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"Visiting the Art Museum: A Journey Toward Participation" is a book that explores the evolving philosophy of museums and their shift towards a more visitor-centered and socially responsive role. The book takes an interdisciplinary approach, with contributions from various disciplines such as urban studies, architecture, art history, and nonprofit management. It examines the museum visit as an epistemological journey and addresses the question of what visitors can learn from different aspects of their experience. The book offers practical insights for museum professionals and serves as a valuable resource for students studying museum studies. While it provides a comprehensive exploration of museum visits, it could benefit from including more visitor perspectives and a more explicit consideration of the role of digital technology in museum practice. Overall, it offers valuable insights and guidance for fostering meaningful and inclusive visitor experiences in museums. [Extracted from the article]

The book "Curriculum and Training of Researchers" was published in July 2023 by the International Network on Research Teaching (RISEI). It was peer-reviewed and contains six research studies conducted by graduates of the Postdoctoral Program on Curriculum, Discourse, and Training of Researchers. The editors of the book are Alicia Inciarte González, Martha Vergara Fregoso, and Adriana Bolívar. The book addresses topics such as the foundations of researcher training, school dropout in relation to cultural capital and teaching practice, experiences and challenges of university teachers in research teaching, and practice-oriented teaching strategies. It also presents a curriculum design for the training of teacher-researchers and analyzes dietary practices from the perspective of body worship. It is recommended to delve into these research studies and promote dialogue and analysis among the actors involved in the training of new researchers in education. [Extracted from the article]

Firstly, she has culled relevant material from written memoirs of childhood reading, acknowledging that her sources are largely "veterans" of the literary establishment (mostly children's authors), from Rosemary Sutcliff's I Blue Remembered Hills: A Recollection i (1983) to Francis Spufford's bibliographic memoir I The Child That Books Built i (2002). Secondly - and here Waller breaks exciting new ground - she undertook a research project between 2009 and 2014, providing a set of 120 adults with questionnaires on memories and the rereading of childhood books. Particularly intriguing are the instances of rejection, disappointment, transformation, and mistaken memory with which Waller concludes her account. [Extracted from the article]

In addition to emphasizing relationships between people, Sabzalian explains that the survivance stories are also "designed to place teachers in relationship with institutions and practices that reproduce erasure" (p. 200). That said, Sabzalian emphasizes that social studies teachers, in particular, have a "responsibility to understand the dark history of schooling and the intentionally assimilative practices of educators" (p. 19). While Sabzalian argues that "providing teachers with lists of content to avoid doesn't necessarily explain or intervene into the persistent and troubling dynamic of routinely framing Native people and cultures as objects of study and inquiry" (p. 117), she also notes that "in the current context of educational reform, providing direct recommendations - even if they risk being decontextualized - can be useful" (p. 203). Overall, Sabzalian encourages teachers, teacher educators, and educational researchers to "recognize and nurture Native survivance" throughout their work (p. 214). [Extracted from the article]

A description of the course "Teachers as Classroom Researchers" being offered at West Chester University in Chester, Pennsylvania is provided.

By the Light of the Silvery Moon: Teacher Moonlighting and the Dark Side of Teachers' Work: By Eleanor J. Blair. Most pertinent to the aims of this book, constructive moonlighting - e.g., teaching at the college level - is an indicator that teacher moonlighting is frequently done to satisfy a professional need that is otherwise going unmet. Through careful curation of wide-ranging studies and essays, Eleanor J. Blair demonstrates that teacher moonlighting is ubiquitous, covert, and ripe with potential for supporting new conceptions of teacher professionalism. [Extracted from the article]

Permission to Narrate: Explorations in Group Analysis, Psychoanalysis, Culture: by Martin Weegmann. In his chapter on reading Freud, he reveals his own fascinations and idealizations that fueled and sustained his curiosity, a curiosity that survived his deidealization of Freud. His deep interest in culture and the variety of healing methods blends nicely with Weegmann's arguments which, if taken seriously, will enrich and encourage the flourishing of group analysis. [Extracted from the article]

This imposing, impressive and informative text acts as a companion to I The Teeth of Non-Mammalian Vertebrates i , which was released in 2017 (and reviewed in the April 2017 issue of the I FDJ i ),[1] and will thus complete the description of vertebrate dentitions in current existence. The next 12 chapters comprehensively describe the main vertebrate mammalian groups and their dentition. [Extracted from the article]

The article reviews the book "Learning from Young Children in the Classroom: The Art and Science of Teacher Research," by D.R. Meier and B. Henderson.