a new generation of curriculum and pedagogy and for the next generation of scholars, our graduate students. We hope that the conceptual and methodological frameworks and interrogations presented here are useful in the endeavor of speaking back to our disciplines and speaking across our disciplines.

Learn how to integrate and evaluate primary and secondary sources by using the SOURCES framework. SOURCES is an acronym for an approach that educators can use with student in all grades and content areas: Scrutinize the fundamental source, Organize thoughts, Understand the context, Read between the lines, Corroborate and refute, Establish a plausible narrative, and Summarize final thoughts. Waring outlines a clearly delineated, step-by-step process of how to progress through the seven stages of the framework and provides suggestions for seamlessly integrating emerging technologies into instruction. The text provides classroom-ready examples and explicit scaffolding, such as sources analysis sheets for various types of primary and secondary sources. Readers can use this resource to give students the skills and knowledge necessary to think critically and create evidence-based narratives, in a manner similar to professionals in the field. "Integrating Primary and Secondary Sources Into Teaching" will be of interest to social studies educators and curriculum coordinators, as well as those involved in curriculum design, planning, and technology integration across the content areas. Book Features: (1) Offers a grounded means for conducting higher-order reasoning and inquiry; (2) Demonstrates how to integrate this approach in various disciplinary areas, such as social studies, English/language arts, mathematics, and science; (3) Provides user-friendly lessons and activities; and (4) Includes resources to assist students throughout the inquiry process.

This book presents a detailed account of authenticity in the visual arts from the Palaeolithic to the postmodern. The restoration of works of art can alter the perception of authenticity, and may result in the creation of fakes and forgeries. These interactions set the stage for the subject of this book, which initially examines the conservation perspective, then continues with a detailed discussion of notions of authenticity, and the philosophical background.  There is a disputed territory between those who view the present-day cult of authenticity as fundamentally flawed, and those who have analyzed its impact upon different cultural milieus, operating across performative, contested, and fragmented ground. Case studies that explore the ideas of conceptual, aesthetic, and material authenticity provide a informative discourse about art from the ancient to the contemporary, illuminating concerns relating to restoration and art forgery.

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.

This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching. With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, "Preparing Science Teachers Through Practice-Based Teacher Education" serves as a valuable resource both for teacher educators and for administrators.

This book is principally written for entry-level student affairs and non-profit staff who develop and facilitate social justice education workshops and structured conversations, as well as for student peer educators who are often employed to assist in the facilitation of such workshops for their peers. It is suitable for anyone starting out to do such work. It provides readers with a practical framework and hands-on tools to craft effective and positive interventions and workshops that are relevant to context and are true to the facilitator's own circumstances. It offers a succinct but comprehensive introduction to the planning, design, and facilitation of social justice experiences, grounding readers in relevant theory, taking into account participants' prior understandings of issues of race and privilege, institutional environment and campus climate, and the facilitator's positionality. It provides guidance on defining outcomes and developing content and exercises to achieve workshop goals. Starting from the premise that the facilitation and delivery of social justice education experiences should be grounded in scholarship and that such experiences can only achieve their ends if crafted to meet the unique characteristics and circumstances of the institution and workshop participants, the authors begin by synthesizing current theory on social justice education and cultural competence, and then guiding readers on analyzing the context and purpose of their workshop. They provide readers with an easy to follow five-part framework to systematically design social justice education workshops and structured conversations and to assess the resulting learning. Particularly valuable for those starting out in this work is guidance on facilitation and on the use and selection of exercises to align with goals and participants' characteristics and social identities. [This book was written with Roger A. Moreano. Foreword by Jamie Washington.]

Engaging students with primary sources fosters inquiry, critical thinking, and deductive reasoning skills, all of which are vitally important to success in school and beyond. Simply inserting primary sources into the classroom is not enough. This resource uses the best of emerging Internet applications (Web 2.0) to capture the interest of today's students who have grown up using diverse technologies and multiple applications such as podcasts, social networks, social bookmarks, digital curation, and blogs. Readers will learn about the SOURCES Framework, an innovative approach for scaffolding inquiry-rich social studies instructional practices. Filled with multiple classroom-ready examples that seamlessly integrate Web 2.0 applications, the authors provide readers with the tools and confidence to create instructional opportunities to engage learners in authentic historical inquiry. The goal is to give students the skills and knowledge necessary to think critically, engage with sources, and create authentic, evidence-based narratives. Book Features: (1) Offers effective and engaging methods for teaching with primary and secondary sources while seamlessly integrating emerging technologies; (2) Fosters critical thinking skills and deductive reasoning skills while allowing instructors an opportunity to personalize learning environments; (3) Provides students with opportunities to authentically construct historical narratives, replicating methods utilized by historians; (4) Introduces an innovative framework for teaching with primary and secondary sources; and (5) Includes web links that make it easy for the reader to see examples and resources and video walk-throughs related to many of the Web 2.0 tools.

In "Grading the College," Scott M. Gelber offers a comprehensive history of evaluating teaching and learning in higher education. He complicates the conventional narrative that portrays evaluation as a newfangled assault on the integrity of higher education while acknowledging that there are many compelling reasons to oppose those practices. The evaluation of teaching and learning, Gelber argues, presented genuine dilemmas that have attracted the attention of faculty members and academic leaders since the 1920s. Especially during the peak era of faculty authority that followed the end of the Second World War, significant numbers of professors and administrators believed that evaluation might improve institutional performance, reduce the bias inherent in traditional methods of supervision, strengthen communication with laypersons, and encourage a more deliberate focus on the distinctive goals of college. Gelber reveals the extent to which professors and academic interest groups participated in the development of our most common evaluation instruments, including student course questionnaires, achievement tests, surveys, rubrics, rankings, and accreditation self-studies. Although these efforts may seem distant from the present era of shortsighted scrutiny and ill-conceived comparisons, Gelber demonstrates that the evaluation of college teaching and learning has long consisted of a set of intellectually sophisticated questions that have engaged, and could continue to engage, faculty members and their advocates. By providing a deeper understanding of how evaluation operated before the dawn of high-stakes accountability, "Grading the College" seeks to promote productive conversations about current attempts to define and measure the purposes of American higher education.

Teachers and curriculum specialists are exposed to many ideas from educational leaders, but it is difficult to know which ones can be transformed into meaningful learning experiences in the classroom. "Concept-Based Instruction": (1) Helps educators translate the works of leading educational thinkers into concept-based units; (2) Draws from the works of Lynn Erickson, Heidi Hayes Jacobs, Carol Ann Tomlinson, Jay McTighe, Grant Wiggins, Benjamin Bloom, and John Hattie; (3) Challenges all students to think through active and meaningful learning experiences; (4) Shares tips for creating units in writing, literature, reading, social studies, and science; and (5) Includes helpful examples of units to guide teachers and curriculum specialists. Readers will learn how to create practical and organized units that inspire student thinking, discussion, conversation, and written assignments, as well as use levels of questioning and task complexity based on various forms of assessments and demonstrated readiness.

"Schooling for Critical Consciousness" addresses how schools can help Black and Latinx youth resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people in learning to analyze, navigate, and challenge racial injustice. "Schooling for Critical Consciousness" provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve.

Livestock on California's foothill rangelands get much of their nutrition from rangeland forage plants. An understanding of how climatic factors influence forage productivity can help growers predict the need to provide supplemental feed.